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At least 883 records · Page 49Linked to original sources
PubMed1993

[Symptomatology of language disorders in cerebral palsy with mutism].

Language disturbances in cerebral palsy with mutism. The analysis of the afferent side of language in 18 cerebral palsy children with no oral expression shows that they form a very heterogeneous population. The semiological analysis concerning comprehension leads to their classification into four main groups akin to the classical dysphasia syndromes. Major agrammatism occurring in phonologico-syntactic dysphasia. Sensory dysphasias (or verbal deafness). Mixed (or global) dysphasias. Motor dysphasias: phonological programmation disturbances (anarthria) and motor production disturbances (dysarthria). The disclosure of these various dysphasias allows for specific rehabilitation and for education procedures suitable for each individual patient.

Adolescent↗
PubMed1992

Neurology of language.

A host of recent investigations and new theoretical models have advanced our understanding of the neural underpinnings of speech and language in humans. The application of positron emission tomography (PET) techniques to the investigation of language has provided corroborating evidence regarding the role of left hemisphere structures previously associated with language, together with some intriguing new findings. Innovative ideas regarding the ontogeny of language have come from studies of deaf infants who appear to babble with signs in much the same way that hearing infants babble vocally. A number of investigators have focused on the controversial syndrome known as progressive aphasia, and new evidence has supported the importance of this syndrome from both diagnostic (e.g. providing clues regarding neuropathology) and scientific (e.g. yielding information about the organization of lexical access structures in left temporal lobe) perspectives.

Anomia↗
PubMed1995

Hearing impaired families: the social ecology of hearing loss.

The services available to parents of children with hearing losses, and the options concerning the modes of communication and the educational programs for their children, have significant effects on family relations and the family's understanding of hearing impairment and deafness. This is particularly true in rural areas of British Columbia, Canada, where the range of programs is limited. This paper examines the programs available, parents' understandings of their options, the decisions they make, and the impact on the family of the selection and availability of programs.

Adult↗
PubMed2004

The time course for language acquisition in biologically distinct populations: evidence from deaf individuals.

The present study provides evidence that individuals who have different patterns of cerebral lateralization and who develop along different maturational time courses can attain comparable levels of language proficiency. Right-handed individuals with left-handed family members (left-handed familials, LHFs) showed a shorter sensitive period for language acquisition than did right-handed individuals with only right-handed family members (right-handed familials, RHFs). The shorter sensitive period for LHFs may be due to a focus on non-linguistic, word-based conceptual information during language acquisition. RHFs may focus on grammatical relations during language acquisition, which matures later than lexical knowledge. This suggests that there may be different patterns of cerebral lateralization for language in all normal populations as a function of familial handedness.

Adolescent↗
PubMed2000

The acquisition of a second language.

It is claimed that if children can begin to acquire a second language at an early age they will find it easier to develop fluency, and will speak it without an accent. Age is a factor in acquiring one's mother tongue, and this also applies when learning a second language. One essential to developing such a skill is the ability to switch from one language to the other, as appropriate. Studies on the effects of age on this learning are reviewed. Techniques such as positron emission tomography can now be used to show which areas of the brain are involved in developing new skills, and much has been learnt in this way. Differences can be demonstrated between the cerebral function of the children who learn a second language at an early age and those who do this when they are older, and also between those who acquire a high degree of fluency and those who never do. If children speak a second language by hearing it in the environment in which they live, they are acquiring it as they do their mother tongue, but if they start at the age of 12 years they are learning it like any other subject they study. If the opportunity is present, surely it is better to acquire a second language than learn it.

Adolescent↗
PubMed1978

Consequences of congenital hearing loss - a longterm view.

Responsibility for detection of hearing loss at the earliest possible age rests on the shoulders of the medical profession. Early detection and presentation of language through all available sensory channels, most notably the visual, are essential since deaf children of hearing parents, the vast majority of the deaf, characteristically remain grossly deficient linguistically despite years of special schooling. The deaf children of deaf parents, who are not as deprived linguistically since they learn a manual language at the normal age of language acquisition, tend to be less severely handicapped than the deaf children of hearing parents. Deafness is a hidden handicap in infancy although lack of vestibular function may delay motor milestones like sitting and walking but does not constitute a serious problem after they are achieved. The average 18 year old deaf student achieves a reading level comparable to that of a hearing fourth grader and the mathematical skills of a sixth grader. He is also deficient in science, social studies, and general information despite his average scores on nonverbal intelligence tests. Although many deaf students drop out of school before graduation and few go on to higher education, congenitally deaf adults are usually self-supporting and independent. Eighty per cent of the deaf marry hearing impaired persons. The deaf are greatly assisted by the cohesive deaf community existing in every sizable city which provides a social, recreational, and economic framework to their lives. As a result, delinquency and psychiatric illness are not higher among the deaf than the hearing, despite the difficulties they have dealing with the complexities of the hearing society.

Adolescent↗
PubMed1996

The association between language and symbolic play at two years: evidence from deaf toddlers.

The association between expressive language and symbolic play was investigated in 3 groups of 2-year-olds: deaf children with hearing parents (dH), deaf children with deaf parents (dD), and hearing children with hearing parents (hH). (Each group included 6 girls and 4 boys.) 3 language-level groups were defined. The highest group was well into the vocabulary "explosion" and frequently produced multiword/sign utterances; a middle group was beginning the period of vocabulary expansion and occasionally produced utterances of more than 1 word/sign; a third group produced single word/sign utterances only, and had a limited vocabulary. Hearing status was associated with duration of symbolic play (deaf > hearing). Higher language levels were associated with more canonically sequenced and preplanned play, even when language delays were due to exogenous factors.

Child, Preschool↗
PubMed1998

Words and gestures: infants' interpretations of different forms of symbolic reference.

In 3 experiments, we examine the relation between language acquisition and other symbolic abilities in the early stages of language acquisition. We introduce 18- and 26-month-olds to object categories (e.g., fruit, vehicles) using a novel word or a novel symbolic gesture to name the objects. We compare the influence of these two symbolic forms on infants' object categorization. Children at both ages interpreted novel words as names for object categories. However, infants' interpretations of gestures changed over development. At 18 months, infants spontaneously interpreted gestures, like words, as names for object categories; at 26 months, infants spontaneously interpreted words but not gestures as names. The older infants succeeded in interpreting novel gestures as names only when given additional practice with the gestural medium. This clear developmental pattern supports the prediction that an initial general ability to learn symbols (both words and gestures) develops into a more focused tendency to use words as the predominant symbolic form.

Female↗