A comparative study of infantile autism and specific developmental receptive language disorder--IV. Analysis of syntax and language function.
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Aphasia↗
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Correlates of language development in language-disordered children.
This study organized a large data archive gathered over 8 years on 718 children with language disorders. Descriptive data categorized by demographic/background, physical/development, social/personality, and language/academic characteristics were analyzed to provide a broad description of this group of children. Sets of descriptor variables in five domains were identified from program records and were used to predict language performance at program entry and relative language improvement over 2-3 years. Age was the strongest predictor for all analyses. In general, the primary research factors in the study (53 variables representing IQ, language history, socioeconomic status, physical/neurological, and social-emotional background) failed to account very well for either language performance at program entry or for relative language gain. In prediction of pretest language performance, IQ and physical factors played the strongest role. The two factors contributing significantly to prediction of relative gain were IQ (although surprisingly weakly) and social-emotional status. Characteristics of those children who progressed most while in the program were identified.
Adolescent↗
A syntax program designed to present base linguistic structures to language-disordered children.
An intervention strategy for teaching syntax to language-disordered children is described, and the results of its use in a controlled study with 11 children are reported. The therapy program attempts to move the child from single words through a series of successive approximations to use of the construct noun + "is" + verbing + noun, incorporating auditory directions and visual stimuli in the form of cards and boards upon which the cards are sequentially ordered. The results of the experimental group who participated in this therapeutic sequence were compared to those of 11 control subjects and suggested significant gains as measured by the pre- to postprogram performance (t = 2.31, p 0.05). Advantages and limitations of this type of intervention strategy are also discussed.
Audiovisual Aids↗
Conversational aspects of the speech of language-disordered children: revision behaviors.
Revision behaviors in the speech of language-disordered children were investigated. Subjects were 12 children, four at each of Brown's language States I, II, and III. During the taping of a one-hour spontaneous language sample from each child, one of the experimenters pretended 20 times not to understand and asked "What?". The relationship between the child's original utterance and his response to "What?" was analyzed. The results indicated a significantly greater use of revisions than repetitions or no responses at each stage and a pattern of revision behavior that was uniform across stages and qualitatively different from the previously reported patterns of normal children. The results are discussed in terms of the nature of languare disorder and its implications for pragmatic theories of language.
Child↗
[Language disorders in schizophrenia].
Psychiatrists, psycholinguists and linguists have been interested in the language disorders of schizophrenia. Physicians have described their semiology. Psycholinguists have tried to show their structural alterations, using standardized tests in the fields of syntax, semantics and more recently, prosody. We try to present Benveniste's and Culioli's Enunciation Theory and Irigaray's works. Only a theory which studies the dynamic aspects of language would be of some use for the analysis of schizophrenic language.
Humans↗
Language disorders in dementia of the Alzheimer type.
The language profile of a group of 18 Alzheimer patients is documented and their performance on a standard aphasia test battery compared to a group of institutionalized, nonneurologically impaired control subjects matched for age, sex, and educational level. The Alzheimer patients scored significantly lower than the controls in the areas of verbal expression, auditory comprehension, repetition, reading, and writing. Articulation abilities were the same in each group. A language deficit was evident in all Alzheimer patients. The language disorder exhibited resembled a transcortical sensory aphasia. Syntax and phonology remained relatively intact but semantic abilities were impaired. The results support the inclusion of a language deficit as a diagnostic criterion of Alzheimer's disease.
Aged↗
Language disorders and attention deficit disorders in young children referred for psychiatric services: analysis of prevalence and a conceptual synthesis.
Nearly two-thirds of a group of preschool children referred for psychiatric outpatient services were found to have language disorders when assessed by standardized procedures, a higher number than reported in previous studies. Significant interrelationships between language disorders and attention deficit disorders were found. Analyses of prevalence rates, gender ratios, and selected psychosocial factors led to reformulation of approaches to assessment and treatment of young children with severe psychiatric problems.
Attention Deficit Disorder with Hyperactivity↗
Brainstem and middle latency auditory evoked potentials in autism and developmental language disorder.
Brainstem auditory evoked potentials (BAEP) and middle latency responses (MLR) were studied in 8 nonretarded subjects with infantile autism (mean age = 23.3, SD = 2.8), 8 subjects with receptive developmental language disorder (mean age = 16.3, SD = 1.4), and normal control subjects matched to each group for age, gender, and Performance IQ. Click stimuli were delivered monaurally to the left and the right ear and binaurally for both the BAEPs (70-dB HL, 7/sec) and the MLRs (60-dB HL, 13/sec). Amplitudes and latencies (Waves I to VI), interwave latencies (III-V, I-V, and I-III), and Wave I/V amplitude ratio of the BAEPs were determined for each group. For the MLR study, Wave Na, Pa, and Nb latencies, and Wave Na-Pa and Pa-Nb amplitudes were calculated. There were no consistent differences in the BAEP and MLR characteristics of the control and the experimental groups. These results suggest that the abnormal cognitive processes indexed by the cognitive and attention-related event-related potential components in infantile autism and receptive developmental language disorder are not due to abnormal sensory processing in the brainstem and in areas central to the brainstem whose activity generates the BAEPs and MLRs.
Adolescent↗
Pragmatics and early childhood language disorders: communicative interactions in a half-hour sample.
An early childhood language analysis and intervention program, based on two models of pragmatics, is described. The theoretical constructs of each pragmatics model are described first, followed by a discussion of how the clinicians in the program translate these constructs into procedures for the analysis of and intervention with language disorders in preschool-aged children. Mention is made in conclusion of the limitations within which the program operates.
Child↗
Specific language disorders in twins during childhood.
The delay in the development of the language often found in twins is usually interpreted as being strictly connected with the twinning situation and on the assumption that a model of verbal, tendentially cryptophasic, communication would more easily exist between twins. Two types of language pathology in twins, diverging from this classic framework, are presented: (1) Developmental dyslalia (or developmental dysarthria); in these cases no abnormality could be found in the modality of verbal communication between the cotwin; (2) developmental dysphasia; in these cases not only no tendency toward cryptophasia was observed, but indeed the verbal communication between the twins was markedly reduced. These two types of language disorders, as well as the classic one, are discussed in the light of a neurolinguistic interpretation.
Child↗
A symptom approach to the intervention of childhood language disorders.
This paper presents a symptom approach for the intervention of childhood language disorders. Intervention guidelines are presented in the following areas of functioning: two word utterances, auxiliaries, grammatical structures, auditory comprehension, discourse, and symbolic play. Behavioral analysis, rather than etiologic classification, forms the basis of the intervention strategies.
Child Language↗
Concomitant speech and language disorders in stuttering children: a critique of the literature.
This article presents a critical review of the literature concerning concomitant speech and language disorders in stuttering children. Studies published since the 1920s that examined language onset and disorders of articulation, syntax and morphology, semantics, and word finding are analyzed. Collectively, the studies present a mixed impression of stutterers, not only because of methodological variations, but also because of the tremendous variability that exists among children who stutter. Although the evidence is not convincing that stutterers as a group are more likely than nonstutterers to have deficits in any of these areas, it is clear that some stutterers do have concomitant speech and language problems that may bear some relationship to their stuttering. The message from this body of research is that individual differences among stuttering children should not be ignored during clinical or research activities.
Articulation Disorders↗
Maternal question use predicts later language development in specific-language-disordered children.
The present study used a longitudinal correlational design to test whether variation in mothers' use of information-seeking and confirmation questions predicts variation in auxiliary and copula development in a sample of specific-language-disordered children. The study's confirmatory approach provides a sound empirical basis to conclude that the results of the present study did not occur by chance. Post hoc analyses were carried out to clarify the explanation of the predictive relationships. The main finding of the study was that mothers of specific-language-disordered children who used proportionally more information-seeking questions had children who showed greater mastery of auxiliary use 12 months later.
Child, Preschool↗
[Language disorders in a right frontal lesion in a right-handed patient. Incoherent speech and extravagant paraphasias. Neuropsychologic study].
Clinical, neuropsychological, and CT scan data are reported in a patient with a right prefrontal hematoma following meningeal hemorrhage due to the rupture of an aneurysm of the anterior communicating artery. Over a period of six weeks, before and after surgery, the patient presented a particular type of language disorder characterized by incoherent speech, verbal paraphasias, unexpected or guided along ideic perseverations, emphatic and affected terms, and impossibility of brief responses, particularly in denomination tests. Contrasting with the absurdity of the discourse, the respect of oral comprehension, the absence of grammatical disorders, and the perfect phonemic and phonetic organization provided evidence of the integrity of the linguistic code. The purely semantic disturbance, however, was the cause of the apparent alteration in reasoning and judgment. A major amnestic syndrome was also present. It improved concomitantly with the language disorders. The explanation proposed is that of a disturbance of an attention process and of word selection due to a prefrontal lesion.
Cerebral Hemorrhage↗
Measurement of narrative discourse ability in children with language disorders.
Narratives from three studies differing in subject pools, elicitation procedures, and story content were analyzed using seven variables hypothesized to measure a variety of language abilities used in narrative production. Two questions were addressed: (a) To what extent did multiple variables represent common factors? and (b) To what extent did these variables distinguish children with language disorder from their nondisordered peers? Results indicated that: (a) The seven variables represented two factors; Factor I measured global organization of content (i.e., episode structure), and Factor II measured within- and across-sentence structure (i.e., grammatical sentence structure, within subordinate clause productivity, and textual cohesion), and (b) regardless of study, only the variables representing Factor II were selected as the most effective in predicting group membership.
Child↗
Phonological constraints on the sentence productions of language-disordered children.
Effects of phonological and syntactic structure on the sentence productions of language-disordered school children (mean age = 6:2 years) were investigated. The syllabic complexity of target sentences as well as clause embedding significantly contributed to sentence inaccuracy (omission, substitution, addition, and transposition errors). Phonological complexity in lexical items disrupted syntactic performance in a quantitative fashion. Whereas the syntactic constructions determined the patterns of errors, added phonological complexity simply increased the errors within the patterns. The causal interrelationships between children's syntactic and phonological disorders are discussed in terms of a theory of general organizational deficit.
Child↗
A role for biogenic amines in developmental language disorders.
The authors discuss the current uncertainty regarding etiology, treatment, and classification of developmental language disorders (DLD). Referring to previous reports in the literature, they propose a specific subclass of DLD associated with a hypothesized dysfunction of the dopaminergic system of the basal ganglia. Mechanisms of dysfunction and treatment implications are discussed.
Basal Ganglia↗
Developmental language disorders: evidence for a basic processing deficit.
Although there is still some disagreement whether developmental reading and language disorders are neurologically based, recent research provides increasing evidence that these disorders may be due to both abnormal cerebral lateralization patterns and neurological pathology at the cellular level. Technological advances in the field of neuroscience have led to increasing knowledge about brain-behavior relationships, particularly in the area of higher cognitive functions. Hypotheses about the underlying causes of the functional deficits characterizing developmental language and reading disorders are now focusing on specific neurological processing mechanisms, the disruption of which may be at the heart of these disorders.
Adolescent↗