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 1,279 records · Page 71Linked to original sources
PubMed1989

Otitis media. Incidence, duration, and hearing status.

The middle ear status and hearing sensitivity in 483 normal infants have been closely monitored as part of the Dallas Cooperative Project, University of Texas at Dallas, effort to assess the effect of early otitis media with effusion on speech and language development. At least one episode of otitis media with effusion occurred in 73.5% of the children between the ages of 6 and 18 months. Almost a quarter of these were discovered at "well-baby" checkups and were appropriately classified as "silent." The hearing levels, the methods of hearing assessment, and the implications of these data are described.

Hearing Loss, Conductive↗
PubMed2003

Williams syndrome: 15 years of psychological research.

Williams syndrome is a rare genetic disorder caused by a microdeletion of about 20 genes on chromosome 7q11.23. The importance of this syndrome for theories and models of cognition became apparent about 15 years ago, when Bellugi, Sabo, and Vaid (1988) argued that Williams syndrome was a paradigm case of the independence of language from cognition. In particular, it was argued that individuals with Williams syndrome have "intact" language despite severe mental retardation. More recent findings indicate a more complex relation between language and characteristics associated with this syndrome. The articles in this special issue form 3 overlapping clusters: articles concerned with language development relative to cognitive development, articles concerned with other aspects of cognition, and articles concerned with interpersonal relations and personality. Together, these articles provide strong evidence of the importance of the study of neurodevelopmental genetic disorders for enhancing understanding of the complex manner in which initial genetic differences impact both behavior and processing strategies from infancy through adulthood. Our hope is that this issue will motivate further studies, informed by the genetic-developmental approach, on both Williams syndrome and other neurodevelopmental genetic disorders.

Cognition Disorders↗
PubMed1991

Multichannel cochlear implantation in children: a summary of current work at the University of Melbourne.

This paper summarizes research work relating to multichannel cochlear implantation in children at the University of Melbourne. Ongoing safety studies relating to the implantation of young children are discussed. Results of these studies suggest that special design considerations are necessary for a prosthesis to be implanted in children under the age of 2 years. Results of clinical assessment of implanted children and adolescents are also discussed in terms of speech perception, speech production, and language development, and some possible predictive factors are suggested. Preliminary data suggests that a high proportion of young children can achieve open-set speech perception with the cochlear implant given appropriate training and support. Initial results with adults using new speech processing hardware and a new coding scheme are also presented. These suggest that improved speech perception in quiet and competing noise is possible with the new system.

Adolescent↗
PubMed1977

Bedtime soliloquies and linguistic competence in autism.

This study investigates the linguistic competence of an autistic child by means of her bedtime soliloquies. It suggests the usefulness of such monologues as a diagnostic tool and addresses the question of the interrelationship between echolalia and language development. Three bedtime soliloquies of an eight-year-old echolalic autistic child are analyzed along the dimensions of echolalia versus propositional speech, types of ungrammaticality produced, and analysis of connected discourse. The results are compared with those of a normal child reported earlier in the literature. The present analysis demonstrates the difficulties in the judgement of propositional versus echolalic speech. The types of ungrammaticality were found to be useful indicators of apparent differences between the acquisition process in the normal and the autistic child. They revealed that the autistic child may use specific linguistic strategies only minimally utilized by the normal child. The discourse analysis points up additional differences as well as similarities in the way the autistic subject organizes her utterances in connected discourse. It also shows that the autistic child has specific but limited linguistic competence. It is hypothesized that the autistic subject acquires more functional, useful language by a process of gradually breaking down echolalic patterns. In terms of therapy, these findings would support the use of echolalia as a basis for language training.

Autistic Disorder↗
PubMed1987

Reconciling stable asymmetry with recovery of function: an adaptive systems perspective on functional plasticity.

This article examines alternative ways of resolving an apparent paradox that has emerged from neuropsychological studies of language development: How can the developmentally stable functional asymmetry ("hemispheric specialization") observed in neurologically intact children be reconciled with the dramatic recovery of function often displayed following unilateral brain damage? The alternative resolutions we consider differ most critically in the roles they assign to lesion-induced neural reorganizations versus lesion-related release of preexisting functional potentials. Though arguments are given in favor of the latter as the primary factor in functional recovery, the primary goal of the article is to clarify the conceptual issues raised by recent empirical research.

Brain↗
PubMed1987

[Cochlear implantation in the child?].

Cochlear implants in early childhood may be recommended at this age which is critical for speech and language development. Implantation cannot yet be accepted in this group because of diagnostic difficulties, special rehabilitation problems and the frequency of middle ear infections with the possible risk of bacterial invasion of the cochlea. As children grow older, insufficient motivation may reduce the effects of rehabilitation procedures. A good cooperation with educators must be guaranteed. A further problem of cochlea implantation in children is posed by pre-operative counselling complicated by ethical and legal considerations. Cochlear implantation in children requires improved diagnostic tools to establish the etiology, objective testing of residual hearing and quantifications of nerve survival in addition to special rehabilitation programs.

Auditory Threshold↗
PubMed1992

A conservative approach to the management of otitis media with effusion in cleft palate children.

Otitis media with effusion (OME) is almost universal in children born with a cleft palate. Early placement of a ventilation tube to alleviate hearing problems is common. A retrospective study has been carried out to assess whether the practice of tube placement only for definite clinical indications is successful in terms of subsequent hearing levels and speech and language development. This was assessed by a case note review, analysis of speech therapy data and by means of a special follow-up clinic. There was no difference in speech development between those treated with tube insertion for OME and those untreated. Audiological thresholds were worse in the treated group. A similar number in each group required regular speech therapy. More abnormal otological findings were present at follow up in those who had tubes inserted, some of these were directly attributable to the presence of tubes. A conservative management of OME in cleft palate children, with tube insertion for only definite clinical indications, is an appropriate management, and will lead to fewer otological complications of tube insertion.

Adolescent↗
PubMed1997

Motor performance and handedness in children with developmental language disorder.

Developmental language disorder (DLD) is diagnosed when there is a failure of normal language development in a child with normal nonverbal intelligence. The discussion about additional or causal deficits is controversial. In this study a computer-based motor performance series with a tapping, aiming and pegboard movement task and an additional paper-pencil handedness test were applied to a group of children with DLD of the phonologic-syntactic subtype and with normal nonverbal intelligence to describe the additional motor problems. Furthermore we examined whether our DLD children showed a different handedness. Tapping and pegboard with both hands were significantly impaired in our DLD children. Overall our DLD children did not show a different handedness than the control group.

Age Factors↗
PubMed1996

Learning disability in children with postmeningitic cochlear implants.

OBJECTIVE: To determine the effects of learning disability on measures of auditory perception, receptive language development, and sequential organization in children with postmeningitic cochlear implants. DESIGN: Retrospective study. Follow-up ranged from 12 months to 7 years. SETTING: Tertiary care center. PATIENTS: Ten pediatric patients with cochlear implants, 5 with documented learning disability. MAIN OUTCOME MEASURE: Pediatric cochlear implant test battery performance. RESULTS: Children with learning disability showed slower progress, more inconsistencies, and lower test scores than their partners without learning disability. CONCLUSION: Learning disability is not a contraindication to cochlear implantation, but preoperative counseling must be available to families and support personnel about preoperative achievements and expectation for these children.

Child↗
PubMed1991

Non-dialogue speech during preschool interactions.

Young children's skilfulness in conversational interaction is of great importance in understanding pragmatic aspects of language development. The purpose of this investigation was to describe the portion of preschool verbal interaction which could not be considered successful dialogue. Ten dyads of four-year-olds were videotaped during free play. Segments of talk were identified as dialogue or non-dialogue. Non-dialogue was coded when one child did not appear to direct his/her utterances to the other or when an attempted topic failed to capture the interest of the other child. Thirteen types of non-dialogue were identified. Results revealed that all dyads exhibited non-dialogue, but differences were noted in regard to amount and type. Dyads labelled as less co-operative displayed greater amounts of self-directed talk (monologue).

Child Language↗
PubMed2005

Further delineation of the 22q13 deletion syndrome.

A chromosomal deletion syndrome associated with a 22q13 microdeletion has previously been reported in approximately 75 children. We report six cases from Denmark with a deletion of 22q13. One was cytogenetically visible by conventional karyotyping, one was diagnosed by high resolution karyotyping after the demonstration of low arylsulfatase A activity. Two were diagnosed by high resolution CGH analysis, one was diagnosed by multisubtelomeric FISH analysis and one was diagnosed serendipitously as lack of the control signal in a FISH analysis for 22q11 deletion. One of the cases was a mosaic with 16% of cells showing two signals. The phenotype of the children included: generalized developmental delay, compromised language development, hypotonia, normal or accelerated growth and minor facial dysmorphism. Other features were partial agenesis of the corpus callosum, bilateral ureteropelvic stricture, gastroesophageal reflux and hearing loss. One case had a different phenotype, and showed a deletion as well as a duplication. The extent of the deletion was studied by quantitative PCR analysis of a number of DNA markers in the 22q13 region. The deletions varied in size, extending from 4.0 to 9.0 Mb. The clinical phenotype seemed rather similar although some specific features might be attributable to differences in deletions.

Abnormalities, Multiple↗
PubMedDate not supplied

Comparative study of the phonology of preschool children prenatally exposed to cocaine and multiple drugs and non-exposed children.

Cocaine and multiple drug abuse among young adults has spawned research interest in fetal exposure and the sequela of that exposure during the formative developmental years. Previous study of the language development of exposed children has not specifically addressed phonological acquisition. In the present study, the speech of 25 children prenatally exposed to cocaine and multiple drugs was analyzed and compared to that of 25 children who were not prenatally exposed to determine if differences were evident in their phonological patterns. The children ranged in age from 22 months to 51 months. The number and type of phonological processes produced, number of utterances needed to produce a 50-word sample, number of unintelligible words produced, and Home Observation for Measurement of the Environment (HOME) scores were recorded and analyzed. The use of cocaine and multiple drugs during pregnancy was associated with an increase in the use of phonological processes.

Adult↗
PubMed1995

Neonatal diagnosis of fetal alcohol syndrome: not necessarily a hopeless prognosis.

A neonatal examination for fetal alcohol syndrome (FAS) should promote the guidance of parents, the planning of remediation for affected children, and the collection of prevalence data. A blinded examination of FAS characteristics conducted as part of a large prospective study of disadvantaged alcohol-exposed infants identified eight neonates who met the published criteria for FAS. These children were followed through the preschool years with a blinded assessment protocol. Seven of these children were found to have no impairment in cognitive and language development, when compared with their peers, and to be of average size. The one child who was mentally and growth retarded at follow-up who had been diagnosed as FAS might not have been diagnosed FAS using clinical criteria (as opposed to blinded research criteria), because his mother provided in-pregnancy reports of only low alcohol intake; she later acknowledged drinking an average of over 21 drinks/week during the pregnancy. The findings are positive in that they provide hope for children who present FAS at birth, although concern with adverse outcomes is certainly not dispelled. In particular, the possibility of later-emerging impairment in more complex tasks is not ruled out.

Adult↗
PubMed1994

Sex differences in parental influences on children's story-telling skills.

Acquisition of story-telling skills is an aspect of language development that is influenced by hearing parental story telling. Because discourse between parent and child is affected by the sex of both parent and child, we hypothesized that sex differences would affect parental story telling and children's acquisition of story-telling skills. For this study, 24 children (12 girls, 12 boys) told a story from a picture book both before and after hearing a parent (12 mothers or 12 fathers) tell the story. Children's stories improved after hearing a parent tell the story. Sons told stories containing more evaluatives (linguistic forms believed to promote better comprehension and memory of stories) after hearing mother's rather than father's story telling, and daughters told stories containing more evaluatives after hearing father's, rather than mother's, story telling. There were no differences in mothers' and fathers' use of evaluatives when telling stories to sons as compared with daughters.

Child↗
PubMed1994

Linguistic abilities in children with Williams-Beuren syndrome.

In recent studies children with Williams-Beuren syndrome (WBS) have been characterized as having a distinct neuropsychological profile with verbal abilities being superior to visuo-spatial and motor skills. An unusual command of language, including excessive use of verbal stereotypes, social phrases, and clichés has been noticed. The aim of this study is to establish whether the quality and quantity of verbal behavior, and the articulation and tonal quality of the voices of children with WBS differ from other children with nonspecific developmental disabilities. A group of 25 children with WBS and a control group of 25 children matched for age (4-10 years), sex (12 girls; 13 boys), and non-verbal reasoning abilities (mean IQ = 79) were investigated. The Heidelberg Language Development Test and a picture story were administered. The mothers were asked to answer a questionnaire to assess the articulation and the vocal characteristics of their children. The results show that children with WB syndrome do not differ in most qualitative and quantitative tasks with regard to verbal competence. They produce significantly more correct plural-singular formations than the control children (t = 2.49, P < 0.01) on a primitive level of grammatical competence. In general, their articulation was reported to be more exact and clear (t = -2.73, P < 0.006). More mothers of children with WBS noticed a production of stereotypes, the use of social phrases, and clichés than did mothers of the control children (Chi square = -6.67 P < 0.005). Children with WBS were less likely to lisp as compared to the control children (Chi square = 2.08, P = 0.074).(ABSTRACT TRUNCATED AT 250 WORDS)

Articulation Disorders↗
PubMed2005

Grommets in otitis media with effusion: an individual patient data meta-analysis.

AIMS: To identify subgroups of children with otitis media with effusion (OME) that might benefit more than others from treatment with ventilation tubes. METHODS: An individual patient data (IPD) meta-analysis on seven randomised controlled trials (n = 1234 children in all), focusing on interactions between treatment and baseline characteristics--hearing level (HL), history of acute otitis media, common colds, attending day-care, gender, age, socioeconomic status, siblings, season, passive smoking, and history of breast feeding. Outcome measures that could be studied were mean time spent with effusion (n = 557), mean hearing levels (n = 557 in studies that randomised children, and n = 180 in studies that randomised ears), and language development (n = 381). RESULTS: In the trials that treated both ears the only significant interaction was between day-care and surgery, occurring where mean hearing level was the outcome measure. None of the other baseline variables showed an interaction effect with treatment that would justify subgrouping. In the trials that treated only one ear, the baseline hearing level showed a significant but not pervasive interaction with treatment-that is, only with a cut-off of 25 dB HL. CONCLUSIONS: The effects of conventional ventilation tubes in children studied so far are small and limited in duration. Observation (watchful waiting) therefore seems to be an adequate management strategy for most children with OME. Ventilation tubes might be used in young children that grow up in an environment with a high infection load (for example, children attending day-care), or in older children with a hearing level of 25 dB HL or greater in both ears persisting for at least 12 weeks.

Child↗
PubMed2005

Discrimination training of phonemic contrasts enhances phonological processing in mainstream school children.

Auditory perceptual learning has been proposed as effective for remediating impaired language and for enhancing normal language development. We examined the effect of phonemic contrast discrimination training on the discrimination of whole words and on phonological awareness in 8- to 10-year-old mainstream school children. Eleven phonemic contrast continua were synthesised using linear interpolation coding from real speaker endpoints. Thirty children were pre-tested on the Word Discrimination Test (WDT) and the Phonological Assessment Battery (PhAB). Eighteen then trained for 12 x 30min sessions over 4 weeks using an adaptive three interval two alternative phonemic matching task. The remaining children participated in regular classroom activities. In Post-testing, trained children significantly increased their age-equivalent scores on both the WDT and PhAB by about 2 years. For the PhAB, no improvement was found in the controls. Enhanced performance in the trained children was maintained in a delayed test 5-6 weeks following training. Enhancements on the trained discriminations were weak and variable. The results indicate a dramatic improvement in phonological awareness following phonemic discrimination training without matching perceptual learning.

Child↗