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PubMed2005

Neurophysiological markers of early language acquisition: from syllables to sentences.

Recently, there have been several reports of the neurophysiological correlates of language acquisition. These indicate that the infant's brain is able to discriminate different phonemes within the first 2 months of life, that knowledge about stress patterns and phonotactic rules is established between 5-12 months, and that phonotactic knowledge begins to interact with lexical-semantic processes between 12-14 months. Electrophysiological markers for lexical-semantic processes indicate that semantic processing of words in picture contexts is present at 14 months and for words in sentential contexts around 30 months. At 32 months, children demonstrate an adult-like electrophysiological response pattern to syntactic violations. The similarities between the brain response patterns observed in children and adults support the view that language develops in a continuous manner.

Adolescent↗
PubMed1997

Do children with autism use the speaker's direction of gaze strategy to crack the code of language?

Normal toddlers infer the referent of a novel word by consulting the speaker's direction of gaze. That is, they use the Speaker's Direction of Gaze (SDG) strategy. This is a far more powerful strategy than the alternative, the Listener's Direction of Gaze (LDG) strategy. In Study 1 we tested if children with autism, who have well-documented impairments in joint attention, used the SDG or the LDG strategy to learn a novel word for a novel object. Results showed that although 70.6% of children with mental handicap passed the test by making the correct mapping between a novel word and a novel object, via the SDG strategy, only 29.4% of children with autism did so. Instead, their reliance on the LDG strategy led to mapping errors. In Study 2 a group of normal children, whose chronological age (24 months old) was equated with the verbal mental age of the 2 clinical groups in Study 1, was tested using a similar procedure. Results showed that 79% of this normal group passed the test by making the correct mapping between a novel word and a novel object using the SDG strategy. Taken together, the results from both studies suggest that children with autism are relatively insensitive to a speaker's gaze direction as an index of the speaker's intention to refer. This result is consistent with previous findings showing that children with autism are relatively "blind" to the mentalistic significance of the eyes. Discussion centers on how the absence of an SDG strategy might disrupt specific aspects of language development in autism.

Attention↗
PubMed2004

Taxometric analyses of specific language impairment in 3- and 4-year-old children.

Specific language impairment (SLI), like many diagnostic labels for complex behavioral conditions, is often assumed to define a category of children who differ not only in degree but also in kind from children developing language normally. Although this assumption has important implications for theoretical models and clinical approaches, its validity has not been tested. In this study, distributions of language scores from children at ages 3 (N = 620) and 4 (N = 623) years were analyzed using a taxometric procedure known as "mean above minus below a cut" (MAMBAC; P. E. Meehl and L. J. Yonce, 1994). Language scores were distributed dimensionally at both ages, failing to support the hypothesis of a qualitatively distinct group corresponding to children with SLI.

Child Language↗
PubMed1996

Long-term studies of metopic synostosis: frequency of cognitive impairment and behavioral disturbances.

Although the occurrence of cognitive impairment and behavioral disturbances in patients with metopic synostosis has been described, the incidence of this dysfunction has not been established. The records of 36 consecutive children with metopic synostosis followed at one craniofacial center from 1978 to 1993 were reviewed and parental questionnaires were completed to establish the frequency of mental retardation, learning disabilities, and behavioral problems associated with this synostosis. Documentation of syndromes, abnormal karyotype, and central nervous system anomalies also was done. The study group consisted of 27 males and 9 females. The average age at most recent follow-up was 7 years and 1 month (range 6 months to 22 years). Two patients had chromosomal abnormalities (9p syndrome and trisomy 21). On the basis of CT and MRI scans, intracranial anomalies were identified for only one patient having an absent corpus callosum. Thirty-two of the study patients had adequate information for longitudinal assessment. Twenty patients have normal development without apparent disability. Of these, those of school age are at appropriate grade level. Eight patients have mild to moderate learning disabilities or behavioral problems, including attention deficit/hyperactivity disorder and impaired language development. Four patients have significant mental impairment. Impaired cognitive development was not limited to children with abnormal karyotype or central nervous system anomaly. Cognitive and behavioral abnormalities occur in at least a third of patients with metopic synostosis. The, at times, subtle nature of these abnormalities mandates longitudinal developmental and neurologic evaluation for infants with metopic synostosis.

Adolescent↗
PubMed1996

Neuropsychological and linguistic follow-up studies of children with galactosaemia from an unscreened population.

Many galactosaemics appear to have neuropsychological and/or linguistic problems in spite of dietary treatment. Because the neonatal screening program in Norway does not include galactosaemia, we have re-examined Norwegian galactosaemics. Of 16 known patients, 8 patients participated in the study. They had been diagnosed between 2 and 11 weeks of age, and were between 9 months and 19 years old at the time of this study. All had very low or 0 activity of galactose-1-phosphate uridyl transferase. As part of the study all were examined neurologically, and had an age-appropriate developmental/IQ test, an ABR and an EEG, and a comprehensive psycholinguistic evaluation. The three youngest patients had normal developmental/IQ tests, while the five older patients had IQ scores in or below low range of normal. The majority had delayed language development and three patients were classified as having verbal dyspraxia. ABR and EEG showed mild pathology in the oldest patient only. Galactosaemia appears to be associated with significant risks of developmental and language delays in this unscreened population.

Adolescent↗
PubMed1995

Overlapping submicroscopic deletions in Xq28 in two unrelated boys with developmental disorders: identification of a gene near FRAXE.

Two unrelated boys are described with delay in development and submicroscopic deletions in Xq28, near FRAXE. Molecular diagnosis to exclude the fragile X (FRAXA) syndrome used the direct probe pfxa3, together with a control probe pS8 (DXS296), against PstI restriction digests of DNA. Deletions were detected initially by the control probe pS8, which is an anonymous fragment subcloned from YAC 539, within 1 Mb distal to FRAXA. Further molecular analyses determined that the maximum size of the deletion is < 100 kb in one boy (MK) and is wholly overlapped by the deletion of up to approximately 200 kb in the other (CB). These deletions lie between the sequences detected by the probe VK21C (DXS296) and a dinucleotide repeat VK18AC (DXS295). The patient MK had only speech delay with otherwise normal development, while patient CB had global developmental delay that included speech delay. Detection of overlapping deletions in these two cases led to speculation that coding sequences of a gene(s) important in language development may be affected. Hybridization of the pS8 and VK21A probes to zooblots revealed cross-species homology. This conservation during evolution suggested that this region contains sequences with functional significance in normal development. The VK21A probe detected a 9.5-kb transcript in placenta and brain and a smaller, 2.5-kb, transcript in other tissues analyzed.

Child, Preschool↗
PubMed1990

Development and breakdown of written language.

This article presents an overview of the development and breakdown of written language. Development of written language is reviewed for both the species and the child. Breakdown in written language is discussed in relation to the disorder of linguistic agraphia, with particular reference to studies involving cases that have resulted from a cerebral vascular accident. It is hoped that the juxtaposition of these perspectives of development and breakdown of written language may act as a catalyst for new research endeavors.

Agraphia↗
PubMed2004

Semantic features in fast-mapping: performance of preschoolers with specific language impairment versus preschoolers with normal language.

This study examined the receptive language skills of young children (4-6 years old) with specific language impairment (SLI). Specifically, the authors looked at their ability to fast-map semantic features of objects and actions and compared it to the performance of age-matched peers with normally developing language (NL). Children completed a computer task during which they were exposed to novel objects and actions with novel names. The children then were asked questions about the semantic features of these novel objects and actions. Overall, the questions about actions were more difficult for children than objects. The children with SLI were able to recognize fewer semantic features than were their peers with NL. They also performed poorly relative to their peers on a lexical label recognition task. These results lend support to the idea that children with SLI have broader difficulties with receptive vocabulary than simply a reduced ability to acquire labels.

Analysis of Variance↗
PubMed2000

Factors affecting young children's use of pronouns as referring expressions.

Most studies of children's use of pronouns have focused either on the morphology of personal pronouns or on the anaphoric use of pronouns by older children. The current two studies investigated factors affecting children's choice of pronouns as referring expressions-in contrast with their use of full nouns and null references. In the first study it was found that 2.5- and 3.5-year-old children did not use pronouns differentially whether the adult (a) modeled a pronoun or a noun for the target object or (b) did or did not witness the target event (although there was evidence that they did notice and take account of the adult's witnessing in other ways). In the second study it was found that children of this same age (a) do not use pronouns to avoid unfamiliar or difficult nouns but (b) do use pronouns differently depending on the immediately preceding discourse of the experimenter (whether they were asked a specific question such as "What did X do?" or a general question such as "What happened?"). In the case of specific questions, children prefer to use a null reference but use some pronouns as well (almost never using full nouns); in the case of the generic questions, children use pronouns even more often (and use nouns more as well). This finding was corroborated by some new analyses of children's use of pronouns in specific discourse situations in previously published studies. These findings suggest that children's choice of pronouns as referring expressions in early language development is influenced more by the immediately preceding discourse than other kinds of factors.

Child Language↗
PubMed1999

The role of educators of the deaf in the early identification of hearing loss.

About 16,000 babies each year will be identified with hearing loss by age 3 months once universal newborn hearing screening becomes a reality. Identification of hearing loss in infancy, followed by appropriate intervention by age 6 months, can result in normal language development, regardless of degree of hearing loss. As the average age of identification of hearing loss moves downward toward 2 months, children with hearing loss will enter the educational system earlier and with language skills commensurate with those of their hearing peers. In order to provide appropriate services to children with hearing loss and their families, early interventionists will need to forge links to health care providers involved in universal newborn hearing screening programs, to have specialized training in deafness and hearing loss, and to have expertise in providing services to very young children and to children with hearing loss in the broad range from mild to profound.

Age Factors↗
PubMed1995

Savant characteristics in a child with developmental delay and deletion in the short arm of chromosome 20.

The development outcome of a four-year-old boy with a deletion of the short arm of chromosome 20 is described. Despite a number of early medical problems, including infantile hypoglycemic convulsions secondary to growth hormone deficiency and delayed motor and language development, he has been reading (self-taught) since 2.5 years and currently has computer proficiency, and exceptional memory for maps and spatial locations, an extremely rich and active fantasy life, good diction, and an extensive spoken vocabulary. Neuropsychological evaluation revealed low-average intelligence with normal language, memory and attention functions, and impaired visuomotor and graphomotor ability and motor skills. He showed extremely advanced decoding and reading comprehension skills while mathematics, spelling and general knowledge abilities were average.

Achievement↗
PubMedDate not supplied

Definitional skill in school-age children with specific language impairment.

UNLABELLED: The purpose of the present study was to investigate the definitional skills in children with specific language impairment (SLI). Fifteen children with SLI and 15 matched control participants were asked to define 10 common high-frequency nouns (e.g., apple, horse, and boat). Definitions were scored for both content and form. Children with SLI scored significantly lower than children with typically developing language for both content and form. Results suggest that lexical access and/or lack of metalinguistic knowledge were potential causes for the lower scores earned by the children with SLI when defining common nouns. Implications for assessment of and intervention for definitional skill are discussed. LEARNING OUTCOMES: The reader will be able to explain the importance of definitional skill and how this skill generally develops in typically developing children. The reader will be able to describe the performance, in terms of content and form, of children with SLI and their typically developing peers in defining common high-frequency nouns. The reader will also be able to discuss what possible impact linguistic knowledge, metalinguistic knowledge, and lexical access have on children with SLI in defining the common nouns in this study.

Achievement↗
PubMedDate not supplied

Attention deficit disorder: association with familial-genetic factors.

The etiology of attention deficit disorder and hyperactivity (ADDH) is controversial because both biologic and social factors have been postulated. To study such factors, we undertook a referral study based on an entire cohort (N = 6,950) of children born in Jerusalem in 1976. Of 479 children referred for learning disabilities, hyperactivity, and behavioral problems, 381 were available for study. Information regarding obstetric, developmental, and family histories was obtained by a detailed, structured interview. A DSM-III-based questionnaire for ADDH was completed by parents and teachers. Each child underwent neurologic examination and 133 had IQ testing. Of these children, 145 fulfilled the criteria for ADDH. Our results revealed a number of significant familial-genetic factors: boys outnumbered girls by 3:1, 30% of ADDH children had siblings with learning disabilities (P less than .001); and ADDH children clustered within families of North African descent (P less than .001). The only significant developmental factor was delayed language development. Of numerous pre- and peri-natal factors investigated, only intrauterine growth retardation was significantly associated with ADDH. No correlation was found between ADDH and IQ, parental age, years of education, profession, and language spoken at home. Our study supports the hypothesis that familial-genetic factors are contributory to ADDH.

Adolescent↗
PubMed1992

The impact of postnatal depression on infant development.

A large sample of primiparous women was screened for depression after childbirth. Those identified as depressed, women with a previous history of depression and a control group were followed up to 18 months, when their infants were assessed on measures of cognitive, social and behavioral development. Infants of postnatally depressed mothers performed worse on object concept tasks, were more insecurely attached to their mothers and showed more mild behavioural difficulties. Postnatal depression had no effect on general cognitive and language development, but appeared to make infants more vulnerable to adverse effects of lower social class and male gender.

Child↗
PubMed2005

Foetal testosterone, social relationships, and restricted interests in children.

BACKGROUND: Sex-differences exist in some areas of human social behaviour. In animals, foetal testosterone (fT) plays a central role in organising the brain and in later social behaviour. fT has also been implicated in language development, eye-contact, and spatial ability in humans. METHODS: Fifty-eight children (35 male and 23 female), whose fT was analysed in amniotic fluid, were followed up at age 4. Their mothers completed the Children's Communication Checklist, a questionnaire assessing language, quality of social relationships and restricted interests. RESULTS: fT was negatively correlated to quality of social relationships, taking sex-differences into account. fT was also positively correlated with restricted interests in boys. CONCLUSIONS: These findings implicate fT in both social development and attentional focus. They may also have implications for understanding the sex ratio in autism.

Autistic Disorder↗
PubMed1985

Correlates of peer-related social competence of developmentally delayed preschool children.

The peer-related social interactions of 33 developmentally delayed preschool children were examined. Measures of social participation and individual social behaviors were obtained during free-play periods and correlated with assessments of language development, MA, and teacher-rated social competence and behavior problems. Results suggested the existence of major deficits in peer-related social interactions for delayed children and the absence of specific individual social behaviors highly associated with peer-related social competence. Mental age was positively correlated with social play but unrelated to not playing at all. Although language comprehension was related to social interaction, expressive language did not correlate with any of the key measures. Teacher-rated behavior problems were associated with not playing, even when MA was controlled. Findings were discussed in terms of the congruence between the developmental processes of normally developing and delayed children as well as their clinical implications.

Child↗
PubMedDate not supplied

Automated diagnostic indexing by natural language processing.

Developing tools for natural language understanding by computers represents an important and intense field of research. This paper describes a system developed for interpreting medical natural language in the domain of symptoms and diagnoses from complete discharge summaries and locating the correspondent category into the International Classification of Diseases, through indexing by the Systematized Nomenclature of Medicine. The indexing program makes use of the MEID dictionary and some auxiliary semantic databases for identifying adjectival forms, synonyms, hypernyms and other semantic relations while searching for the longest consistent match into SNOMED. A further subdivision of the SNOMED structure was also proposed in order to find the hierarchically superior representative of a conceptual class when this association is not assigned by the related SNOMED code number. The system can be used by any language that possesses a translation of SNOMED and ICD. The knowledge base was built using a conversion file that maps the terms of the nomenclature into the classification, which can be improved by learning from users.

Abstracting and Indexing↗