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At least 1,279 records · Page 71Linked to original sources
PubMed1985

Linguistic environment of the deaf child: a focus on teachers' use of nonliteral language.

Teachers' communication with deaf and hearing children was compared to identify differences in the teachers' use of two types of nonliteral language: idiomatic language and indirect requests. Two groups of teachers of the deaf were observed, one using oral language only and the other using Total Communication. A third group consisted of teachers of normally hearing children. No differences were found in teachers' use of nonliteral language when talking to hearing children as compared to teachers talking to oral deaf children. Reduced use of idiomatic language occurred, in both the oral and signed portions of communication, only when Total Communication was used. No differences were observed in the oral portion of the three groups' use of indirect requests. However, only 55% of these requests were encoded nonliterally in the signed portion of utterances.

Age Factors↗
PubMed1988

Stuttering, delayed auditory feedback, and linguistic rhythm.

The models of stuttering and delayed auditory feedback (DAF) discussed in this paper are derived from a model of the fluent production of speech in which a rhythmic structure prespecifies the intervals between vowels of stressed syllables. The same rhythmic structure enables a prediction to be made concerning when vowels of stressed syllables will be auditorily perceived. In both stuttering and speech produced under DAF conditions, it is suggested that an incorrect prediction is made concerning when the vowel will be perceived relative to its production. The proposed model of stuttering can account for a variety of other phenomena. Finally, a preliminary model of the onset of stuttering in children is proposed.

Auditory Perception↗
PubMed1991

Speech and language production at age 2: evidence for tradeoffs between linguistic and phonetic processing.

The purpose of this study was to explore how 2-year-old children manage the relationship between phonetic production and production of word combinations in their spontaneous speech. The subjects were 5 normally developing 2-year-olds who were participants in an ongoing longitudinal study of speech and language acquisition. Three measures were used to estimate phonetic production skills in the children's spontaneous speech samples. These included a measure of the accuracy of consonant production (Percentage of Consonants Correct), and two estimators of phonetic complexity (phonetic products for utterance and word length units). Regression analyses were used to determine the relationship between complexity of word combinations, as measured by length of utterance in morphemes and a propositional complexity analysis, and utilization of phonetic production skills. The results revealed modest tradeoffs between complexity of word combinations and accuracy of consonant production for 2 of the 5 children. The results also showed tradeoffs between complexity of word combinations and phonetic complexity of individual lexical items (phonetic product for words) for 4 of the 5 children. As the complexity of these 4 children's multiword combinations increased, the phonetic complexity of individual lexical items decreased. These results are consistent with synergistic theories of language acquisition and language processing that emphasize dynamic tradeoffs in interactions among language processing levels in a limited capacity production system.

Child Language↗
PubMed1991

Maternal linguistic input to toddlers with slow expressive language development.

Maternal speech styles to children between 20 and 34 months of age who were slow to acquire expressive language were compared to those of mothers with normally speaking toddlers. Aspects of the mothers' speech examined included use of various sentence types (declaratives, negative, questions, etc.); the mother's lexical contingency with regard to the child's utterance; mother's use of pragmatic functions such as requests, comments, and conversational devices; and the mother's use of topic management. Results revealed that mothers of toddlers with slow language development are different from mothers of normal speakers only in their frequency of use of lexical contingency devices, specifically, expansion and extension. However, the proportion of expansions and extensions relative to the number of child utterances is not different, indicating that when late talkers give their mothers something to expand, the mothers do so, but that the late talkers do not give their mothers as much speech to work with as do the normal toddlers. Implications of these findings for parent training are discussed.

Child, Preschool↗
PubMed1998

The role of fundamental frequency and duration in the perception of linguistic stress by individuals with brain damage.

Two tests of the ability of individuals with left-hemisphere damage (LHD) and right-hemisphere damage (RHD) and non-brain-damaged participants to identify phonemic and emphatic stress contrasts were undertaken. From a set of naturally produced base stimuli, two additional stimulus sets were derived. In one, fundamental frequency (F0) cues to stress were neutralized, whereas in the other duration cues were effectively neutralized. Results demonstrated that individuals with LHD were unable to identify phonemic stress contrasts with better-than-chance accuracy; individuals with RHD performed worse than normal participants but significantly better than the patients with LHD--particularly with the original full-cue stimuli. All groups performed better on the emphatic stress subtest, with the scores of only the patients with LHD at chance level for the F0-neutralized stimuli. The findings are considered in relation to hypotheses concerning the hemispheric lateralization of prosodic processing, particularly with respect to a hypothesis that posits differential lateralization for specific acoustic parameters.

Adult↗
PubMed1999

Linguistic impairment after right cerebellar stroke: a case report.

Increasing evidence suggests the involvement of the cerebellum in non-motor functions. We describe a patient who presented speech deficits after a right cerebellar infarction without other cognitive impairments. 99mTc-HMPAO single-photon emission computed tomography showed a marked hypoperfusion in the right cerebellar hemisphere, but did not show crossed cerebellar- cerebral diaschisis. The absence of neuroradiological evidence of structural supratentorial lesions supports the cerebellar role in modulating not only the motor system, but also higher order functions.

Cerebellum↗
PubMed2006

Working with linguistically diverse families in early intervention: misconceptions and missed opportunities.

Traditionally, speech-language pathologists (SLPs) and other professionals have held the belief that children with speech and language disabilities are unable to successfully learn more than one language. It is often automatically assumed that exposing young children to two languages will cause confusion and significant delays in the learning of any language. Because of this belief, many families have been influenced to give up their home language in their efforts to ensure their child's successful learning of English. Yet it has been documented that children who are learning two languages simultaneously can succeed and often become balanced bilinguals, if the exposure and learning opportunities to both languages are maintained. However, the ongoing beliefs and practice of many SLPs as they provide guidance and recommendations about language learning to parents and other professionals are not consistent with implications from current research about bilingualism, especially as it pertains to young children with learning challenges. This article discusses the inconsistencies regarding these myths about early language learning. It summarizes research and literature within the context of evidenced-based practice that question the idea that young children with disabilities cannot learn more than one language. In this article, perspectives from parents as well as researchers support an "additive" approach to language learning that values diversity, engages in information sharing with families, and supports decisions that are made by families regarding their child's language(s). In this way, parents are empowered and enabled to make decisions about what language(s) their children will learn.

Child↗
PubMed2004

Evaluation of an ethnic media campaign on patterns of HIV testing among people from culturally and linguistically diverse backgrounds in Australia.

OBJECTIVE: To evaluate a 2-week pilot ethnic media campaign that was implemented in 14 languages to promote awareness of HIV/AIDS and HIV testing among selected non-English speaking populations in Australia in November/December 2000. METHODS: The main outcome measure was clinic attendances for the purpose of HIV testing by individuals from the target populations at one ofthree public sexual health clinics in Sydney and Melbourne prior to and immediately after the campaign. RESULTS: The number of HIV tests on members of the 14 target language communities attending the clinics almost doubled from 66 to 122 tests. However, as a proportion of the total number of HIV tests performed at the three clinics this increase was not significant (16.3-18.8%; P = 0.31). For both periods in 2000 the proportion of HIV tests that were performed on members of the target language group were higher than during a 1999 comparison period (10.5%, both P < 0.01). CONCLUSIONS AND IMPLICATIONS: This study did not demonstrate a significant increase in testing attributable to the pilot intervention. A larger campaign, with a more extensive evaluation, would probably be needed to demonstrate a measurable effect.

Adult↗