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PubMed1990

Emergence of alcohol expectancies in childhood: a possible critical period.

Previous investigations with adolescents (aged 12-19) have shown alcohol-related expectancies to develop in childhood prior to significant drinking experience and to covary directly with drinking behavior. To chart the development of alcohol expectancies in children as young as age 6, a procedure was developed to be as independent as possible of age-related variation in reading and language development. This instrument was administered to 114 elementary school children of both genders, distributed across grades 1 to 5. Psychometric analysis provided evidence of the test's reliability and validity. Evaluation of the developmental pattern produced two primary findings: (1) there was an overall trend of increasingly positive expectancies with age; and (2) strikingly, the bulk of the increase was observed in the third and fourth grades. Children's expectancies may be less differentiated than adolescent or adult expectancies. These findings suggest that the precursors for later alcohol use and abuse are formed in childhood and that prevention efforts may need to begin as early as third grade.

Age Factors↗
PubMed1995

Developing study, organization, and management strategies for adolescents with language disabilities.

Developing strategies for learning is important for all individuals, but even more so for students who have difficulty learning and processing information. Because many students with language disabilities have not developed a repertoire of such strategies or do not actively apply the strategies they know, direct instruction in this area is imperative. It is also important that any strategy taught is functional, easily and directly applied to present learning situations, and easy to generalize. Determining the variables in a learning situation (the script) should provide appropriate choices and direction for strategic teaching and learning. The acquisition of strategies involves direct, explicit teaching and requires time for modeling, practice, and discussion. Using a cognitive strategy model is critical because it supports the later use and generalization of strategies, but it is important to explore various models for strategy instruction and to work collaboratively with students and teachers. The SLP can provide direct instruction, consultation, or training, or can facilitate a collaborative model among professionals. In so doing, her impact may reach throughout a life, because learning strategies are life strategies, and if learned they are tools forever.

Adolescent↗
PubMed1996

The effects of a community-based literacy program on young children's language and conceptual development.

Effects of a community-based literacy program on 1-, 2-, and 3-year-old children's language and conceptual development were assessed. University students were trained to teach Head Start parents effective methods for reading to their children. Families were randomly assigned to receive 18, 3, or 0 instructional visits. Results indicated that parents in the 18-instructional-visit program increased their participation in appropriate literacy behaviors such as reading to their children, teaching concepts to their children, and using the library, more than parents in the 0-instructional-visit groups. Children in the 18-instructional-visit program showed greater gains in language and conceptual development than children in the 0-instructional-visit group. Few differences were found between children in the 3-visit and 0-instructional-visit groups. Thus, only a high-intensity community-based intervention designed to train parents was effective in increasing emergent literacy in low-income ethnic children.

Child, Preschool↗
PubMed1994

The GALEN project.

The GALEN project is developing language independent concept representation systems as the foundations for the next generation of multilingual coding systems. It aims to support the flexibility required to cope with the diversity amongst medical applications, while ensuring the coherence necessary for integration and re-use of terminologies. GALEN is developing a fully compositional and generative formal system for modelling concepts: the GALEN Representation and Integration Language (GRAIL) Kernel. Its goal is to overcome many of the problems with traditional coding and classification systems, in particular the combinatorial explosion of terms in enumerative systems and the generation of nonsensical terms in partially compositional systems. It will also provide a clean separation between the concept model and linguistic mechanisms which interpret that model (i.e., the words in a specific language, syntax, alternative phrasings, etc.) in order to allow the development of multilingual systems. GRAIL aims to be formally sound and produce models that are verifiable and contain no contradictions or ambiguities, with realistic human effort. A Coding Reference (CORE) Model of medical terminology covering is being developed which aims to represent the core concepts in for example pathology, anatomy and therapeutics, that have widespread applicability in medical applications. It should also provide the basis for specialist extensions according to the formal principles of GRAIL. The main results of GALEN will be delivered as a Terminology Server (TeS) which encapsulates and coordinates the functionality of the concept module, multilingual module, and code conversion module, and also provides a uniform applications programming interface and network services for use by external applications.

Databases, Bibliographic↗
PubMed2006

Rational versus anti-rational interpretations of science: an ape-language case-study.

Robert Nola (2003) has argued that anti-rationalist interpretations of science fail to adequately explain the process of science, since objective reasons can be causal factors in belief formation. While I agree with Nola that objective reasons can be a cause of belief, in this paper I present a version of the strong programme in the sociology of knowledge, the Interests Thesis, and argue that the Interests Thesis provides a plausible explanation of an episode in the history of ape-language research. Specifically, I examine Terrace, Petitto, Sandess, & Bever (1979, 1980) illegitimate comparison of the signing of their chimpanzee, Nim, with data from human early childhood language development, and argue that Terrace et al.'s interests played a causal role in determining their sceptical beliefs concerning ape linguistic abilities. However, I go on to argue that Terrace et al.'s interests are not the only causal factors in determining their beliefs: objective reasons, associated with the institution of new methodologies, were also causally determinative of Terrace et al.'s sceptical beliefs. Consequently, I argue that belief formation in science is a multi-factorial affair wherein both interests and objective reasons have causal roles. I finish the paper with two conjectures concerning the proper locus of scientific rationality.

Animal Communication↗
PubMed1999

Interpretation and comprehension of linguistic humour by adolescents with head injury: a case-by-case analysis.

The aim of the present study was to examine the linguistic humour abilities of a group of adolescents with head injury on a case-by-case basis. Nine adolescents with head injury aged between 12 years 1 month and 15 years 4 months, and nine individually matched adolescents aged between 12 years 1 month and 16 years 1 month were administered a humour test, a standard language battery, the CELF-3, and the Self-Esteem Index. The test of humour abilities required each subject to recognize and select an explanation from a group of three, as to what made each item funny. Items were based on morphological, semantic and syntactic humour elements. Examination of the individual profiles of each subject with head injury illustrated the existence of variability between subjects representing three language abilities in the presence of mild head injury; and impaired humour ability with concurrent language skills that are within normal limits. This third pattern supports previous studies, which have documented the occurrence of high-level language impairment while language abilities are intact. The present study emphasized the importance of investigating the abilities of individuals who have had a head injury in childhood, within a developmental framework. This perspective serves to highlight the context of contributing aspects that impact on future language development and recovery of injury, such as the time that the injury occurred in a child's development, in addition to injury severity and main trends: reduced humour abilities together with below average language skills; intact humour and the time that has elapsed post-injury.

Adolescent↗
PubMed2006

Ethical issues in screening for hearing impairment in newborns in developing countries.

Screening of newborns for permanent congenital or early-onset hearing impairment has emerged as an essential component of neonatal care in developed countries, following favourable outcomes from early intervention in the critical period for optimal speech and language development. Progress towards a similar programme in developing countries, where most of the world's children with hearing impairment reside, may be impeded by reservations about the available level of support services and the possible effect of the prevailing healthcare challenges. Ethical justification for the systematic introduction of screening programmes for hearing in newborns based on the limitations in current primary prevention strategies, lack of credible alternative early-detection strategies and the incentives for capacity-building for the requisite support services is examined.

Cost-Benefit Analysis↗
PubMed1991

Diagnostic and management considerations of acquired epileptic aphasia or Landau-Kleffner syndrome.

A small number of children have been identified as having an interruption in their communicative progress known as Landau-Kleffner syndrome, acquired epileptic aphasia, or aphasia with convulsive disorder. Although presenting symptoms have differed among the cases reported, a progressive or acute language loss and inattentiveness to auditory stimuli are the most common manifestations. Typically, these children begin developing language normally and then, for no apparent reason, language progress is disrupted. This disruption is accompanied by the onset of seizure activity and/or abnormal electroencephalographic (EEG) findings. While this disorder appears to be relatively uncommon, its frequency is questionable due to its unfamiliarity among the audiology and otology communities and, thus, it is subject to the likelihood of misdiagnosis. A case of acquired epileptic aphasia is described herein. A team diagnostic and management approach, which can include audiology, otology, psychology, neurology, and speech-language pathology is recommended for such cases. Earlier identification of this debilitating disorder is needed in order to secure appropriate intervention and reestablish communication systems for these children.

Aphasia↗
PubMed1985

Language and linguistic development.

This article presents a stage process framework for describing the normal acquisition of language based on developmental research. The synergistic relationship of its components as each contributes to the increasingly complex behavior we call communication is stressed.

Child↗
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

Myelination of language-related areas in the developing brain.

BACKGROUND: The rapid development of language abilities in early childhood coincides with a similarly accelerated progression in brain maturation. OBJECTIVE: To quantitate myelination in the lateral part of the verbal left hemisphere from birth to 3 years in the living human brain. METHODS: One hundred children (mean age 16.6 months) were examined using three-dimensional MRI, and a subgroup of 40 children were also evaluated behaviorally. The volume of myelinated white matter was measured in language-related temporal and frontal regions and in the central sensorimotor region. A method was developed to compose a movie sequence for all the myelination process using volumetric data. RESULTS: A plot of age against relative volume of myelinated white matter graphically detailed the myelination progress in the lateral brain. The changes started in sensorimotor white matter and the Heschl gyrus and ultimately extended to the language-related areas. Both comprehension and production regions showed a very similar myelination course, suggesting simultaneous maturation of the temporofrontal language network. The movie sequence of white matter images dynamically displayed the anatomic details of myelin deposition in this part of the brain. The analysis of language performance showed acceleration in children's vocabulary after 18 months, once a rapid myelination phase was attained in the language brain. CONCLUSIONS: This volumetric study may contribute to further characterize the early stages of brain maturation by showing the fine progression of myelin deposition in the language domains and illustrating its relationship to children's vocabulary acquisition.

Brain↗
PubMed1991

Evaluation for suspected language disorders in preschool children.

Pediatricians can identify a child with a developmental language disorder by expanding a traditional developmental assessment with special screening tests of language skills. They can direct parents to specialists who can define the nature of the language disturbance in more detail and predict its natural history. They must then support the parents as they learn to use the community resources available for remediation of their child. As more is learned about the biologic bases of normal and abnormal language development in children, pediatricians will undoubtedly have an even more central role in identification of patients with language disorders and education of their families.

Child Language↗
PubMed1997

The influence of peer models on the play scripts of children with specific language impairment.

This investigation included two phases of inquiry that examined the effects of peer modeling upon the play scripts of children with specific language impairment (SLI). The first study employed a pretest-posttest control group design involving two groups of children with SLI (10 who participated in the experimental treatment and 10 controls) and a group of peer models (10 children with normal language development). The treatment involved dyadic play sessions in which children with SLI were paired with a normal language peer model. Significant differences were found between the play script reports of the experimental (SLI-E) and control groups (SLI-C) of children with specific language impairment. The second study, utilizing single-case methodology, involved 6 children with SLI who participated in the control group of Study 1, plus 2 peer models. Play dyads consisted of either two children with SLI or one child with SLI and a normal language peer. Results of this study provided support for the contention that play interactions with normal language peers facilitates increases in the play-script reports of children with SLI.

Child, Preschool↗
PubMedDate not supplied

Revision behaviors of normal and hearing-impaired children.

Children's response to communicative failure was evaluated in terms of linguistic and nonlinguistic behaviors. Six hearing-impaired and six normal-hearing children served as subjects. Each group was comprised of three children at each of brown's language stages I and III. Each child was engaged in spontaneous play and received the communicative failure cure "What?" on 20 occasions. Videorecorded responses were scored as repetitions, revisions, or no responses. Revisions were analyzed and categorized into one of nine categories according to linguistic and nonlinguistic structures. Results revealed that both groups of subjects used linguistic and nonlinguistic information in this revision behavior. However, the two groups differed in their pattern of revision behaviors. The hearing-impaired subjects, unlike the normal-hearing subjects, used less linguistic revision behaviors regardless of language development. Findings showed that the nonlinguistic as well as linguistic information may be important considerations when evaluating language with the hearing impaired.

Child↗