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At least 1,279 records · Page 71Linked to original sources
PubMed2001

Behavioural relevance of atypical language lateralization in healthy subjects.

In most humans, language is lateralized to the left side of the brain. It has been speculated that this hemispheric specialization is a prerequisite for the full realization of linguistic potential. Using standardized questionnaires and performance measures, we attempted to determine if there are behavioural correlates of atypical, i.e. right-hemispheric and bilateral, language lateralization. The side and degree of language lateralization were determined by measuring the hemispheric perfusion differences by functional transcranial Doppler ultrasonography during a word generation task in healthy volunteers. Subjects with left (n = 264), bilateral (n = 31) or right (n = 31) hemisphere language representation did not differ significantly with respect to mastery of foreign languages, academic achievement, artistic talents, verbal fluency or (as assessed in a representative subgroup) in intelligence or speed of linguistic processing. These findings suggest that atypical hemispheric specialization for language, i.e. right-hemisphere or bilateral specialization, is not associated with major impairments of linguistic faculties in otherwise healthy subjects.

Adolescent↗
PubMed2001

Language representation in a patient with a dominant right hemisphere: fMRI evidence for an intrahemispheric reorganisation.

Studies have suggested that congenital left hemispheric (LH) frontal arteriovenous malformations (AVMs) are associated with an early transfer of language to right hemisphere (RH) frontal regions. The question remains whether such anatomofunctional reorganisation is due to RH compensatory abilities or to a general principle of lateral shift. In this study, we used fMRI language paradigms to investigate the case of a patient presenting aphasic symptoms following an haemorrhage due to a right frontal AVM. Prior to surgery, fMRI showed that language processing was confined to the RH, suggesting that language had not shifted during childhood from this congenitally dominant RH to the LH. After surgery, the patient presented severe aphasia that recovered to presurgical level within 70 days. At this time, fMRI showed that language tasks were still not associated with activations in the LH. These results suggest that the principles of early cerebral reorganisation after congenital lesions may differ in the RH and the LH. In addition, they support the idea that efficient restoration of language is achieved if a sufficiently large neuronal network is preserved around the lesion.

Adult↗
PubMedDate not supplied

Dynamic range and language abilities in deaf adolescents.

The relationship between language abilities and dynamic range was studied in two groups of significantly deaf adolescents. One group (N = 21) attended a school for the deaf, and the other (N = 23) consisted of either students in regular schools or those attending units for the deaf within regular schools. Two measures of dynamic range were obtained, and language ability was defined by performance on a syntactic abilities test. Acoustic reflexes were also obtained and the relationship to language abilities was determined. Dynamic range was observed to be a highly significant predictor of language score within the deaf school group, but did not relate to language score within the regular school group. Presence or absence of the acoustic reflex bore no apparent relationship to language ability.

Adolescent↗
PubMed1996

Otitis media, communication style of primary caregivers, and language skills of 2 year olds: a preliminary report.

The association between early otitis media, styles of primary caregivers, and language development was prospectively examined in 26 2-year-old children from lower socioeconomic backgrounds (of mixed perinatal status) followed prospectively since birth. Based on otoscopic evaluations during the first year of life, there were 14 children who were classified as bilaterally otitis-free (OM-) and 12 children who were classified as bilaterally otitis-positive (OM+). At 2 years of age, all children were administered standardized measures of cognitive and language function along with a 20-minute videotaped play session with one of their primary caregivers. The language of both the children and caregivers was analyzed. Results indicate that caregivers of OM+ and OM- children used language nearly identically when interacting with their children. However, caregivers of OM+ children whose communication style was marked by a high percentage of directives and a corresponding low percentage of both questions and information-giving had the children with the lowest scores on all measures of naturalistic language. Controlling for neonatal illness did not alter the relationships found. The results suggest that caregiver language may compensate for some of the auditory deprivations associated with otitis media.

Brain Damage, Chronic↗
PubMed2002

Molecular genetics of speech and language disorders.

In 2001, scientists characterized the first gene to be implicated in the cause of a speech and language disorder (FOXP2). Although FOXP2 was discovered using a unique family in which a severe speech and language disorder segregates in a monogenic fashion, at the time this discovery was heralded as "a milestone in understanding this uniquely human characteristic." Approximately 1 year later, we discuss the impact of this gene discovery on the study of language and review the relevance of this gene to both specific language impairment and language aspects of the autistic phenotype. We also discuss recent molecular genetic advances made in the study of generalized specific language impairment.

Autistic Disorder↗
PubMed2001

Language as an evolving word web.

Human language may be described as a complex network of linked words. In such a treatment, each distinct word in language is a vertex of this web, and interacting words in sentences are connected by edges. The empirical distribution of the number of connections of words in this network is of a peculiar form that includes two pronounced power-law regions. Here we propose a theory of the evolution of language, which treats language as a self-organizing network of interacting words. In the framework of this concept, we completely describe the observed word web structure without any fitting. We show that the two regimes in the distribution naturally emerge from the evolutionary dynamics of the word web. It follows from our theory that the size of the core part of language, the 'kernel lexicon', does not vary as language evolves.

Humans↗
PubMedDate not supplied

The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network.

Children from 10 sites in the United States were followed from birth to age 3 to determine how experiences in child care relate to cognitive and language development (Ns varied between 595 and 856, depending on the assessment). Multiple assessments of family and child care environments and of cognitive and language competence were collected. Analyses that adjusted for maternal vocabulary score, family income, child gender, observed quality of the home environment, and observed maternal cognitive stimulation indicated that the overall quality of child care, and language stimulation in particular, was consistently but modestly related to cognitive and language outcomes at ages 15, 24, and 36 months. The effect sizes for high (top quartile) versus low (bottom quartile) quality ranged from .18 to .48. After adjusting for child care quality, cumulative experience in center-based care was associated with better outcomes than was participation in other types of care. The amount of time children spent in care was not related to outcomes. Children in exclusive maternal care did not differ systematically from children in child care. Tests for lagged relations of earlier child care experiences to later performance (adjusting for current child care) showed that language stimulation predicted subsequent cognitive and language performance 9 to 12 months later. Although children in center care at age 3 performed better than children in other types of care, earlier experience in child care homes was associated with better performance at age 3 than was experience in other types of care. The relations of child care variables to outcomes did not vary consistently as a function of family income, quality of home environment, child gender, or ethnic group.

Age Factors↗
PubMed2002

Breaking the barrier? Children fail to translate their preverbal memories into language.

We examined children's ability to translate their preverbal memories into language following a period of substantial language development. Children participated in a unique event, and their memory was assessed 6 months or 1 year later. At the time of the event and at the time of the test, their language skills were also assessed. Children of all ages exhibited evidence of verbal and nonverbal memory. Their language skills also improved over the delay. By the time of the test, children of all ages had acquired most of the vocabulary necessary to describe the target event. Despite this, they did not translate preverbal aspects of their memory into language during the test. In no instance did a child verbally report information about the event that was not part of his or her productive vocabulary at the time of encoding. We conclude that language development plays a pivotal role in childhood amnesia.

Analysis of Variance↗
PubMed2002

Overhearing a language during childhood.

Despite its significance for understanding of language acquisition, the role of childhood language experience has been examined only in linguistic deprivation studies focusing on what cannot be learned readily beyond childhood. This study focused instead on long-term effects of what can be learned best during childhood. Our findings revealed that adults learning a language speak with a more native like accent if they overheard the language regularly during childhood than if they did not. These findings have important implications for understanding of language-learning mechanisms and heritage-language acquisition.

Adolescent↗
PubMedDate not supplied

Language development in a non-vocal child.

Many children who cannot speak, comprehend both oral and written language. Having knowledge of language is not the same as being able to use language for social transactions. Non-vocal children learn to use augmented and assisted systems, but they experience specific difficulties in initiating and maintaining conversations and making use of the pragmatic functions of language. The purpose of this study was to investigate the semantic and syntactic knowledge of a child with severe multiple disabilities who can read and write and comprehend two languages, but does not initiate conversation. The study demonstrates that high levels of language comprehension and ability to read and write do not automatically transfer to conversational competence or narrative ability.

Attention↗
PubMed1989

Habituation and maternal encouragement of attention in infancy as predictors of toddler language, play, and representational competence.

In a longitudinal study, infants' habituation and mothers' encouragement of attention were assessed at 5 months, and toddlers' language comprehension, language production, and pretense play and mothers' encouragement of attention were assessed at 13 months. Structural equation modeling was used to examine the unique contributions of infant habituation and maternal stimulation to toddlers' cognitive abilities. Habituation predicted language comprehension, pretense play, and a latent variable of language and play after the influences of both 5- and 13-month maternal encouragement of attention were partialed. Likewise, early maternal encouragement of attention explained unique variance in toddlers' language comprehension and the language-and-play latent variable after infant habituation was controlled. These findings indicate that links between early habituation and later cognitive development are direct and not solely mediated by maternal stimulation, and that maternal stimulation of young infants influences the development of children's representational competence over and above infants' own information-processing abilities.

Attention↗
PubMed1994

Practitioner review: early developmental language delay: what, if anything, should the clinician do about it?

Early developmental language delay is characterized by slow development of language in preschoolers. The condition is frequent among two- and three-year-olds, causes concern among parents, and generates differences of opinion as to significance among informed professionals. Poorer long-term outcomes are much more likely if language delay persists until the later preschool years, and if the delay is not specific to language and/or includes problems in understanding. Specific language delay in the preschool period is better characterized as a risk factor than a disorder; most children with specific language delay recover to the normal range by five years of age.

Child↗
PubMed2005

Hippocampal formation involvement in a language-activation task in patients with mesial temporal lobe epilepsy.

PURPOSE: The study aims to explore the contribution of the hippocampal formation to the retained language-comprehension network in patients with unilateral mesial temporal lobe epilepsy (TLE). METHODS: We performed a functional magnetic resonance (MRI) study based on a language comprehension paradigm in 45 right-handed patients with unilateral mesial TLE and 35 healthy control subjects. Activations in the hippocampal formations in both hemispheres were analyzed for each subject as well as for groups of left TLE, right TLE, and controls. RESULTS: In sum, 82% of TLE patients displayed hippocampal activations. A significant difference in hippocampal activation between left and right TLE was found: Right TLE patients showed increased activity in the left hippocampal formation compared with left TLE patients. In contrast, patients with left TLE did not show increased activity in the right hippocampal formation compared with right TLE patients. In comparison with a healthy control group, right TLE patients activated the left hippocampal formation to a greater extent, whereas patients with left TLE did not activate the right hippocampal formation to a greater degree. These findings point to an increased involvement of the left hippocampal formation during a language-comprehension task in right TLE patients. In contrast, left TLE in right-handed patients seems not associated with an enhanced involvement of the right hippocampal formation in retained language comprehension. CONCLUSIONS: These findings suggest that effective language comprehension in right-handed subjects with TLE depends on the involvement of the left hippocampal formation and underline the risks of postoperative language decline in patients with left TLE.

Adolescent↗
PubMed2001

A cross-language comparison of /d/-/th/ perception: evidence for a new developmental pattern.

Previous studies have shown that infants perceptually differentiate certain non-native contrasts at 6-8 months but not at 10-12 months of age, whereas differentiation is evident at both ages in infants for whom the test contrasts are native. These findings reveal a language-specific bias to be emerging during the first year of life. A developmental decline is not observed for all non-native contrasts, but it has been consistently reported for every contrast in which language effects are observed in adults, In the present study differentiation of English /d-th/ by English- and French-speaking adults and English- and French-learning infants at two ages (6-8 and 10-12 months) was compared using the conditioned headturn procedure. Two findings emerged. First, perceptual differentiation was unaffected by language experience in the first year of life, despite robust evidence of language effects in adulthood. Second, language experience had a facilitative effect on performance after 12 months, whereas performance remained unchanged in the absence of specific language experience. These data are clearly inconsistent with previous studies as well as predictions based on a conceptual framework proposed by Burnham [Appl. Psycholing. 7, 201-240 (1986)]. Factors contributing to these developmental patterns include the acoustic properties of /d-th/, the phonotactic uniqueness of English /th/, and the influence of lexical knowledge on phonetic processing.

Adult↗
PubMed2006

Perception of native and non-native affricate-fricative contrasts: cross-language tests on adults and infants.

Previous studies have shown improved sensitivity to native-language contrasts and reduced sensitivity to non-native phonetic contrasts when comparing 6-8 and 10-12-month-old infants. This developmental pattern is interpreted as reflecting the onset of language-specific processing around the first birthday. However, generalization of this finding is limited by the fact that studies have yielded inconsistent results and that insufficient numbers of phonetic contrasts have been tested developmentally; this is especially true for native-language phonetic contrasts. Three experiments assessed the effects of language experience on affricate-fricative contrasts in a cross-language study of English and Mandarin adults and infants. Experiment 1 showed that English-speaking adults score lower than Mandarin-speaking adults on Mandarin alveolo-palatal affricate-fricative discrimination. Experiment 2 examined developmental change in the discrimination of this contrast in English- and Mandarin-leaning infants between 6 and 12 months of age. The results demonstrated that native-language performance significantly improved with age while performance on the non-native contrast decreased. Experiment 3 replicated the perceptual improvement for a native contrast: 6-8 and 10-12-month-old English-learning infants showed a performance increase at the older age. The results add to our knowledge of the developmental patterns of native and non-native phonetic perception.

Acoustic Stimulation↗
PubMedDate not supplied

Developmental language impairments with complex origins: learning from twins and multiple birth children.

Various factors that make language development vulnerable in twins and multiple birth children are discussed. Researchers have investigated single explanations for language impairment in twins. However, this paper argues that in individual cases the language impairment is more often the outcome of a complex interaction of factors. Some factors play a greater part than others in some cases. It is suggested that clinicians can develop a dynamic model of language acquisition from understanding the effect of multiple birth and other exceptional circumstances on language acquisition. This model is needed to underpin investigations into individual cases of language impairment. An approach to assessment is described that identifies factors operating in individual cases of multiple birth, providing an essential precursor to implementing appropriate case-based intervention.

Birth Intervals↗
PubMed1996

[Language development in children with cleft palate].

Children with cleft palate often suffer from hearing and speech and language problems. Detailed knowledge about the long-term outcome of various therapeutic strategies including velopharyngoplasty or speech therapy seems mandatory to design an efficient rehabilitation plan for affected children. In this follow-up study 417 children with cleft palate (excluding isolated cleft lip) were examined in an interdisciplinary approach by maxillofacial surgeons, orthodontists, otolaryngologists, audiologists and speech and language pathologists. We found that 92% of the children had speech or language disorders. 80% of those children frequently had mild or severe conductive hearing loss, with or without clinical signs of otitis media with effusion. In 58 children (14%) with rhinolalia aperta not being improved by speech therapy for at least 1 year, velopharyngoplasty with a cranially based pharyngeal flap was performed. Language skills did not correlate with the type of cleft palate, but with the frequency and degree of hearing loss. Using this interdisciplinary approach for early detection and therapy of disorders related to cleft palate, only 49% of affected children had to undergo speech and language therapy. Based on the results of this follow-up study presented here we propose that otologic examination, such a thorough audiometric testing, and a detailed speech and language evaluation are important cornerstones in the rehabilitation management of children with cleft palate.

Adolescent↗
PubMed2005

Long-term stability of improved language functions in chronic aphasia after constraint-induced aphasia therapy.

BACKGROUND AND PURPOSE: In response to the established notion that improvement of language functions in chronic aphasia only can be achieved through long-term treatment, we examined the efficacy of a short-term, intensive language training, constraint-induced aphasia therapy (CIAT). This program is founded on the learning principles of prevention of compensatory communication (constraint), massed practice, and shaping (induced). METHODS: Twenty-seven patients with chronic aphasia received 30 hours of training over 10 days. Twelve patients were trained with the CIAT program. For 15 patients the training included a module of written language and an additional training in everyday communication, which involved the assistance of family members (CIATplus). Outcome measures included standardized neurolinguistic testing and ratings of the quality and the amount of daily communication. RESULTS: Language functions improved significantly after training for both groups and remained stable over a 6-month follow-up period. Single case analyses revealed statistically significant improvements in 85% of the patients. Patients and relatives of both groups rated the quality and amount of communication as improved after therapy. This increase was more pronounced for patients of the group CIATplus in the follow-up. CONCLUSIONS: Results confirm that a short-term intense language training, based on learning principles, can lead to substantial and lasting improvements in language functions in chronic aphasia. The use of family and friends in the training provides an additional valuable element. This effective intervention can be successfully used in the rehabilitation of chronic aphasia patients. Additionally, its short-term design makes it economically attractive for service providers.

Adult↗