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PubMed2004

Development of auditory processing in 6-12-year-old children: a longitudinal study.

The development of auditory processing in children was investigated in a longitudinal study. A group of 20 children with normal cognitive and language development underwent several auditory tests at the ages of 6, 7, 8, 10 and 12 years. At the age of 10 years, three subjects were lost to follow-up, as was one more subject at the age of 12 years. The auditory performance of the children was compared to the performance of a group of 20 adults. The auditory test battery consisted of a speech-in-noise test, a filtered speech test, a binaural fusion test and two auditory sequencing tests. At the ages of 6, 7 and 8 years, data on the performance on an auditory word discrimination test, an auditory synthesis test, an auditory closure test and a number recall test were also obtained. All auditory tests except the speech-in-noise test showed a clear effect of age on the performance of children. Our data suggest that maturational effects play an important role in auditory processing (at least) up to an age of 12-13 years. Correlations between the tests are in general not indicative of large amounts of overlap between the different tests. Factor analysis shows that three factors account for 68-70% of explained variance, with the three factors contributing equally. A composite score obtained by averaging all (sub)test scores can be used next to the individual test scores to describe the development of auditory processing abilities in children.

Adult↗
PubMedDate not supplied

Measurement properties of the MacArthur communicative development inventories at ages one and two years.

In a prospective study of child development in relation to early-life otitis media, we administered the MacArthur Communicative Development Inventories (CDI) to a large (N = 2,156), sociodemographically diverse sample of 1- and 2-year-old children. As a prerequisite for interpreting the CDI scores, we studied selected measurement properties of the inventories. Scores on the CDI/Words and Gestures (CDI-WG), designed for children 8 to 16 months old, and on the CDI/Words and Sentences (CDI-WS), designed for children 16 to 30 months old, increased significantly with months of age. On several scales of both CDI-WG and CDI-WS, standard deviations approximated or exceeded mean values, reflecting wide variability in results. Statistically significant differences in mean scores were found according to race, maternal education, and health insurance status as an indirect measure of income, but the directionality of differences was not consistent across inventories or across scales of the CDI-WS. Correlations between CDI-WG and CDI-WS ranged from .18 to .39. Our findings suggest that the CDI reflects the progress of language development within the age range 10 to 27 months. However, researchers and clinicians should exercise caution in using results of the CDI to identify individual children at risk for language deficits, to compare groups of children with different sociodemographic profiles, or to evaluate the effects of interventions.

Child Development↗
PubMed2000

Precursors of literacy delay among children at genetic risk of dyslexia.

This paper reports the literacy skills of 63 children selected as being at genetic risk of dyslexia compared with 34 children from families reporting no history of reading impairment. Fifty-seven per cent of the at-risk group were delayed in literacy development at 6 years compared with only 12% of controls. The "unimpaired" at-risk group were not statistically different from controls on most cognitive and language measures at 45 months, whereas the literacy-delayed group showed significantly slower speech and language development, although they did not differ from controls in nonverbal ability. Letter knowledge at 45 months was the strongest predictor of literacy level at 6 years. In addition, early speech and language skills predicted individual differences in literacy outcome and genetic risk accounted for unique variance over and above these other factors. The results are discussed in terms of an interactive developmental model in which semantic and phonological skills support early reading acquisition.

Child↗
PubMed2004

Greek adaptation of EARS test battery.

Evaluation of Auditory Responses to Speech (EARS) is a test battery that was developed to measure the progress in the performance of children with cochlear implant. EARS was compiled in 1996 and is designed to assess hearing and speech perception skills in cochlear-implanted children. To date, the test battery has been adapted in 17 languages and is in use in various clinics worldwide. The aim of this study was to validate and determine the usability of a Greek EARS version in children with normal hearing. It was necessary to investigate whether the test items are appropriate for the language development in Greek children because of temporal and structural differences in language acquisition between Greek and English. Seventeen monolingual Greek children with normal hearing have been tested, aged 4 to 6 years, with the revised Greek version of EARS. The results pointed out the usability of EARS as an auditory test instrument for Greek children. Some materials and tasks had to be revised. The children had no difficulties with most of the subtests. In two of the seven subtests, children had some problems, perhaps due to their higher cognitive demand.

Child, Preschool↗
PubMed1979

The tasks of consciousness: how could the brain do them?

According to Darwin's theory of evolution by natural selection, the existence of mental operations proves their usefulness. Darwin called himself a mental materialist. This is one scientific theory of consciousness. Human consciousness has three useful aspects: awareness, intentionality and sharing with others. All have simple equivalents in animals. The latter two are neglected in neurophysiology and experimental psychology. Developmental, neuroanatomical and neuropsychological evidence shows that the human brain has innate structures of awareness, intentionality and interpersonal sharing. Human life depends on interpersonal cooperation. We may have a conscious self, but consciousness of others is essential in us. Studies of commissurotomy patients demonstrate the elaborate interconnected neural organization of consciousness and provide evidence of underlying and necessary levels of motivation, perception and motor integration below consciousness. Additionally, they show that awareness may be split into two different modes. These regulate one another during development and are complementary in culturally sophisticated adult life. One hemisphere, usually the left, has responsibility for expressing ideas and purposes in language. The other responds to the phenomenal context and the subjective situation. Both have human experiences and purposes. Both still collaborate in a unified intentional system after commissurotomy. Infant studies reveal that language develops out of an interpersonal mental process. This seems to control development of thinking. Thus notions of the newborn as an isolated amoral id, and of the infant as an egocentric discoverer of the object concept, must be rejected. Cultivation of moral awareness and a sense of purpose guided by meanings and values depends on innate organization of the human brain for interpersonal consciousness.

Awareness↗
PubMed2000

Drawing abilities in Williams syndrome: a case study.

Children with Williams syndrome (WS) have been reported to exhibit an unusual cognitive profile characterized by marked preservation of linguistic abilities and poor visuospatial abilities against a backdrop of generalized mental retardation. Much of the data documenting this profile come from studies of older children and adults with WS. Very few studies have reported findings from the preschool and early school-age period. As a result, little is known about the early development of cognitive processes in children with WS. Capirci, Sabbadini, and Volterra (1996) reported data from a longitudinal case study of early language development in a young child with WS. This article presents the longitudinal profile of visuospatial abilities in this same child. Data on copying and free drawing collected over a period extending from late preschool to early school age are reported. It is clear from these data that this child does indeed exhibit deficits in visuospatial abilities. Her performance clearly improved with age, but deficits persist.

Child↗
PubMed2005

Do parents lead their children by the hand?

The types of gesture+speech combinations children produce during the early stages of language development change over time. This change, in turn, predicts the onset of two-word speech and thus might reflect a cognitive transition that the child is undergoing. An alternative, however, is that the change merely reflects changes in the types of gesture + speech combinations that their caregivers produce. To explore this possibility, we videotaped 40 American child-caregiver dyads in their homes for 90 minutes when the children were 1;2, 1;6, and 1;10. Each gesture was classified according to type (deictic, conventional, representational) and the relation it held to speech (reinforcing, disambiguating, supplementary). Children and their caregivers produced the same types of gestures and in approximately the same distribution. However, the children differed from their caregivers in the way they used gesture in relation to speech. Over time, children produced many more REINFORCING (bike+point at bike), DISAMBIGUATING (that one+ point at bike), and SUPPLEMENTARY combinations (ride+point at bike). In contrast, the frequency and distribution of caregivers' gesture+speech combinations remained constant over time. Thus, the changing relation between gesture and speech observed in the children cannot be traced back to the gestural input the children receive. Rather, it appears to reflect changes in the children's own skills, illustrating once again gesture's ability to shed light on developing cognitive and linguistic processes.

Age Factors↗
PubMed1978

Social interactions and communication patterns in mentally retarded children.

An observational approach and videorecordings were used to investigate a group of four mentally retarded kindergarten children with minimal language development. Results showed that when a facilitator (teacher) was present, there were more social interactions and vocalizations, but there was no significant increase in meaningful verbal content. Nonverbal communication rose sharply in the presence of the facilitator. The findings indicate that an observational analysis of patterns of interaction is useful in planning intervention programs in the area of social and communication development.

Aggression↗
PubMed1997

The age of diagnosis of sensorineural hearing impairment in children.

OBJECTIVE: To identify factors responsible for delays in diagnosis and treatment of pediatric sensorineural hearing impairment (SNHI), and to assess the thoroughness of medical evaluation in these children. DESIGN: Retrospective analysis. SETTING: State-supported school for the deaf. PATIENTS AND OTHER PARTICIPANTS: 291 children with SNHI, the bast majority of whom are profoundly hearing impaired. Data were collected from the school's database, individual student records, and a parental questionnaire. MAIN OUTCOME MEASURES: (1) The age of diagnosis and treatment of SNHI; (2) actors leading to a delay in diagnosis; (3) current medical evaluations used to determine the etiology of SNHI; and (4) the level of parental satisfaction with the evaluation process. RESULTS: Many children with SNHI experience delays in diagnosis from the time of first suspicion of hearing loss. Children with a risk factor for SNHI are diagnosed no earlier than children without a risk factor. Caucasian children are diagnosed significantly earlier than either Black or Hispanic children, regardless of socioeconomic status. Inconsistent medical evaluation ensues following the diagnosis of SNHI, and parental satisfaction with this process is low. CONCLUSIONS: The average age of diagnosis of SNHI remains unacceptably high. There exists a need to enhance physician awareness of childhood deafness and to develop guidelines for the medical evaluation in cases of pediatric SNHI. Lastly, the importance of parental concern regarding a child's hearing or language development must be re-emphasized.

Adolescent↗
PubMed2001

Bilingual signed and spoken language acquisition from birth: implications for the mechanisms underlying early bilingual language acquisition.

Divergent hypotheses exist concerning the types of knowledge underlying early bilingualism, with some portraying a troubled course marred by language delays and confusion, and others portraying one that is largely unremarkable. We studied the extraordinary case of bilingual acquisition across two modalities to examine these hypotheses. Three children acquiring Langues des Signes Québécoise and French, and three children acquiring French and English (ages at onset approximately 1;0, 2;6 and 3;6 per group) were videotaped regularly over one year while we empirically manipulated novel and familiar speakers of each child's two languages. The results revealed that both groups achieved their early linguistic milestones in each of their languages at the same time (and similarly to monolinguals), produced a substantial number of semantically corresponding words in each of their two languages from their very first words or signs (translation equivalents), and demonstrated sensitivity to the interlocutor's language by altering their language choices. Children did mix their languages to varying degrees, and some persisted in using a language that was not the primary language of the addressee, but the propensity to do both was directly related to their parents' mixing rates, in combination with their own developing language preference. The signing-speaking bilinguals did exploit the modality possibilities, and they did simultaneously mix their signs and speech, but in semantically principled and highly constrained ways. It is concluded that the capacity to differentiate between two languages is well in place prior to first words, and it is hypothesized that this capacity may result from biological mechanisms that permit the discovery of early phonological representations. Reasons why paradoxical views of bilingual acquisition have persisted are also offered.

Child, Preschool↗
PubMed2000

The utilitarian core hypothesis: cases for testing the stability of languages in the wake of conquest.

Based on the "utilitarian core hypothesis" that the most common words of a language develop early and resist change, the current exploratory study examined three test cases to suggest what happens to the common core of a language when its speakers are conquered. Whissell (1998) raised this issue by implication through demonstrating that the common core of English is largely Anglo-Saxon and thus survived the Norman Conquest. The notion that unique merits of English accounted for its success has a long history dating at least to Verstegan (1605/1976). We suggested that there are also instances of conquest in history illustrating the persistence of other languages despite the political subjugation of their speakers. Test cases included, in addition to the Norman Conquest of England, the Arab-Berber Conquest of most of the Iberian Peninsula, and Russian domination of modern Uzbekistan. The combined results suggest that persistence of a utilitarian core despite conquest is not an isolated instance. As a phenomenon it offers a more parsimonious account than do appeals to the special merits of English, Spanish, or Modern Uzbek. We have integrated these findings within a psychological framework pertaining to language use and change.

Cross-Cultural Comparison↗
PubMed2004

FMRI brain activation in a finnish family with specific language impairment compared with a normal control group.

The aim of the present study was to investigate differences in brain activation in a family with SLI as compared to intact individuals with normally developed language during processing of language stimuli. Functional magnetic resonance imaging (fMRI) was used to monitor changes in neuronal activation in temporal and frontal lobe areas in 5 Finnish family members with specific language impairment (SLI) and 6 individuals in an intact control group. Magnetic resonance (MR) image acquisitions were made while the participants listened to series of isolated vowel sounds, pseudowords, and real words. The stimuli were digitized single Finnish vowel sounds, 3-phoneme pseudowords, and 3- and 4-phoneme real words. MR scanning was made with a 1.5 T Siemens Vision Plus scanner, and the auditory stimuli were presented according to an event-related fMRI design. The results showed significant differences between the family with SLI and the intact control group with regard to brain activation in areas in the temporal and frontal lobes. Temporal lobe activation differences were most pronounced in the middle temporal gyrus bordering the superior temporal sulcus. The control participants also activated an area in the inferior frontal lobe in BA 44. It is concluded that individuals with SLI showed reduced activation in brain areas that are critical for speech processing and phonological awareness. The present functional brain imaging data fit well with other recent imaging data that also showed structural abnormalities in the same and neighboring areas.

Acoustic Stimulation↗
PubMed1998

A dyspraxic deficit in specific language impairment and developmental coordination disorder? Evidence from hand and arm movements.

The extent to which children with either specific language impairment (SLI) or developmental coordination disorder (DCD) could be considered dyspraxic was examined using three tasks involving either familiar, or unfamiliar actions. SLI is diagnosed in children who fail to develop language in the normal fashion for no apparent reason, while the DCD diagnosis is applied to a child who experiences problems with movement in the absence of other difficulties. Seventy-two children aged between 5 and 13 years participated, falling into one of four groups: (1) children with specific language impairment (SLI), (2) children with developmental coordination disorder (DCD), (3) age-matched control children, and (4) younger control children. The performance of the clinical groups resembled that of younger normally developing children. Children with SLI, DCD, and the younger controls showed significant difficulty on the task requiring the production of familiar, but not unfamiliar postures. The deficit observed in the SLI group is particularly striking because it was seen both in those with and those without recognized motor difficulties.

Adolescent↗
PubMed2005

Characteristics of fetal anticonvulsant syndrome associated autistic disorder.

The aim of this study was to evaluate the clinical features and frequency of autistic disorder or Asperger syndrome (AS; according to Diagnostic and Statistical Manual of Mental Disorders, 4th edition [DSM-IV] criteria) in children exposed to anticonvulsant medication in utero. During a 20-year study period, 626 children were born in Aberdeen to mothers taking antiepileptic drugs (AEDs). The study examined long-term effects of prenatal exposure to AEDs in 260 children (122 males, 138 females). Of these, 26 (16 males) were reported by parents to have social or behavioural difficulties. Eleven children (6 males, 5 females) fulfilled the DSM-IV criteria for autistic disorder and one (female) fulfilled the DSM-IV criteria for AS. These children comprised 4.6% of the exposed children studied, and 1.9% of all exposed children born during the study period. Mean age of these children at diagnosis was 5 years 4 months (SD 2y 11mo) and 9 years 10 months (SD 3y 10mo) at the time of this study. Other children from the group of 26 had difficulties in areas of speech and language development and social communication but did not meet the criteria for an autism spectrum disorder (ASD). Sodium valproate was the drug most commonly associated with autistic disorder, five of 56 (8.9%) of the study children exposed to sodium valproate alone had either autistic disorder or AS. It was concluded that prenatal exposure to anticonvulsant medication is a risk factor for the development of an ASD. Fetal anticonvulsant syndrome associated autistic disorder is characterized by an even sex ratio, absence of regression or skill loss, and language delay in the absence of global delay.

Anticonvulsants↗
PubMed1996

Identifying communication disorders in children.

Development of communication skills is an essential component of human growth. The ability to express oneself is crucial for social, emotional, educational, and vocational success in society. A popular theory of language development suggests that humans are social creatures who crave contact with one another. In view of this need to communicate and interact, it is apparent that people without adequate communication skills may face obstacles in many areas of life. As children grow and develop, there is an expectation that they will learn to talk. Numerous factors, from hearing loss to developmental delays, contribute to communication impairment. When the expectation of normal speech and language is not met, social and emotional problems can result, in addition to the communication disorder. Many problems secondary to communication disorders, such as isolation, ridicule, and academic failure, can be prevented with early identification and intervention.

Child↗
PubMed2001

[Identification of language disorders in children. A contribution to the prevention of illiteracy].

Early identification of disorders of oral and written language development is essential for effective action before the vicious circle of educational failure and established psychosocial consequences. There has been growing awareness among health and education professionals that the means of recognizing, treating and teaching children with specific oral and written language disorders are inadequate. There is still a limited number of diagnostic tools that have not been fully evaluated. Nevertheless, considerable effort has been made in recent years to develop instruments for early detection and precise diagnostic evaluation. Developments in cognitive neuropsychology provide new approaches for the management of these disorders.

Child, Preschool↗
PubMed1995

Asperger's syndrome and autism: differences in behavior, cognition, and adaptive functioning.

OBJECTIVE: To determine whether subtypes of children with pervasive developmental disorder (PDD) differed on variables that were relatively independent of distinguishing criteria. METHOD: Higher-functioning children with PDD, 4 through 6 years of age, were differentiated into those with autism (n = 47) and those with Asperger's syndrome (n = 21) on the basis of delayed and deviant language development. The groups were then compared on a wide range of measures including PDD symptoms, adaptive behaviors in communication, socialization, and activities of daily living, and an assessment of verbal and nonverbal cognitive skills. RESULTS: Significant differences between the groups existed on many PDD symptoms, adaptive behaviors, and cognitive measures of language competence, but not on aspects of nonverbal communication, nonverbal cognition, or motor development. CONCLUSION: Subtypes of children with PDD can be identified that differ on variables relatively independent of defining characteristics. These findings should provide a firm foundation into research to determine whether children with autism and Asperger's syndrome also differ on outcome, etiology, and response to treatment.

Activities of Daily Living↗
PubMed1982

Variety of cognitively oriented caregiver activities: relationships to cognitive and motivational functioning at one and 31/2 years of age.

This study investigated relationships between the variety of infants' social experience and their cognitive competence and motivation to master the environment. A measure of the variety of cognitively-oriented social activities with regular caregivers was significantly related to the Bayley Mental Development Index at 13 months and to three of the four McCarthy Scales of Children's Abilities at 31/2 years. The relationships were especially strong with language development at both 1 and 31/2 years. Some relationships between the variety of cognitively-oriented caregiver activities and mastery motivation were found at 1, but not at 31/2 years of age. Infant experience was not related to 13-month motor development.

Child Development↗