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PubMedDate not supplied

[FOXP2: from the specific disorder to the molecular biology of language. II. Implications for the ontogenesis and phylogenesis of language].

INTRODUCTION: Cloning FOXP2, the first gene linked to a hereditary variant of specific language impairment (SLI), has allowed researchers to conduct more precise studies into the nature and developmental path of the molecular bases governing the organisation and functioning of the neuron centres responsible for language processing. DEVELOPMENT: The FOXP2 gene codes for a transcriptional repressor that regulates the proliferation and/or migration of certain neuronal populations in the basal ganglia, cortex, cerebellum and thalamus, and presumably plays a part in the organisation and/or functioning of the fronto-thalamic-striatal system. Moreover, the analysis of the developmental history of the gene suggests that the transcriptional factor FOXP2, although it is quite old, has undergone certain modifications in its secondary structure and has acquired a potential site for phosphorylation for protein kinase C during the recent developmental history of the human species. CONCLUSIONS: The evidence discussed in this article allows us to suggest FOXP2 plays a significant role in the ontogenetic and phylogenetic development of language. On the one hand, it seems to validate certain general models of linguistic processing that call for a more important role of the subcortical structures (above all for the basal ganglia) in that processing. On the other hand, it seems to suggest that the modifications undergone by FOXP2 would have also allowed certain regions (such as Broca's area) to be recruited for language, either by facilitating the appearance of syntax and/or verbal working memory or by transferring control of articulation to those regions, thereby laying down the foundations for the appearance of spoken language.

Brain↗
PubMed1990

[Prognosis of three-year-old children with developmental speech delay: reading and writing abilities at eight years of age].

Of 1761 three-year-old children born in 1979-80 and lived at Yonago city, Japan, 28 (1.6%; 25 boys and girls) were diagnosed as developmental speech delay by two pediatric neurologists. Reading and writing skills were evaluated in twelve of the speech delayed children at 8 years by ITPA, Token test and their compositions. Their results showed that reading or writing skill was delayed in many of them, especially in those with behavioral disorders, such as hyperkinetic behavior and poor personal relationship at 3 years.

Child↗
PubMed1987

Mother-child transactions in families with normal and handicapped children.

This paper describes two aspects of mother-child interaction: children's contribution to early conversations and mother's tactics for eliciting verbal responses. Normal and handicapped children matched for linguistic complexity (mean length of utterance) differed in both qualitative and quantitative aspects of their verbal interactions with their mothers. Normal children talked more, responded correctly more often, and made more attempts to control the conversation than mentally retarded children. Clear differences in mother choice of tactics for eliciting child verbalizations also were evident between the two groups. Overall, mothers of handicapped children modeled responses more and frequently asked fewer and less complex questions. The differences in mother behavior appeared to be a function of the child's specific skills, and not of the child's general classification as normal or mentally retarded; patterns of mother linguistic adjustment were identical in the two groups. These findings are discussed in terms of a general model of transactional linguistic teaching in dyads with mentally retarded children.

Child↗
PubMed1999

Specific developmental disorders. The language-learning continuum.

The goal of this article is to inform and educate those who work with children who present with language-learning disorders about phonologic processing deficits, because this area has been shown to have a significant impact on children and adults who exhibit reading disabilities. Mental health professionals who work with children with reading problems need to be aware of what is known about this source of reading disorders and the implications of this knowledge for prevention and treatment. Advocating for appropriate instruction for children with reading problems is an important role mental health professionals can play in working with this population.

Adult↗
PubMed2000

Do young children have adult syntactic competence?

Many developmental psycholinguists assume that young children have adult syntactic competence, this assumption being operationalized in the use of adult-like grammars to describe young children's language. This "continuity assumption" has never had strong empirical support, but recently a number of new findings have emerged - both from systematic analyses of children's spontaneous speech and from controlled experiments - that contradict it directly. In general, the key finding is that most of children's early linguistic competence is item based, and therefore their language development proceeds in a piecemeal fashion with virtually no evidence of any system-wide syntactic categories, schemas, or parameters. For a variety of reasons, these findings are not easily explained in terms of the development of children's skills of linguistic performance, pragmatics, or other "external" factors. The framework of an alternative, usage-based theory of child language acquisition - relying explicitly on new models from Cognitive-Functional Linguistics - is presented.

Adult↗
PubMed2004

Children with specific language impairment: parental accounts of the early years.

Parent views of specific language impairment have received little attention in the literature, even though speech and language development is the single greatest area of concern for parents. This article examines parental views of events up to, and including, language unit admission for their children. A series of qualitative interviews was conducted with parents. Parents felt that, apart from speech and language difficulties, the children were developing normally. They placed a low value on speech and language therapy, and saw language unit admission as the only intervention that 'worked'. Initially, some children were placed in mainstream school, where their failure to keep up with peers resulted in transfer to a language unit. Parent views provide a unique understanding of the impact of specific language impairment on the child and family. Such information is essential for the early diagnosis and treatment of this condition.

Adaptation, Psychological↗
PubMed1976

[Applied phoniatry. I. Retarded language and speech development (author's transl)].

To better understand the assessment of difficulties in verbal communication it is considered to explain language and speech development in relation to motor function. The aetiology, diagnosis, prognosis and treatment of language disorders and their common characteristics are discussed. The otolaryngologist must expect an increase in the number of such cases and should initiate prompt and adequate treatment.

Age Factors↗
PubMedDate not supplied

Developmental assessment: 18 months to 4 1/2 years. The Bus Puzzle Test.

The Bus Puzzle Test for assessing developing language and some performance skills has been standardized on a sample of 425 children living in an inner city area and a rural market town. The age range was 18 months to 4 1/2 years. The study provides levels of achievement in comprehension by age and shows the importance of the 27-33 months period in the development of situational understanding. Assessment of expressive language takes account of the strategies employed by young children to express meaning. The early stages of form perception are examined. Results are provided in graphic and tabular forms and provide a data base for converting an individual child's scores into variation from average.

Child Development↗
PubMedDate not supplied

Measuring pain in neonates: evaluating an instrument and developing a common language.

This paper describes the development and evaluation of the Pain Assessment Tool (PAT), a scoring system that was developed by a group of neonatal nurses to assess neonates' pain. To test the practical application of the tool and to compare the scoring system with nurses' subjective pain assessments, a pilot study was conducted with a sample of 20 neonates during the 24 hours following their surgery. The study found that PAT effectively quantified neonates' pain and that PAT scores reflected nurses' perceptions of the pain experienced by neonates. Based on the PAT scores, 15 babies experienced discomfort that required nursing comfort measures and eight babies needed both comfort measures and analgesia to relieve pain. Recommendations for future use of the Pain Assessment Tool are discussed.

Clinical Nursing Research↗
PubMed1994

It's not what it seems. The relationship between parents' concerns and children with global delays.

Parents of children with significant behavioral or emotional problems have tended to be concerned about their behavior or emotional well-being, whereas parents of children with speech-language impairments were more concerned about speech-language development. The present study was designed to assess whether a parallel relationship between type of parental concern and type of developmental problem continues when children have global delays. Subjects were 95 parents and their children from birth to 6 years of age who attended day-care centers. Parents' concerns were categorized into developmental domains. Children were given a criterion battery of intelligence and adaptive behavior tests. Global delay was identified in 18 children (19%). Concerns about global development were raised by only 5% of all parents. Concerns about speech-language and/or behavior were sensitive in detecting global deficits (83%), while the absence of such concerns had modest specificity in detecting normal development (47%). Parents' concerns continue to be useful in prescreening and can identify patients in need of further screening. However, pediatricians should anticipate that parents of children with global delays may raise concerns, not about global development, but rather about behavior/emotional status and/or speech-language skills. The best response to such concerns is to administer screening measures which assess multiple developmental domains.

Adult↗
PubMed1984

The development of four unselected 47,XYY boys.

Four infants identified through neonatal screening programs are an unselected sample of 47,XYY boys. No consistent physical stigmata or medical disorders were identified. Three have increased height. All four demonstrated problems in motor and language development. Although their intelligence is within the average range, all four have language-related learning disorders requiring special education. Mild depression was apparent in all four, perhaps as a secondary result of their learning disorders. Some of the problems seen in the propositi are found in milder forms in other family members, leading to the hypothesis that their karyotype may heighten vulnerability to pre-existing familial conditions. Similarities between these findings and results from seven other study centers with a total of 42 47,XYY boys are noted. Parents of a prenatally diagnosed 47,XYY fetus seen in our center are informed that the extra Y chromosome represents a risk factor for these problems, but that environment remains a primary force in shaping their child's development.

Child Development↗