Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Language Development”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 955 records · Page 53Linked to original sources
PubMedDate not supplied

[The lexical aspects in children with expressive language delay].

This study examines the lexical characteristics of language development of 17 children between 24 and 41 months of age with a history of slow expressive language acquisition (experimental group). The purpose of the investigation is to compare these subjects to 49 children (ranging in age from 13-24 months) with a normal language history matched for vocabulary size to determine, whether the expressive vocabulary of children with language delay is same to normal group. The data were collected using the parental report instrument "Il Primo Vocabolario del Bambino"(Caselli and casadio 1995) the Italian version of MacArthur Communicative Development Inventories (Fenson et al. 1993). For analyses of word production, children were divided into four groups based on their total vocabulary size: 1) 11 to 20 words; 2) 21 to 50 words; 3) 51 to 100 words; 4) 101 to 200 words. Analysis revealed a significant difference in verbs and grammatical function words when the level of vocabulary size of experimental group was between 21 and 50 words. In the other vocabulary size there were not significant differences. In summary the results of this study show that the vocabulary composition of children with slow expressive language acquisition is same that of children 14-16 months younger.

Child, Preschool↗
PubMed1980

Language and cognitive development in 47,XXX females followed since birth.

In this report, data are presented on language and cognitive development in an unselected group of eleven 47,XXX females, followed since birth, who are now 6--14 years old. The results of the Yale Developmental Exam (at 2 years) and the Illinois Test of Psycholinguistic Abilities (ITPA) (at 4--6 years) show an early delay in language development. Those girls who presently have serious language and learning problems were significantly delayed in first walking or talking, whereas the relatively unaffected girls were not. Results of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) at 4 years of age and the Wechsler Intelligence Scale for Children (WISC or WISC-R) at 8 years of age are similar and show a generalized depression of both verbal and nonverbal abilities. Thus, unlike 45,X females or 47,XXX males, triple-X females do not have a specifically nonverbal or verbal cognitive deficit.

Adolescent↗
PubMed2004

The semantics and acquisition of number words: integrating linguistic and developmental perspectives.

This article brings together two independent lines of research on numerally quantified expressions, e.g. two girls. One stems from work in linguistic theory and asks what truth conditional contributions such expressions make to the utterances in which they are used--in other words, what do numerals mean? The other comes from the study of language development and asks when and how children learn the meaning of such expressions. My goal is to show that when integrated, these two perspectives can both constrain and enrich each other in ways hitherto not considered. Specifically, work in linguistic theory suggests that in addition to their 'exactly n' interpretation, numerally quantified NPs such as two hoops can also receive an 'at least n' and an 'at most n' interpretation, e.g. you need to put two hoops on the pole to win (i.e. at least two hoops) and you can miss two shots and still win (i.e. at most two shots). I demonstrate here through the results of three sets of experiments that by the age of 5 children have implicit knowledge of the fact that expressions like two N can be interpreted as 'at least two N' and 'at most two N' while they do not yet know the meaning of corresponding expressions such as at least/most two N which convey these senses explicitly. I show that these results have important implications for theories of the semantics of numerals and that they raise new questions for developmental accounts of the number vocabulary.

Child Development↗
PubMed1981

Language evaluation: science of art?

This study was designed to determine the degree of agreement between standardized tests of language development and clinical judgment. The Test of Auditory Comprehension of Language (TACL), the Carrow Elicited Language Inventory (CELI), and the Sequenced Inventory of Communication Development (SICD) were used. Three-year-old white preschool children were tested individually by experienced speech-language pathologists in day-care centers. Each examiner also made a clinical judgment of normal or impaired language behavior, based on observations during the testing. The results indicated that the CELI agreed the most with the clinical judgment of the examiners, followed by the SICD and TACL. The clinical significance of these results is discussed.

Child, Preschool↗
PubMed1981

Acquisition of oral and written language in children with severely impaired hearing.

The effect of the use of written language (WL) for the training of children with severely impaired hearing was compared with that of oral language (OL). WL training was given by means of a WL card method from the age of 1 (group 1; 6 cases) of 2 (group 2; 2 cases). The children in group 1 acquired 3.8 words in OL and 50.5 words in WL as an average number of receptive vocabulary, while 4.5 words in OL and 50.5 words in WL as that of expressive vocabulary by the age of 1 year and 11 months. In group 2, one case acquired 641 words and six-word sentences in OL and 1,066 words and nine-word sentences in WL for reception, while 401 words and five-word sentences in OL and 1,066 words and six-word sentences in WL for expression by the age of 3 years and 6 months. The other case acquired no word in OL but 676 words and nine-word sentences in WL for reception, while 131 words and four-word sentences in OL and 676 words and six-word sentences in WL for expression by the age of 4. The results would indicate that the training of children with poor hearing using WL from an early period of life is effective for the promotion of the language development.

Child, Preschool↗
PubMed1992

[Development of communicative competence in infancy].

An introductory review about developmental psychological issues of the process of infant language acquisition in the first year of life is presented with a short discussion on its relation with child psychopathology. Instead of a discontinuity a continuity seems to exist from the infant initial communicative signals, such as gesture, facial expression and preverbal vocalizations, to the best known milestones of the infant language development. The particular aspects concerning the origin of a symbolic code--the origin of language--are briefly presented.

Child, Preschool↗
PubMed1996

Pointing and social awareness: declaring and requesting in the second year.

The production of pointing and other gestures (e.g. reaching or indicative gestures) by 47 infants aged 1;0 to 1;6 was investigated in two experiments contrasting declarative-referential vs. imperative-instrumental conditions of communication. A further group of seven infants aged 0;10 was examined in order to highlight pre-pointing transitional phenomena. Data analyses concerned gestures and associated vocalizations and visual checking with a social partner. Results show that gestures are produced differentially in the experimental conditions: while reaching is only produced in imperative-instrumental contexts, pointing is characteristic of declarative-referential contexts. The pattern of visual checking with the social partner also differentiates gestures; moreover, it shows developmental changes in the case of pointing. Results suggest that pointing relies on some awareness of 'psychological' processes (e.g. attention and sharing) in the other and the self, and that it is this which may account for the specific relevance of pointing for language development.

Awareness↗
PubMed1996

Early otitis media and phonological development at age 2 years.

The effect of early otitis media on phonology and articulation in the presence of expressive language delay was investigated in 16 2-year-olds followed prospectively from birth. Eight of the children were designated otitis-positive and 8 were considered otitis-negative as determined by bilateral pneumatic otoscopy outcomes during year 1 of life. The groups differed significantly on measures of expressive, not receptive, language development. All members of the otitis-positive group were expressive language delayed. Phonological analyses were completed on spoken language samples elicited from each child at age 24 months. Results showed similar developmental tendencies in speech sound acquisition between the groups, but the otitis-positive group had established significantly fewer initial consonant phones and produced them less accurately than the otitis-negative subject group. The otitis-positive group acquired significantly fewer consonants with back place of articulation. Similar phonological error patterns of deletion and phoneme class deficiency were used by the groups, but the otitis-positive group used the error patterns more frequently. Findings here lend support to the otitis media effect as one of interaction among risk factors.

Articulation Disorders↗
PubMed2002

Language dysfunction in epileptic conditions.

Epilepsy may disrupt brain functions necessary for language development by its associated intellectual disabilities or directly as a consequence of the seizure disorder. Additionally, in recent years, there has been increasing recognition of the association of epileptiform electroencephalogram (EEG) abnormalities with language disorders and autism spectrum disorders. Any process that impairs language function has long-term consequences for academic, social, and occupational adjustments in children and adolescents with epilepsy. Furthermore, impairments in specific language abilities can impact memory and learning abilities. This article reviews interictal language function in children and adults with epilepsy; epilepsy surgery and language outcome; and language disorders associated with abnormal EEGs. The relationship between epilepsy and language function is complicated as the neuroanatomic circuits common to both overlap. We demonstrate how magnetoencephalography (MEG) offers the ability to analyze the relationship of language, EEG abnormalities, and epilepsy.

Adolescent↗
PubMed2000

Randomised controlled trial of community based speech and language therapy in preschool children.

OBJECTIVE: To compare routine speech and language therapy in preschool children with delayed speech and language against 12 months of "watchful waiting." DESIGN: Pragmatic randomised controlled trial. SETTING: 16 community clinics in Bristol. PARTICIPANTS: 159 preschool children with appreciable speech or language difficulties who fulfilled criteria for admission to speech and language therapy. MAIN OUTCOME MEASURES: Four quantitative measures of speech and language, assessed at 6 and 12 months; a binary variable indicating improvement, by 12 months, on the trial entry criterion. RESULTS: Improvement in auditory comprehension was significant in favour of therapy (adjusted difference in means 4.1, 95% confidence interval 0.5 to 7.6; P=0.025). No significant differences were observed for expressive language (1.4, -2.1 to 4.8; P=0.44); phonology error rate (-4.4, -12.0 to 3.3; P=0.26); language development (0.1, -0.4 to 0.6; P=0.73); or improvement on entry criterion (odds ratio 1.3, 0.67 to 2.4; P=0.46). At the end of the trial, 70% of all children still had substantial speech and language deficits. CONCLUSIONS: This study provides little evidence for the effectiveness of speech and language therapy compared with watchful waiting over 12 months. Providers of speech and language therapy should reconsider the appropriateness, timing, nature, and intensity of such therapy in preschool children. Continued research into more specific provision to subgroups of children is also needed to identify better treatment methods. The lack of resolution of difficulties for most of the children suggests that further research is needed to identify effective ways of helping this population of children.

Analysis of Variance↗
PubMed1994

The Children's Test of Nonword Repetition: a test of phonological working memory.

This article presents findings from the Children's Test of Nonword Repetition (CNRep). Normative data based on its administration to over 600 children aged between four and nine years are reported. Close developmental links are established between CNRep scores and vocabulary, reading, and comprehensive skills in children during the early school years. The links between nonword repetition and language skills are shown to be consistently higher and more specific than those obtained between language skills and another simple verbal task with a significant phonological memory component, auditory digit span. The psychological mechanisms underpinning these distinctive developmental relationships between nonword repetition and language development are considered.

Case-Control Studies↗
PubMedDate not supplied

[Occurrence of child abuse: knowledge and possibility of action of speech-language pathologists].

BACKGROUND: This work presents the results of an epidemiological survey about the professional experience of Speech-Language Pathologists and Audiologists of Rio de Janeiro (Brazil) with children and adolescents who are victims of domestic violence. AIM: To understand the occurrence of child abuse and neglect of children and adolescents treated by speech-language pathologists, characterizing the victims according to: most affected age group, gender, form of violence, aggressor, most frequent speech-language complaint, how the abuse was identified and follow-up. METHOD: 500 self-administered mail surveys were sent to a random sample of professional living in Rio de Janeiro. The survey forms were identified only by numbers to assure anonymity. RESULTS: 224 completed surveys were mailed back. 54 respondents indicated exposure to at least one incident of abuse. The majority of victims were children, the main abuser was the mother, and physical violence was the most frequent form of abuse. The main speech disorder was late language development. In most cases, the victim himself told the therapist about the abuse--through verbal expression or other means of expression such as drawings, story telling, dramatizing or playing. As the majority of the victims abandoned speech-language therapy, it was not possible to follow-up the cases. CONCLUSION: Due to the importance if this issue and the limited Brazilian literature about Speech-Language and Hearing Sciences and child abuse, it is paramount to invest in the training of speech-language pathologists. It is the duty of speech-language pathologists to expose this complex problem and to give voice to children who are victims of violence, understanding that behind a speech-language complaint there might be a cry for help.

Adolescent↗
PubMed1985

The facilitative effects of incidental teaching on preposition use by autistic children.

In a comparison of incidental teaching and traditional training procedures, three language-delayed autistic children were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicate that incidental teaching promoted greater generalization and more spontaneous use of prepositions. These findings have important implications for language programming and teacher training, suggesting that incidental teaching should be included as a standard component of language development curricula for autistic and other developmentally delayed children.

Autistic Disorder↗
PubMed2005

Continued catch-up and language delay in children adopted from China.

Most internationally adopted children learn their new language rapidly after adoption. What is not known is whether these gains continue at the same developmental pace throughout the preschool years. To answer this question, the continued language development of the 10 lowest performers from a cohort of 55 preschool-aged children adopted from China was examined. All 55 children had originally been assessed approximately 2 years earlier as preschoolers. The purpose was to examine whether continued English language exposure resulted in greater gain scores on a battery of standardized speech-language tests normed on monolingual English speakers. The 10 lowest performers were retested on the same battery approximately 2 years later. Scores on the second testing were examined in two ways. First, the amount of gain made from first to second testing for each child was examined, and second, the low performers were compared with adopted children from the original cohort who were matched for age and duration of time in the United States. It was found that more than half of the low-scoring children made clinically significant gains on the second assessment, but that low performers as a group scored below the level of matched peers in the cohort, even after approximately 2 years of additional English language exposure.

Adoption↗
PubMed1992

Acquisition, generalization, and spontaneous use of color adjectives: a comparison of incidental teaching and traditional discrete-trial procedures for children with autism.

Incidental teaching and traditional discrete-trial procedures were used to teach two children with autism the expressive use of two color adjectives to describe preferred toys and food items. The two teaching procedures were performed in a classroom setting, and generalization and spontaneous usage were assessed at home with parents. The results demonstrated that traditional discrete-trial teaching was more efficient and produced faster acquisition and, initially, greater generalization. However, by follow-up, the incidental teaching methods resulted in equal retention, greater generalization, and equal or greater spontaneous usage. The findings indicate that although it takes a longer time for children with autism to learn with incidental teaching procedures, once they have acquired an ability, it may be more permanent. It is recommended that incidental teaching procedures be included in future language development programs for children with autism.

Autistic Disorder↗
PubMed1995

Childhood-onset schizophrenia: the severity of premorbid course.

OBJECTIVE: To review the premorbid histories of 23 children meeting DSM-III-R criteria for schizophrenia with onset before age 12 years and to compare these with childhood data of later-onset schizophrenics. METHOD: Premorbid features up to 1 year before onset of first psychotic symptoms were rated from hospital and clinic records, clinical interviews, rating scales, and tests. RESULTS: In keeping with previous studies, specific developmental disabilities and transient early symptoms of autism, particularly motor stereotypies, were common. Comparison with the childhood of later-onset schizophrenics showed greater delay in language development, and more premorbid speech and language disorders, learning disorders, and disruptive behavior disorders. (Sixty percent had received or were estimated to meet criteria for one or more clinical diagnoses.) CONCLUSIONS: Childhood-onset schizophrenia may represent a more malignant form of the disorder, although selection and ascertainment bias cannot be ruled out. The presence of prepsychotic language difficulties focuses attention on the importance of early temporal and frontal lobe development; early transient motor stereotypies suggest developmental basal ganglia abnormalities and extend previous findings seen in the childhood of later-onset patients.

Adolescent↗
PubMed1991

Correlations among WISC-R IQs and several measures of receptive and expressive language for children referred for Special Education.

For 42 children from rural north central Kansas school districts (27 boys, 15 girls) who were referred for Special Education testing, the WISC-R IQs (Full Scale, Verbal, and Performance), the means on the Expressive One Word Picture Vocabulary Test, the Peabody Picture Vocabulary Test--Revised, and the Test of Language Development were recorded from the children's files. No sex differences on any variable were noted; all variables correlated (Pearson) significantly but varied in magnitude. This group of tests, being intercorrelated, can be used to collect information on children's academic, speech, and language abilities. Valid judgments can be made regarding children's academic abilities for school when multiple tests are administered by professional staff.

Child↗
PubMed2004

Intonation development from five to thirteen.

Research undertaken to date suggests that important developments in the understanding and use of intonation may take place after the age of 5;0. The present study aims to provide a more comprehensive account of these developments. A specially designed battery of prosodic tasks was administered to four groups of thirty children, from London (U.K.), with mean ages of 5;6, 8;7, 10;10 and 13;9. The tasks tap comprehension and production of functional aspects of intonation, in four communicative areas: CHUNKING (i.e. prosodic phrasing), AFFECT, INTERACTION and FOCUS. Results indicate that there is considerable variability among children within each age band on most tasks. The ability to produce intonation functionally is largely established in five-year-olds, though some specific functional contrasts are not mastered until C.A. 8;7. Aspects of intonation comprehension continue to develop up to C.A. 10;10, correlating with measures of expressive and receptive language development.

Adolescent↗