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PubMed2003

The digital origin of human language--a synthesis.

The fact that all languages known are digital poses the question of their origin. The answer developed here treats language as the interface of information theory and molecular development by showing previously unrecognized isomorphisms between the analog and digital features of language and life at the molecular level. Human language is a special case of signal transduction and hence is subject to the coding aspects of Shannon's theorems and the analog aspects of pattern recognition, each represented by genotype and phenotype. Digital language acquisition is late in evolution and postnatal development and requires a neural reorganization by a mechanism of somatic network programming in response to the environment. Such a mechanism would solve the Chomsky conundrum of how children can learn any language without knowing rules of grammar too numerous to be encoded genotypically.

Biological Evolution↗
PubMed1990

Input, innateness, and induction in language acquisition.

Input and innateness compliment one another in language acquisition. Children exposed to different languages acquire different languages. Children's language experience, however, underdetermines the grammars that they acquire; the constraints that are not supplied by input must be available endogenously, and the ultimate origin of these endogenous contributions to acquisition may be traced to the biology of the mind. To the extent that assumptions of innateness encourage greater explicitness in the formulation of theories of acquisition, they should be welcomed. Excessively powerful assumptions of innateness may not be subject to empirical disconfirmation, however. Therefore, attention should be devoted to the development of a theory of language input, particularly with regard to identifying invariants of input. In combination with a linguistic theory providing an account of the endstate of acquisition, a theory of input would permit the deduction of properties of the mind that underlie the acquisition of language.

Child Language↗
PubMed1994

Right hemisphere involvement in processing later-learned languages in multilinguals.

In two experiments, multilingual Papua New Guinean subjects were tested using a divided visual field technique designed to determine hemispheric laterality for English and for Tok Pisin. Various factors including age of acquisition, proficiency, mode of instruction, and number of years that the language had been used were considered in relation to language laterality. Only age of acquisition proved to be a significant contributor to the laterality effects obtained; older acquirers of both English and Tok Pisin showed greater right hemisphere involvement than early acquirers. Although proficiency did not seem to be related to language laterality, it too was systematically affected by acquisition age. Older acquirers of English performed significantly poorer than younger acquirers on all four of the language-usage tests given. The strong influence of acquisition age on cerebral laterality for language and proficiency is interpreted as supporting a critical period for language learning.

Adolescent↗
PubMed2001

Spoken language outcomes after hemispherectomy: factoring in etiology.

We analyzed postsurgery linguistic outcomes of 43 hemispherectomy patients operated on at UCLA. We rated spoken language (Spoken Language Rank, SLR) on a scale from 0 (no language) to 6 (mature grammar) and examined the effects of side of resection/damage, age at surgery/seizure onset, seizure control postsurgery, and etiology on language development. Etiology was defined as developmental (cortical dysplasia and prenatal stroke) and acquired pathology (Rasmussen's encephalitis and postnatal stroke). We found that clinical variables were predictive of language outcomes only when they were considered within distinct etiology groups. Specifically, children with developmental etiologies had lower SLRs than those with acquired pathologies (p =.0006); age factors correlated positively with higher SLRs only for children with acquired etiologies (p =.0006); right-sided resections led to higher SLRs only for the acquired group (p =.0008); and postsurgery seizure control correlated positively with SLR only for those with developmental etiologies (p =.0047). We argue that the variables considered are not independent predictors of spoken language outcome posthemispherectomy but should be viewed instead as characteristics of etiology.

Adolescent↗
PubMed1988

Early receptive and productive language skills in preterm and full-term 8-month-old infants.

Early receptive and productive language skills were examined for preterm low birthweight infants and full-term normal birthweight infants from middle-class homes. Nineteen preterm infants and 19 full-term infants were observed in a laboratory setting at the gestationally corrected age of 8 months. To avoid the frequent confound between prematurity and low socioeconomic status, mothers of the two groups of infants were matched on educational levels. Regression analyses were used to assess the relative influence of infant cognitive skills, infant sociability, infant birth status, and the mothers' language input as possible predictors of infant receptive language and vocal behavior. Receptive language skills were associated with higher cognitive performance, greater sociability, and preterm birth. Productive language skills were associated with higher cognitive performance. On the basis of this research, the prognosis for language development in preterm infants raised in middle-class homes appears to be excellent.

Child Language↗
PubMed1978

Behavior, language, and development in three-year-old children.

An epidemiological study of 3-year-old children showed there to be a marked association between behavior problems and language delay. Behavior problems were present in 14% of a random sample of 705 children, whereas 59% of 22 children with language delay had such problems. Data obtained from a battery of developmental tests were analyzed to examine the differences between children with behavior problems, matched controls, and children with language delay. It was found that children with behavior problems scored significantly lower on these tests, particularly those concerned with language. There were no significant differences in test scores between children with language delay only and those with combined behavior problems and language delay.

Child Behavior↗
PubMed1990

A longitudinal study of joint attention and language development in autistic children.

This study was designed to examine the degree to which individual differences in gestural joint attention skills predicted language development among autistic children. A group of 15 autistic children (mean CA = 45 months) were matched with one group of mentally retarded (MR) children on mental age and another group of MR children on language age. These groups were administered the Early Social-Communication Scales. The latter provided measures of gestural requesting, joint attention, and social behaviors. The results indicated that, even when controlling for language level, mental age, or IQ, autistic children displayed deficits in gestural joint attention skills on two testing sessions that were 13 months apart. Furthermore, the measure of gestural nonverbal joint attention was a significant predictor of language development in the autistic sample. Other variables, including initial language level and IQ were not significant predictors of language development in this sample.

Attention↗
PubMed2007

Social cognition and externalizing psychopathology: an investigation of the mediating role of language.

The present study integrates findings from three lines of research on the association of social cognition and externalizing psychopathology, language and externalizing psychopathology, and social cognition and language functioning using Structural Equation Modeling (SEM). To date these associations have been examined in pairs. A sample of 354 clinic-referred children (aged 7 to 14 years) recruited from a children's mental health centre were tested on measures of language, social cognition, working memory, and child psychopathology. We compared a hypothesized model presenting language functioning as a mediator of the association between social cognition and externalizing psychopathology to a model presenting the independent contribution of language and social cognition to externalizing psychopathology. As hypothesized, we found that the mediation model fits the data better than the alternative model. Our findings have implications for developing and modifying intervention techniques for children with dual language and externalizing psychopathology.

Adolescent↗
PubMed2007

Do children with autism have a theory of mind? A non-verbal test of autism vs. specific language impairment.

Children with autism have delays in the development of theory of mind. However, the sub-group of children with autism who have little or no language have gone untested since false belief tests (FB) typically involve language. FB understanding has been reported to be intact in children with specific language impairment (SLI). This raises the possibility that a non-verbal FB test would distinguish children with autism vs. children with SLI. The present study tested two predictions: (1) FB understanding is to some extent independent of language ability; and (2) Children with autism with low language levels show specific impairment in theory of mind. Results confirmed both predictions. Results are discussed in terms of the role of language in the development of mindreading.

Autistic Disorder↗
PubMed1982

Language functioning and speech development of six children receiving tracheotomy in infancy.

Language functioning and speech development were assessed in six preschool boys who had undergone tracheotomy during infancy and had tracheal tubes in place for varying periods of time (from 11 to 44 mo). Results indicated that neonatal tracheotomy did not produce long-term effects on language development. Children with subnormal intelligence showed aberrant language functioning, characteristic of language-disordered children who had not had tracheotomies. Children with average intelligence exhibited grossly normal expressive language and verbal comprehension. All children learned to produce some verbalizations, if only through pops, lip movements, and breath sounds; or through esophageal speech. One child who did not vocalize until his cannula was removed at 21 mo was able to develop age-appropriate expressive language, despite lack of previous opportunity to produce speech sounds.

Child Language↗
PubMed1987

An assessment technique for children with auditory-language processing problems.

The purpose of this study was to develop a new multilayer clinical assessment technique to evaluate auditory-language processing abilities in children. Following a 90-min in-service workshop on auditory-language processing problems, 46 nonhandicapped first-, second-, and third-grade students were referred by their classroom teachers for an evaluation of auditory-language processing abilities. Twelve "normally" achieving first-, second-, and third-grade students were randomly selected as controls. Standardized and nonstandardized measures included a pure tone and impedance test, selected subtests of the Clinical Evaluation of Language Functions (Linguistic Concepts, Relationships and Ambiguities, Oral Directions, Spoken Paragraphs, Word Associations, and Model Sentences), the Goldman-Fristoe-Woodcock (GFW) Memory for Sequence Test, Sound Mimicry Test, Sound-Symbol Association Test, and the GFW Test of Auditory Discrimination. Nonstandardized measures included an Observational Profile of Classroom Communication and an informal language sample. Results indicated 87% of 46 (n = 40) children were identified as having auditory-language processing problems. In-service training was an effective means to heighten teachers' awareness for referring subjects. Additionally, the Observational Profile of Classroom Communication was an effective procedure for teachers to systematically observe and document communication behaviors in the context of the classroom.

Auditory Perceptual Disorders↗
PubMed1992

Interhemispheric dissociation of expressive and receptive language functions in patients with complex-partial seizures: an amobarbital study.

Bilateral intracarotid amobarbital procedures (IAP) were performed in 144 patients with medically intractable complex-partial seizures. As a result of language testing, 29 patients (20.1%) were found to have bilateral language representation to different degrees. In four (2.8%) of these patients--all right-handers with early onset of epilepsy and/or evidence of early brain damage--there was strong evidence of an interhemispheric dissociation of expressive and receptive language functions. Two of these patients had circumscribed temporal foci (one left, one right), and receptive language functions were represented in the hemisphere contralateral to the focus. One patient with a right frontal focus showed left-hemisphere dominance for expressive functions, while the fourth patient exhibited left-hemisphere dominance for receptive functions associated with a right temporo-parietal focus. It is argued that in these four cases the circumscribed functional and/or structural impairments have led to a shift of the anatomically associated language functions to the opposite hemisphere (rather than to neighboring regions of the same hemisphere). These findings substantiate the hypothesis that in special circumstances the anterior (expressive) language area can be located in one hemisphere and the posterior (receptive) area in the other.

Adolescent↗
PubMed1992

Language development.

Recent research suggests that our ability to learn language is innate, but not necessarily domain-specific. That is, language development appears to be based on a relatively plastic mix of neural systems that also serve other cognitive and perceptual functions. Evidence in support of this conclusion includes neural network simulations of language learning, event-related brain potential studies of normal language development, and studies of language development in several clinical populations of subjects suffering focal brain injury, specific language impairment, and contrasting forms of mental retardation.

Humans↗
PubMed2006

Language-specific and universal influences in children's syntactic packaging of Manner and Path: a comparison of English, Japanese, and Turkish.

Different languages map semantic elements of spatial relations onto different lexical and syntactic units. These crosslinguistic differences raise important questions for language development in terms of how this variation is learned by children. We investigated how Turkish-, English-, and Japanese-speaking children (mean age 3;8) package the semantic elements of Manner and Path onto syntactic units when both the Manner and the Path of the moving Figure occur simultaneously and are salient in the event depicted. Both universal and language-specific patterns were evident in our data. Children used the semantic-syntactic mappings preferred by adult speakers of their own languages, and even expressed subtle syntactic differences that encode different relations between Manner and Path in the same way as their adult counterparts (i.e., Manner causing vs. incidental to Path). However, not all types of semantics-syntax mappings were easy for children to learn (e.g., expressing Manner and Path elements in two verbal clauses). In such cases, Turkish- and Japanese-speaking children frequently used syntactic patterns that were not typical in the target language but were similar to patterns used by English-speaking children, suggesting some universal influence. Thus, both language-specific and universal tendencies guide the development of complex spatial expressions.

Adult↗
PubMed2006

How children make language out of gesture: morphological structure in gesture systems developed by American and Chinese deaf children.

When children learn language, they apply their language-learning skills to the linguistic input they receive. But what happens if children are not exposed to input from a conventional language? Do they engage their language-learning skills nonetheless, applying them to whatever unconventional input they have? We address this question by examining gesture systems created by four American and four Chinese deaf children. The children's profound hearing losses prevented them from learning spoken language, and their hearing parents had not exposed them to sign language. Nevertheless, the children in both cultures invented gesture systems that were structured at the morphological/word level. Interestingly, the differences between the children's systems were no bigger across cultures than within cultures. The children's morphemes could not be traced to their hearing mothers' gestures; however, they were built out of forms and meanings shared with their mothers. The findings suggest that children construct morphological structure out of the input that is handed to them, even if that input is not linguistic in form.

Asian People↗
PubMed2006

The neural basis of language development and its impairment.

The neural correlates of early language development and language impairment are described, with the adult language-related brain systems as a target model. Electrophysiological and hemodynamic studies indicate that language functions to be installed in the child's brain are similar to those of adults, with lateralization being present at birth, phonological processes during the first months, semantic processes at 12 months, and syntactic processes around 30 months. These findings support the view that the brain basis of language develops continuously over time. Discontinuities are observed in children with language impairment. Here, the observed functional abnormalities are accompanied by structural abnormalities in inferior frontal and temporal brain regions.

Age Factors↗
PubMed2006

Schneider's first rank symptoms and continuous performance disturbance as indices of dysconnectivity of left- and right-hemispheric components of language in schizophrenia.

BACKGROUND: Here we investigate pathophysiological dimensions (language disturbance, negative symptoms, lateralisation and the continuous performance test) in relation to ICD-10 and DSM-IV concepts of diagnosis. METHODS: A total of 32 consecutive psychotic patients with at least one Schneider's first rank symptom (SFRS), 15 depressed patients without SFRS and 17 normal volunteers were assessed with the Clinical Language Disorder Rating Scale (CLANG), SFRS, "pure defect" Huber's basic symptoms (HBS), handedness (Annett's pegboard task), and the A-X Continuous Performance Test (AX-CPT). RESULTS: CLANG total score (an index of severity of language disorder) was correlated with the severity of SFRS, a higher leftward shift of handedness, and poorer performance on AX-CPT. Receiver operating characteristic (ROC) analysis showed that only CLANG and AX-CPT variables had adequate predictive validity in separating cases of ICD-10 schizophrenia from other diagnoses. The logistic regression model predicting the presence of ICD-10 schizophrenia was statistically significant using CLANG and AX-CPT variables, but not SFRS or other variables. HBS did not correlate with other variables and did not predict ICD-10 diagnosis. CONCLUSIONS: A cross-sectional diagnosis based on language disturbance and CPT performance yields a diagnostic construct largely overlapping with the ICD-10 definition of schizophrenia. We suggest that Schneider's first rank symptoms (that play a large role in the DSM-IV concept) can be considered an index of left hemisphere dysconnectivity for language whereas CPT dysfunction reflects dysconnectivity of the right hemisphere for those remoter ("spatial") associations that are closer to Bleuler's core defect and to the chronicity implicit in the ICD definition. Thus the dimensions of language disturbance in psychosis can be traced to specific cortico-cortical dysconnectivities.

Adult↗
PubMed2002

Thought before language: how deaf and hearing children express motion events across cultures.

Do children come to the language-learning situation with a predetermined set of ideas about motion events that they want to communicate? If so, is the expression of these ideas modified by exposure to a language model within a particular cultural context? We explored these questions by comparing the gestures produced by Chinese and American deaf children who had not been exposed to a usable conventional language model with the speech of hearing children learning Mandarin or English. We found that, even in the absence of any conventional language model, deaf children conveyed the central elements of a motion event in their communications. More surprisingly, deaf children growing up in an American culture used their gestures to express motion events in precisely the same ways as deaf children growing up in a Chinese culture. In contrast, hearing children in the two cultures expressed motion events differently, in accordance with the languages they were learning. The American children obeyed the patterns of English and rarely omitted words for figures or agents. The Chinese children had more flexibility as Mandarin permits (but does not demand) deletion. Interestingly, the Chinese hearing children's descriptions of motion events resembled the deaf children's descriptions more closely than did the American hearing children's. The thoughts that deaf children convey in their gestures thus may serve as the starting point and perhaps a default for all children as they begin the process of grammaticization--thoughts that have not yet been filtered through a language model.

Child, Preschool↗