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PubMed2001

Language mapping in less than 15 minutes: real-time functional MRI during routine clinical investigation.

Neurosurgical interventions often require the presurgical determination of language dominance or mapping of language areas. Results obtained by fMRI are closely correlated with invasive procedures such as electrical stimulation mapping or the intracarotid amobarbital test. However, language fMRI is not used routinely, because postprocessing is time-consuming. We utilized a real-time analysis software installed directly on the MR console computer and SPM99 as reference postprocessing software. We assessed the reliability of the immediate determination of language dominance based on individual activation maps by comparing the results of the visual analysis of images derived from conventional postprocessing with those produced by the real-time tool. All images were rated independently by six senior neurologists blinded to other data. We validated the robustness of the real-time method statistically by comparing global and regional lateralization indices derived from real-time and postprocessing analysis. Functional MRI was performed with a standard 1.5-T whole-body scanner. Brain activity was contrasted between an alternating semantic judgment and letter matching task. Twelve right-handed, healthy control subjects and 12 consecutive patients with drug-resistant, localization-related epilepsy were investigated. The semantic condition induced almost invariably left hemispheric activations in Broca's area, the premotor cortex, the dorsolateral prefrontal cortex, and the temporoparietal region. Although real-time analysis reduced noise less effectively than SPM99, visual ratings and lateralization indices produced highly concordant results with both methods. In conclusion, real-time fMRI, as used here, allowed reliable language lateralization and mapping in less than 15 min during routine clinical MRI investigation with no need for postprocessing.

Adult↗
PubMed1992

[Language competence of 14-year-old adolescents in relation to their sociocultural origin: results from a logopedic study in the framework of the Basel kindergarten study].

Between 1986 and 1988 speech and language abilities of a representative sample of 341 fourteen-year-old Basle schoolchildren were assessed as part of the 2nd Follow-up examination of the Basle Kindergarten-study. The language and speech test consisted of retelling and writing two stories, one of them played by tape-recorder, the other by video recorder. In addition three established language tests (Mottier-, IMK- and KLI-speechtest) were used. The results show significant differences between Swiss children and children of Italian workers in different test parts. There are also differences between boys and girls and between social classes. The high proportion of children with language difficulties is alarming. Parts of the tests used in this study were found to be appropriate for a screening of speech and language abilities.

Adolescent↗
PubMed1984

Language intervention: a pragmatic approach.

The approach to language intervention described in this paper provides a means of teaching pragmatically appropriate and effective uses of language in conversational contexts while simultaneously teaching the production and comprehension of specific linguistic forms. The approach, developed in work with seriously language-disabled young children, consists of a series of communication games. These games, which focus and intensify certain characteristics of conversational situations, teach vocabulary, syntax, and articulation as devices for serving the same pragmatic functions these devices serve in ordinary conversation. The games integrate the advantages of the traditional language lessons and those of incidental teaching. Spontaneous speech data collected before and after a 4-month interval from trained and contrast-group children suggest the positive impact of the intervention on the language performance of children with no or moderate cognitive delays, but the results do not suggest a similar impact on children with severe cognitive delays. The results suggest that the intervention merits further application and evaluation, with particular attention to the control of cognitive level.

Child↗
PubMed1991

The evolution of the critical period for language acquisition.

Evidence suggests that there is a critical, or at least a sensitive, period for language acquisition, which ends around puberty. The existence of this period is explained by an evolutionary model which assumes that (a) linguistic ability is in principle (if not in practice) measurable, and (b) the amount of language controlled by an individual conferred selective advantage on it. In this model, the language faculty is seen as adaptive, favoured by natural selection, while the critical period for language acquisition itself is not an adaptation, but arises from the interplay of genetic factors influencing life-history characters in relation to language acquisition. The evolutionary model is implemented on a computer and simulations of populations evolving under various plausible, if idealized, conditions result in clear critical period effects, which end around puberty.

Adolescent↗
PubMed1978

The relationship between perceptual dysfunction and language disorders: a case report.

The acquisition of language is discussed in relation to two specific perceptual processes: first, identification and discrimination of recurring aspects of an experience, and second, integration of the language form with the specific aspect of the event being represented. The analysis of the language of a child with perceptual and integrative deficits revealed expressive use of language without comprehension and limited knowledge of concepts. Explanations of these behaviors are presented in light of the child's perceptual and integrative dysfunctions. Implications for clinical management of a perceptually based language disorder are discussed.

Child↗
PubMed1983

Judgments of vocal affect by language-delayed children.

Judgment of vocal affect was studied in 19 language-delayed children and 19 children with normal language. The children responded to utterances spoken in an angry, happy, or sad tone of voice by pointing to a picture of an angry, a happy, or a sad face. The language-delayed children made significantly fewer correct judgments. The normal children judged all three emotions quite accurately, whereas the language-delayed children were very poor in judging sadness and showed a bias for judging all three emotional tones as anger. The language-delayed children tended to improve with age, but age trends in normal children were obscured by near-perfect performance of many children. The practical and theoretical importance of further research was discussed.

Affect↗
PubMed1984

Linguistic processing and performance in articulation-disordered subgroups of language-impaired children.

The linguistic and dichotic listening performances of three groups of nine children were studied. The groups were divided as follows: (1) Language-disordered children whose articulatory errors were primarily omissions; (2) language-disordered children whose articulatory errors were primarily substitutions; (3) communicatively normal children. All subjects participated in articulation testing, imitative language tests, analysis of a spontaneous language sample, and a dichotic word task. The articulatory omission group differed significantly from the substitution group on the imitative language test but not on the developmental sentence analysis. All groups demonstrated a right ear advantage, suggesting left hemispheric processing of the dichotic stimuli. The results of the present study and prior research are discussed in terms of possible sources of variability.

Child↗
PubMed1989

The use of stress by language-impaired children.

This investigation was conducted to identify the stressing patterns of language-impaired children in the early stages of language acquisition. Based on Wieman's (1976) work with children who were acquiring language normally, it had been expected that the subjects of this study would tend to stress the new information in two-word utterances. Only one of the five preschool language-impaired children used such a pattern. Three subjects tended to stress words in the final position and one of the subjects' preference was unclear. The results, although preliminary, provide support for the contention that language-impaired children may differ from normal children in their use of stress.

Attention↗
PubMed1986

Development of creative language devices in signed and oral production.

The development of linguistic and cognitive flexibility was examined by evaluating nonliteral language use by 20 deaf and 20 hearing children aged 7;11 to 15;0 years. Each subject was videotaped telling stories on two experimenter-supplied themes. Deaf subjects' stories were translated and transcripts for both samples were scored for gesture, pantomime, linguistic modifications, and inventions as well as novel and frozen trope. Results indicated deaf children produced just as much figurative language in sign language as their matched hearing age-mates did in English. Deaf subjects exceeded their hearing peers in other types of creative productions. They also evidenced a "literal period" in language development, comparable to hearing children but delayed approximately 4 years. Findings are discussed in terms of their implications for understanding both language and cognitive flexibilities of deaf children.

Adolescent↗
PubMed1989

On the representation of multiple languages in the brain: old problems and new directions.

This paper has attempted to show that when the relevant literature is critically scrutinized there is very little evidence for the idea that the right hemisphere participates in multiple languages in any way significantly different from the case of a single language. We have seen that most of the clinical data support the simple notion that the left hemisphere controls the first and subsequent languages to the same degree. The experimental data are full of contradictions, but many of the claims are invalid due to various methodological and analytical problems explained previously. It is suggested that future research concentrate on finer-grained questions than simply whether a language is left lateralized or not. These questions should make connections with other known neurological and neuropsychological facts. Of primary interest is obtaining converging evidence on the hypothesis of differential cerebral territories within the left hemisphere of bilinguals for different languages. In conclusion, we would be wise to consider the bilingual as a very rich potential source for testing various hypotheses about linguistic and neurolinguistic organization. But we should not lose the opportunity to test both more general and more specific hypotheses to which the multilingual gives us access. If treated with care the multilingual will tell us much, even though he may speak in many tongues.

Brain↗
PubMed1988

The influence of chronic persistent otitis media with effusion on language development of 2- to 4-year-olds.

Literature is not conclusive about the effect of otitis media with effusion (OME) on language development in children. As part of a large epidemiological study on OME in preschool children, language development was measured in 52 children with known history of bilateral OME and in 13 children without OME. The test Reynell Developmental language scales-revised (RDLS-r) was performed by one speech therapist under standard conditions. Verbal comprehension scores were not or only slightly reduced in OME children. Expressive language, however, was significantly lower than the standard with the effect being larger when the OME had lasted for a longer period. This is one of the first prospective studies that confirms the hypothesis of an effect of persistent bilateral middle ear effusion on language development.

Acoustic Impedance Tests↗
PubMed1982

Increasing probability of sign language learning by severely mentally retarded individuals: a discussion of learner, sign production, and linguistic variables.

A pervasive problem for educators of the severely mentally retarded is language training. In spite of extensive oral language training, many severely mentally retarded individuals never acquire functional oral language. Many of these clients, however, are able to acquire sign language communication skills. The present article discusses sign language learning in terms of learner attributes, production variables in sign, and the referential concepts which the signs represent. More specifically, it is hypothesized that by taking into account variables such as sign translucency, referential concreteness, learning readiness, and by externally organizing the signs to be learned along visual continuums, the probability of sign learning by severely mentally retarded individuals can be increased.

Communication Devices for People with Disabilities↗
PubMed1991

The natural history and predictive value of early language delays in very low birth weight infants.

A cohort of 28 VLBW (less than or equal to 1500 g) infants was assessed at 1 and 3 years of age for hearing, language development and neurological status. Language delays were detected in 11 (39%) infants at 1 year, and in four (15%) at follow up at 3 years of age (P less than 0.05). Language quotients were significantly associated with perinatal variables at 1 but not at 3 years of age. Infants with neurological abnormalities had significantly lower language quotients at the 3-year follow up. No child with a normal language profile at 1 year exhibited a delay at 3 years of age.

Child, Preschool↗
PubMed2005

Socioeconomic status and cultural influences on language.

UNLABELLED: Two studies track connections from the distal variables of socioeconomic status (SES) and culture to properties of the interactions children experience and to the rate of children's language development. The first study is an investigation of the relations among family SES, properties of maternal child-directed speech, and child vocabulary growth in a sample of 2-year-olds in the United States. The second study is an investigation of the relations among maternal education, maternal "language teaching practices," and child vocabulary and grammatical development in a sample of 2-4-year-olds in China. Together these findings reveal some of the ways in which the social and cultural contexts in which children live affect the course of their language development. LEARNING OUTCOMES: The reader will become aware of how the social and cultural milieu in which children live shapes their language experiences and consequent language development.

Child Language↗
PubMed2006

Consonant production patterns of young severely language-delayed children with autism.

UNLABELLED: While much attention has been given to documenting the language skills of verbal children with autism, the basic speech sound development patterns of severely language-impaired children with autism are unknown. Previous research has shown that certain consonants are generally produced earlier in development than other consonants, both in typically developing children and in children with language-learning impairments. While several large studies indicate that children with autism who have strong verbal skills have intact phonological development, there is some evidence that children with autism who are more severely language impaired may have abnormal phonological production. This study documents the speech sound development of non-verbal and minimally verbal children with autism. Prompts were administered for each individual speech sound while spontaneous and imitated sounds were recorded and scored. Results indicate that children with autism show the same general speech sound production patterns as typically developing and language-learning impaired children. LEARNING OUTCOMES: Individuals who read this manuscript will obtain information regarding: (1) normal phonological development, (2) a comparison of speech sound production of a group of 14 children with a diagnosis of autism spectrum disorder with the production of a group of 10 typically developing children, and (3) comparisons of imitated and spontaneous sound production of the children diagnosed with autism spectrum disorder.

Autistic Disorder↗
PubMed2005

Motor function at school age in children with a preschool diagnosis of developmental language impairment.

OBJECTIVES: To evaluate fine motor (FM) and gross motor (GM) function shortly after school entry in children with a preschool diagnosis of developmental language impairment (DLI). STUDY DESIGN: A cohort of children (n = 70) diagnosed at pre-school age with DLI was reevaluated in elementary school. Language, cognitive, and motor outcomes were assessed through the use of the Battelle Developmental Inventory (BDI). Language was further assessed through the use of the Vineland Adaptive Behavior Scale, Peabody Picture Vocabulary, and Expressive One Word Picture Vocabulary Tests. Performance below -1.5 SD of the normative mean on any test was considered to represent impairment. RESULTS: Forty-three children (mean age, 7.4 +/- 0.7 years) underwent reassessment at a mean of 3.8 +/- 0.7 years after initial preschool assessment. Mean scores for BDI motor domains (FM, 78.3 +/- 11.4; GM, 84.9 +/- 13.3) fell below normative values. Twenty-two children (52%) had motor impairment (FM, 17 of 42; GM, 15 of 42); 35 of 43 (81%) continued to have language impairment. BDI communication raw scores correlated most strongly with FM (rho = 0.73, P < .001) and GM (rho = 0.58, P = .003) raw scores but showed only moderate correlations with cognitive raw scores (rho = 0.41, P = .05). CONCLUSIONS: Impaired motor function is an important comorbidity in DLI. Factors critical to motor performance may also contribute to language deficits in DLI.

Child, Preschool↗
PubMed2003

Functional MRI reveals an interhemispheric dissociation of frontal and temporal language regions in a patient with focal epilepsy.

We report the case of a patient with frontal lobe epilepsy in whom the Wada test failed to lateralize representation of language (fluent speech was observed after amobarbital injection on both the right and left side). Functional magnetic resonance imaging (fMRI) during a lexical processing task revealed an atypical organization of language represented by an interhemispheric dissociation of language regions with a right frontal dominance and a left temporal dominance. Consistent with the fMRI results, the patient's ability to name pictures was not reliably impaired by electrocortical stimulation (ECS) of left frontal cortex. The findings from Wada, fMRI, and ECS were confirmed by a lack of language impairment after left frontal lobectomy for seizures. This case illustrates that fMRI can precisely map cortical language networks in epileptic patients and that fMRI may be used to help interpret laterality results provided by the Wada procedure.

Adult↗
PubMed2003

Holding on to childhood language memory.

While early language experience seems crucial for mastering phonology, it remains unclear whether there are lasting benefits of speaking a language regularly during childhood if the quantity and quality of speaking drop dramatically after childhood. This study explored the accessibility of early childhood language memory. Specifically, it compared perception and production of Korean speech sounds by childhood speakers who had spoken Korean regularly for a few years during childhood to those of two other groups: (1) childhood hearers who had heard Korean regularly during childhood but had spoken Korean minimally, if at all; and (2) novice learners. All three groups were enrolled in first-year college Korean language classes. Childhood speakers were also compared to native speakers of Korean to see how native-like they were. The results revealed measurable long-term benefits of childhood speaking experience, underscoring the importance of early language experience, even if such experience diminishes dramatically beyond childhood.

Adult↗