[Development of language in the works of Hölderlin: apropos of Philippe Vouin's thesis].
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History, 18th Century↗
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[Developing a language for nursing. Interview with Patricia Benner].
This (shortened) interview from 1995 contains Patricia Benner's thoughts on the relationship between nursing practice, language and nursing science. Benner alludes to the philosophical and theoretical sources of her work and uses a narrative in order to show her method of interpretation.
Brain Neoplasms↗
Long-term effects of otitis media with effusion on language, reading and spelling.
The long-term effects of early OME on language and educational attainment were studied in 47 children of 7-8 years of age who had participated in an earlier pre-school study on otitis media with effusion (OME) and language development. At pre-school age OME was diagnosed by quarterly tympanometric screens (maximum nine) and language was assessed by a standard Reynell test. At school age the ears of the children were assessed by otomicroscopy, tympanometry and audiometry, and the development status by several language, reading and spelling tests. The association between early OME and language development found at pre-school age was no longer present at school age.
Achievement↗
Socioeconomic status and cultural influences on language.
UNLABELLED: Two studies track connections from the distal variables of socioeconomic status (SES) and culture to properties of the interactions children experience and to the rate of children's language development. The first study is an investigation of the relations among family SES, properties of maternal child-directed speech, and child vocabulary growth in a sample of 2-year-olds in the United States. The second study is an investigation of the relations among maternal education, maternal "language teaching practices," and child vocabulary and grammatical development in a sample of 2-4-year-olds in China. Together these findings reveal some of the ways in which the social and cultural contexts in which children live affect the course of their language development. LEARNING OUTCOMES: The reader will become aware of how the social and cultural milieu in which children live shapes their language experiences and consequent language development.
Child Language↗
[Communication and speech disorders and their relationship with psychic development and mental disorders in 8 year old children from the Lódź area].
AIM: The aim of the study was to analyze the occurrence of communication and speech disorders among 8-year-old children in Lódź. The comorbidity of these disorders with mental and somatic disorders was also analysed. We have also studied the correlation between the level of language development and the level of psychic development, and the existence and character of mental disorders. METHOD: The study comprised 7881 children from Lódź, born in 1991. The design of the study was two-stage. Stage I consisted of a screening test, using the Questionnaire of Child-Environment Communication Development, which was sent to the parents of all children. On this basis a group of 58 children with communication disorders was identified, which were further evaluated in the stage II of the study. Stage II consisted of a psychiatric examination, Screening Logopedic Test acc.to Tarkowski, Child Developmental Questionnaire acc. to Rabe-Jabłońska and Gmitrowicz, somatic state evaluation and analysis of the available documentation. RESULTS: In 0.81% of the children communication disorders were found. Speech disorders were present in all cases: in 2/3rds expressive language disorders or mixed receptive-expressive language disorders, in the remaining cases phonological disorders. Estimated frequency of occurrence of specific disorders in the studied population was as follows: specific developmental language disorders 2.9/1000, acquired aphasia with epilepsy 4/10000, autistic disorder 6.4/10000. Over one third of children with a verbal communication disorder suffered also from various neurological and developmental disorders; most of the children showed abnormal mental development (f = 0.86) and mental disorders (f = 0.66). CONCLUSIONS: Poor language development correlated statistically significantly with mental retardation, pervasive developmental disorder and behaviour disorders, caused by brain damage or brain dysfunction. Children with a communication disorder who demonstrated normal language development suffered from social maladaptation or ADHD statistically significantly more frequently.
Attention Deficit Disorder with Hyperactivity↗
Specific language impairment as a period of extended optional infinitive.
English-speaking children with specific language impairment (SLI) are known to have particular difficulty with the acquisition of grammatical morphemes that carry tense and agreement features, such as the past tense -ed and third-person singular present -s. In this study, an Extended Optional Infinitive (EOI) account of SLI is evaluated. In this account, -ed, -s, BE, and DO are regarded as finiteness markers. This model predicts that finiteness markers are omitted for an extended period of time for nonimpaired children, and that this period will be extended for a longer time in children with SLI. At the same time, it predicts that if finiteness markers are present, they will be used correctly. These predictions are tested in this study. Subjects were 18 5-year-old children with SLI with expressive and receptive language deficits and two comparison groups of children developing language normally: 22 CA-equivalent (5N) and 20 younger, MLU-equivalent children (3N). It was found that the children with SLI used nonfinite forms of lexical verbs, or omitted BE and DO, more frequently than children in the 5N and 3N groups. At the same time, like the normally developing children, when the children with SLI marked finiteness, they did so appropriately. Most strikingly, the SLI group was highly accurate in marking agreement on BE and DO forms. The findings are discussed in terms of the predictions of the EOI model, in comparison to other models of the grammatical limitations of children with SLI.
Child↗
Early conversations and word learning: contributions from child and adult.
Temporal and topic contingencies between child and mother speech are reported at 2 achievements in language development in the second year. Measured against their respective baseline rates of speech, children were most likely to talk before mother speech and mothers most likely to talk after child speech. This pattern, evident at both language achievements, increased in amplitude with development. These early conversations were generated by the children; neither their interactions nor word learning depended on adult-scaffolded formats. Only about one-third of all child speech occurred in response to something mothers said; only half of all child speech received a topic-related response. When mothers responded, they most often simply acknowledged, repeated, or clarified what the child said. The results supported the intentionality model for language development, in which the child's role is primary: Children learn words for expression and interpretation in order to share contents of mind, bringing words to their conversations that they've already learned in other contexts.
Child Development↗
Psychobiology of speech development: coemergence of language and a movement system.
Speech development in the child represents the coemergence of language and a movement system. This paper presents seven basic principles on which a theory of speech development should be formed. Briefly, these principles address developmental changes in musculoskeletal and neural anatomy, continuities in phonetic development, coordination of productive (motor) and perceptual capabilities, rhythmic or cyclic patterning of movement, changing units of phonologic contrast, and interaction of phonetic development with acquisition of a motor skill for speech. These basic principles are in harmony with an autoorganizational theory of language development in which the infant generates, maintains, and transforms patterns of order. Examples of developmental patterns are taken from the literature to illustrate the explanatory value of the autoorganizational theory.
Adult↗
Neurophysiological studies of human cognitive development in premature infants: an approach to the study of maturational brain processes.
In normal cerebral development, language function typically becomes lateralized in the left hemisphere in most individuals. It is theorized that disturbances in the development of this cerebral asymmetry may result in language dysfunction such as dyslexia and dysphasia. Recently, it has been reported that language disturbances occur in many children who were born prematurely and who have suffered insults such as asphyxia and hyperbilirubinemia. Premature infants have also been shown to have a high incidence of abnormalities associated with auditory reception. Thus, it is possible that perinatal insults could lead to disturbances in the development of normal central nervous system (CNS) functional organization which result in later learning disabilities. The extent to which such learning impairments are related to nervous system development and to the subsequent limitations placed by neonatal insults upon cognitive capacities, is unknown. The purpose of this study was to examine the relationships among neurophysiological indices of CNS function, language development, and general infant competence over the first two years of life in order to provide information concerning the ontogenesis of higher cognitive functioning in both preterm and full term infants. In this report we will present an overview of the relevant issues in the area and focus on some of the neurophysiological data obtained to date. The approach discussed might prove useful in the study of any group of infants at risk for cognitive and/or developmental disorders related to a variety of perinatal insults.
Brain↗
The acquisition of grammatical morphemes in autistic children: a critique and replication of the findings of Bartolucci, Pierce, and Streiner, 1980.
The correct use of 13 morpheme rules by a group of 16 autistic children was investigated. The percentages of different morphemes used correctly correlated significantly with the results reported in an earlier study of Bartolucci, Pierce, and Streiner (1980), and internal consistency among the autistic children suggested some evidence of rule learning. As in the Bartolucci study, there were no significant correlations with the data presented by DeVilliers and DeVilliers (1973) for younger children. However, the conclusions drawn by Bartolucci et al. regarding the deviant nature of syntax acquisition by autistic children are questioned on various methodological grounds. More satisfactory ways of comparing language development in different groups of children are discussed.
Autistic Disorder↗
[The very young deaf child and his body: the relationship between the body with development of cognition, language, motor skills].
The child does not learn to speak, but appropriates speech and language. We, the professionals, set up artificial scenes, moving one or another of their parts, in order to put the child-in appropriate conditions or to induce one behaviour rather than another. It is through interactions between grown-up and baby that natural processes of language appropriation and though development fall into place. The different areas of child development are not partitioned, and interactions can be observed between motor, cognitive and linguistic development. The child's motor or psychomotor behaviour may sometimes be the expression of well-being, of feeling unwell, of a request, of a desire. Even with the average child, it is not always easy to decode these signals. With the deaf child, adults are sometimes so concerned with linguistics and audition that motor expressions tend to be assigned a lesser role. However, by observing the child as a whole, our actions can become more adequate and better targeted.
Child Development↗
The validity of a parent report measure of vocabulary and syntax at 24 months.
Parent report can provide valuable information on early child language development for clinical and research purposes. Previous research has documented the validity of parent report as an overall assessment of child language and as a measure of expressive vocabulary. In this project, a newly revised questionnaire for the assessment of vocabulary and syntactic development, the MacArthur Communicative Development Inventory: Toddlers, is evaluated. Twenty-four children at 24 months were seen for a laboratory assessment including the Expressive One-Word Picture Vocabulary Test, the Memory for Sentences subtest of the Stanford-Binet Intelligence Scale: Fourth Edition, and selected items of the Sequenced Inventory of Communicative Development. In addition, a language sample was recorded, from which mean length of utterance and other measures were derived. Concurrent validity correlations demonstrate high validity for parent report in both domains (r = .73-.79), and some ability to differentially assess the two.
Child, Preschool↗
Linguistic significance of babbling: evidence from a tracheostomized infant.
The role of babbling in language development is not well understood. One source of evidence is the utterances of infants who were tracheostomized during the period in which they would normally have produced syllabic vocalization. We describe here the phonetic patterns and linguistic development of a girl called Jenny. She was tracheostomized and generally aphonic from 0.5-1.8 but cognitively and socially normal, with near-normal comprehension of language. Acoustic analyses of Jenny's utterances following decannulation revealed a tenth of the canonical syllables which might be expected in normally developing infants, an extremely small inventory of consonant-like segments, and a marked preference for labial obstruents. In these ways, she resembled a group of infants of the same age who also cannot hear their oral-motor movements, the congenitally deaf, suggesting that the audibility of babbling contributes to its onset. Two months following decannulation, when Jenny was 1.10, she produced only a handful of different words. We think this is because aphonia prevented her from discovering the referential value of vocal expression and discouraged the formation of a phonetic repertoire that could be appropriated for lexical service. This unusual case suggests that babbling normally facilitates the development of language and speech.
Aphonia↗
Lexical learning and language abilities in preschoolers with perinatal brain damage.
Studies of children with early-acquired brain damage have noted limitations on language development following such damage and have raised questions regarding the process by which these children acquire language skills. The purpose of this study was to examine the effects of perinatally acquired brain damage on early language abilities and on lexical development through the use of standard assessments, language samples, and a miniature linguistic system approach to teach a novel lexicon. Four children, ages 26-41 months, with localized, perinatal brain lesions documented on ultrasound or CT scan were selected for this study and were compared to 4 matched controls. The results show no differences in the pattern of scores and learning in children with right and left brain damage. With the exception of phonological development, subjects scored below controls on all formal language measures; however, the subjects often scored at or above test norms. Brain-injured subjects were similar to controls with respect to the number of novel words that they initially learned on comprehension and production tasks and the number that they consistently comprehended. Brain-injured subjects generally acquired fewer words when the criterion was consistent accurate production. Interestingly, subjects required more exposures to novel lexical items than did controls before reaching a given level of proficiency. Production seemed to be more difficult for all children, but more so for the brain-injured subjects. It appears that the effects of early damage have an impact on many aspects of language development and that these apparent deficits may reflect the child's need for greater exposure to language skills and structures before acquiring them.
Brain Damage, Chronic↗
Developmental issues in deaf children.
This article presents an overview of the development of deaf children. The central difficulty for these children is acquiring language; however, delays in language development are not inevitable. Deaf children of deaf parents are less likely to experience problems in this and other areas of development than are deaf children of hearing parents, although this latter group represents 90% of the population of deaf children. Much more needs to be known about the development of deaf children and the environmental strategies that maximize the development of children with a major sensory deficit. The implications for caregiving to deaf children and their families are discussed.
Child↗
Learning disorders. Some medical aspects.
The first skills are motor ones and these depend on perceptual development and the organisation of movement. If development is deviant the child will be clumsy. The clinical picture is considered, and the effects this may have in the school situation. Disorders of language development may be secondary to other factors such as deafness or brain injury, or may be a specific disability. The various grades of the latter are described. Both perceptual and language disorders can underlie reading retardation and the analysis of a particular child's difficulties is stressed. The etiology of these conditions is discussed with particular reference to the failure of integration. Intracerebral connections may not form, be destroyed, or not be used. The role of the Doctor is an important one, and this includes not only diagnosis and assessment but also helping the child in the home and school, especially when emotional and behaviour complications occur. The doctor must also act as a questioner and co-ordinator.
Child↗
A home-centered instructional communication strategy for severely handicapped children.
Family involvement is an essential element of language intervention with severely handicapped children for several reasons. First, the parent-child interaction is the focus of normal language development, and can be a powerful impetus in language learning for handicapped children. Second, limited generalization and maintenance of skills often occur when they are acquired in environments that do not also teach the appropriate use of skills. Third, parents can be successful intervention agents and may generalize their skills to other interactions with their child. Training conducted in the home must be compatible with that environment: it should involve only those skills that are of immediate use in the home. The Instructional Communication Strategy described herein represents such a program. It is a synthesis of training strategies used with normal and handicapped children, and is applicable regardless of child's level of functioning, age, or handicapping condition. This training model involves considerable modification in the role of speech-language pathologists dealing with the severely handicapped. The professional's skills are best utilized for assessment, program development, monitoring progress, and training specialized skills. The parents provide most of the direct training; however, professionals are also utilized for the child's maximum benefit.
Child↗
On the clinical relevance of early deficits in critical linguistic functions.
UNLABELLED: The clinical significance of patterns of deficits in semantic and phonological representations observed by Miniscalco et al. is discussed in light of an ecological approach to language development. CONCLUSION: Deficits in semantic representations reflect problems in capturing the core linguistic referential function and should be taken as serious early warning signals for language delay.
Child↗