Natural language and the development of the self.
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Adolescent↗
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Grammatism.
Findings from the literature on language development, dyslexia, and adult sentence processing provide a vehicle for comparing two models of the symptom complex associated with agrammatism. One model contends that agrammatism represents a deficit in linguistic structures. The other model maintains that the linguistic behavior associated with agrammatism is the result of a limitation in language processing. To adjudicate between the models, the present paper examines one linguistic construction, the restrictive relative clause. The results of experimental investigations across several subject populations reveal parallel patterns of linguistic behavior on this construction. The findings favor the processing limitation account of the linguistic difficulties experienced by agrammatic aphasics in comprehending sentences with a restrictive relative clause.
Aphasia, Broca↗
Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish.
The validity of two analogous caregiver/parent report measures of early language development in young children who are learning both English and Spanish is examined. Caregiver/parent report indices of vocabulary production and grammar were obtained for 26 children using the MacArthur Communicative Development Inventory: Words & Sentences (CDI; Fenson et al., 1994) and the Inventario del Desarrollo de Habilidades Comunicativas: Palabras y Enunciados (IDHC; Jackson-Maldonado, Bates, & Thal, 1992). Scores were significantly correlated with analogous laboratory measures in both English and Spanish, including a real-object naming task and spontaneous language use during free-play. The findings offer evidence that the CDI and IDHC provide valid assessments of early language milestones in young English- and Spanish-speaking children. Factors that may influence the validity of these tools for use with this population are also discussed.
Attitude↗
Infant neurological abnormalities as indicators of cognitive impairment.
In a prospective longitudinal study, 1319 children who had received three neurological examinations during their first year of life were administered measures of cognitive development and academic achievement up to and including 12 years of age. With both social class and birthweight statistically controlled, children identified as neurologically suspect or abnormal on more than one of the infant examinations (N = 22) consistently performed far below control children on measures of intelligence, motor skills, language development and school achievement. Children who had been neurologically suspect or abnormal on only one infant examination (N = 165) performed significantly less well than those never suspected of neurological abnormality in infancy (N = 1132).
Achievement↗
Motion-perception deficits and reading impairment: it's the noise, not the motion.
We tested the hypothesis that deficits on sensory-processing tasks frequently associated with poor reading and dyslexia are the result of impairments in external-noise exclusion, rather than motion perception or magnocellular processing. We compared the motion-direction discrimination thresholds of adults and children with good or poor reading performance, using coherent-motion displays embedded in external noise. Both adults and children who were poor readers had higher thresholds than their respective peers in the presence of high external noise, but not in the presence of low external noise or when the signal was clearly demarcated. Adults' performance in high external noise correlated with their general reading ability, whereas children's performance correlated with their language and verbal abilities. The results support the hypothesis that noise-exclusion deficits impair reading and language development and suggest that the impact of such deficits on the development of reading skills changes with age.
Adolescent↗
Research-based language intervention strategies adapted for deaf and hard of hearing children.
Strategies found to facilitate the language development of young, hearing children are reviewed in this paper, and adaptations and examples for use with deaf and hard-of-hearing children are provided as alternatives to simply advising professionals and parents to increase the quantity of conversation with these children. It is suggested that adults accelerate the language acquisition of deaf and hard-of-hearing students by capitalizing on the linguistic opportunities provided in particular environments, rearranging environments, being responsive to indications that children have comprehended messages and are open to risk communication, and specifically by intervening on form, content, and use skills. The author challenges professionals to document empirically the usefulness of each language intervention technique presented here.
Child↗
Ipsilateral Reorganization of Language in Early-Onset Left Temporal Lobe Epilepsy.
Purpose. Decline in confrontation naming ability occurs in a subset of temporal lobe epilepsy (TLE) patients following left (dominant) anterior temporal lobectomy (ATL). Patients with late age of onset of seizures are most vulnerable to such decline. In addition, object names typically acquired later in language development are the words most likely to be inaccessible after ATL. Early-onset left TLE patients may be at lower risk for post-ATL dysnomia either because they have a limited preoperative lexicon that does not include most late-age-of-acquistion names or they undergo early ipsilateral language reorganization, which results in a lexicon similar to that of late-onset TLE patients but offers protection from post-ATL naming decline.Methods. Sixty-five left hemisphere speech dominant left TLE patients who had undergone ATL were assessed pre- and postoperatively on the Boston Naming Test (BNT).Results. The early- and late-onset groups performed similarly across three BNT age-of-acquisition categories at the preoperative assessment. Words acquired relatively later in life were most likely to become inaccessible postoperatively for both groups, but the early-onset patients showed significantly less overall postoperative decline in naming ability compared with the late-onset group.Conclusions. The more stable pre- to postoperative naming performance exhibited by early-onset patients cannot be attributed to lack of acquisition of the words shown to be most vulnerable to postoperative decline (i.e., late-age-of-acquisition words). Their object naming stability suggests that early-onset left TLE patients undergo intrahemispheric reorganization of language early in life that provides protective benefits.
Journal Article↗
Effects of prelinguistic milieu teaching and parent responsivity education on dyads involving children with intellectual disabilities.
This study tested the effect of a method of facilitating prelinguistic communication on parents' responsivity and children's communication and productive language development. The method involved Responsivity education for the parents and Prelinguistic Milieu Teaching for the children (RPMT). Thirty-nine prelinguistic toddlers with intellectual disabilities and their primary caregivers participated in this study. Parent-child pairs were randomly assigned to either the RPMT group or a control group. Communication and language were assessed at study entry and 6, 9, and 12 months later. RPMT facilitated parental responsivity in the posttreatment period. The effect of RPMT on growth rate of child-initiated comments (i.e., the most common type of initiating joint attention) varied by pretreatment measures of that variable. The effect of RPMT on growth rate of child-initiated requests (i.e., the most common type of initiating behavior regulation) varied by presence or absence of Down syndrome. Finally, the effect of RPMT on growth of productive language varied by pretreatment frequency of canonical vocal communication. Recommended alterations in PMT and implications for defining which nonspeaking children are appropriate for prelinguistic goals and treatment were discussed.
Child Language↗
Growth and development in preterm infants during the first 18 months.
In a long-term prospective study 46 unselected infants born before 35 completed weeks of gestational age were followed up, and compared to 26 fullterm infants. At 9 and 18 months of chronological age their height and weight were still lower than that of fullterms, but the difference disappeared when age was corrected for gestational age at birth. The motor and neurological maturity and language development was delayed in the preterms still at 18 months, which could possibly also be explained by their lower biological age. Ten of the preterm infants showed, at one or several occasions during follow up, definite neurological abnormality. At 18 months of age two of them were handicapped, one with retrolental fibroplasia, nearly blind, and another with cerebral palsy (slight spastic diplegia). Five of them had late psychomotor development, while two were borderline and one normal. We defined pre- and perinatal risk groups, but found that development at 18 months was not correlated to degree of risk. Neither was there any correlation between neurological examination at term and later handicap or psychomotor retardation. We found more illness, mostly due to common infections, during the first 18 months in the preterm group, as measured by the number of visits to a doctor and days spent in hospital.
Body Height↗
Evidence-based overview of ophthalmic disorders in deaf children: a literature update.
BACKGROUND: Deaf children are heavily reliant on the sense of vision in order to develop efficient communication skills and explore the world around them. Any ophthalmic disorder may thus negatively impact on this process, especially if it is unrecognised in the early years of life. These disorders may be correctable (such as myopia) or treatable (such as cataract), and their early identification is of the utmost importance to optimise language development (spoken or sign, or both) and develop social cognition. Those children with non-correctable and non-treatable visual disorders, like retinitis pigmentosa in Usher syndrome, require multiple environmental adaptations and appropriate support services and information. AIM: : To review the accumulated scientific knowledge on ophthalmic disorders in deaf children and assess the quality of evidence published in the literature in order to contribute to better diagnosis and management of these conditions. MATERIAL AND METHODS: The project reviewed more than 1000 published papers and other sources. 191 papers complied with the aims of the study and were used in the project. From these studies, 95% were based on type III or IV evidence (mainly descriptive studies or case reports). Only 3% were based on type II evidence and 2% on type I evidence. RESULTS-CONCLUSIONS: The main conclusions of this project are: a) the overall quality of evidence in the literature concerning deaf children and their ophthalmic problems is very low, b) the prevalence of ophthalmic problems in deaf children is very high (approximately 40% to 60%) and these problems may remain undetected for years although they may have a serious impact on children's acquisition of communication skills, c) screening for ophthalmic problems in deaf children should be encouraged and specialist ophthalmic examination should be carried out as soon as the diagnosis of deafness is confirmed irrespective of age, and may need to be repeated at intervals following diagnosis, d) families should be informed about the nature of the screening process in discussion with the relevant professionals and appropriate information should be available in a range of formats and in different community languages, e) professionals administering the tests should be familiar with the needs of deaf children with ophthalmic problems and should be sensitive to the communication needs of the child, especially undertaking behavioural testing where their collaboration is needed, f) while orthoptists can perform the majority of psychophysical tests (visual and stereo acuity tests, ocular motility tests, etc.) a comprehensive opthalmologic assessment by slit lamp biomicroscopy, streak retinoscopy, direct and indirect ophthalmoscopy, intraocular pressure measurement etc is required. Electrophysiologic testing to help identification of Usher syndrome may also be required, and finally g) serial hearing assessments of children with dual sensory deficits are needed to monitor hearing thresholds, to optimise hearing aid use and to ensure timely referral for cochlear implantation for those who need it.
Child↗
Perinatal biochemistry and physiology of long-chain polyunsaturated fatty acids.
Docosahexaenoic acid (DHA) and arachidonic acid (ARA) are important structural components of the central nervous system. These fatty acids are transferred across the placenta, are present in human milk, and are accumulated in the brain and retina during fetal and infant development. The high concentrations of DHA in the retina and of DHA and ARA in brain gray matter suggests that these fatty acids have important roles in retinal and neural function. Animal studies have shown that depletion of DHA from the retina and brain results in reduced visual function and learning deficits. The latter effects may be explained by changes in the membrane bilayer that alter membrane-associated receptors and signal transduction systems, ion channel activity, or direct effects on gene expression. DHA can be formed in the liver from alpha linolenic acid, but it is unclear if the rate of DHA synthesis in humans is sufficient to support optimal brain and retinal development. Although there is no evidence that the ability to form ARA from linoleic acid is limiting, supplementation with DHA reduces tissue ARA, possibly creating a conditional need for ARA in infants with a dietary intake of DHA. The amount of DHA in human milk varies widely and is positively correlated with visual and language development in breast-fed infants. Advances in understanding essential fatty acid requirements will benefit from intervention studies that use functionally relevant tests to probe the deficiency or adequacy of physiologically important pools of DHA and ARA in developing infants.
Animals↗
Phonological working memory and speech production in preschool children.
This study investigates whether phonological working memory is associated with spoken language development in preschool children. Assessments were made of speech corpora taken from 3-year old children grouped in terms of their phonological memory abilities. Both quantitative and qualitative indices of the children's spontaneous speech output were taken in a structured play session. Significant differences were found, with children of good phonological memory abilities producing language that was more grammatically complex, contained a richer array of words, and included longer utterances than children of poor phonological memory abilities. The possible mechanisms by which phonological working memory skills are linked to the production of speech are considered.
Age Factors↗
The Emanuel Miller Memorial Lecture 1997. Change and continuity in the development of children with autism.
The developmental approach to childhood psychopathology identifies deviations from typical patterns of development and stability of individual characteristics over time, and precursors in early life of later functions. The application of this approach to the social, communicative, and cognitive development of children with autism is discussed. Results from a longitudinal study of children with autism and other developmental disorders are described, indicating that children with autism have stable deficits in joint attention, representational play, and responsiveness to the emotions of others, and that early variations in these abilities are important for concurrent and subsequent language development and for peer engagement many years later.
Autistic Disorder↗
Learning and language disorders in children. I. The preschool child.
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Adolescent↗
Topography of auditory evoked long-latency potentials in children with severe language impairment: the P2 and N2 components.
OBJECTIVE: To establish objective neurophysiological correlates of a central auditory processing disorder in impaired language development. The study focused on the differences in latency, amplitude, and topography of the auditory evoked long-latency components, P2 and N2, and the potential diagnostic value of these parameters. DESIGN: Topographic maps of the late auditory evoked potentials (AEPs) were obtained in a group of 20 children, aged 9 to 15 yr, with severe language impairment (LI) and in a control (C) group of 20 normal children. Stimulus was a pure tone at 500 Hz with a duration of 100 msec and a rise and fall time of 20 msec. The intensity was 75 dB HL. Six test sequences of 50 stimuli an interval of 1.0 sec were presented to the left and to the right ear separately. The AEPs were recorded and analyzed with the Bio-Logic Brain Atlas III program. RESULTS: In the topographic maps, a focus of positive potential corresponding to P2 (FP2) and a focus of negative potential corresponding to N2 (FN2) were seen in the majority of children, with a similar distribution in the two groups. The latencies of P2 and N2 were significantly longer in the LI group than in the C group, P2 showing the most pronounced difference. The amplitudes of FP2 and FN2 were lower in the LI group. The diagnostic value of the P2 and N2 latency, amplitude, and topography in identifying the LI subjects, was estimated by means of a scoring system. With all three parameters together, the sensitivity was calculated to be 80% and the specificity 80%. Statistical mapping of the latency interval of 135 to 305 msec showed z maps with regions of > or = 3 SD in 14 subjects in the LI group and eight subjects in the C group. CONCLUSIONS: The deviations in the LI group indicate slower processing in central auditory pathways rather than differences in location and orientation of generators. The deviating topography seen in some LI subjects may reflect the various sites and extent of cerebral dysfunction. The results also support the idea of different generators for the P2 and N2 components. Topographic evaluation of long-latency AEPs may become a diagnostic tool in language disorders. The scoring system is a potential model in the establishment of individual diagnostic variables.
Adolescent↗
Probed serial recall in Williams syndrome: lexical influences on phonological short-term memory.
Williams syndrome is a genetic disorder that, it has been claimed, results in an unusual pattern of linguistic strengths and weaknesses. The current study investigated the hypothesis that there is a reduced influence of lexical knowledge on phonological short-term memory in Williams syndrome. Fourteen children with Williams syndrome and 2 vocabulary-matched control groups, 20 typically developing children and 13 children with learning difficulties, were tested on 2 probed serial-recall tasks. On the basis of previous findings, it was predicted that children with Williams syndrome would demonstrate (a) a reduced effect of lexicality on the recall of list items, (b) relatively poorer recall of list items compared with recall of serial order, and (c) a reduced tendency to produce lexicalization errors in the recall of nonwords. In fact, none of these predictions were supported. Alternative explanations for previous findings and implications for accounts of language development in Williams syndrome are discussed.
Adolescent↗
A reconsideration of bilateral language representation based on the intracarotid amobarbital procedure.
Hemispheric language dominance was established for 368 epilepsy surgery candidates based on results of objective language performance during the intracarotid amobarbital procedure. Eight-three percent of patients were found to be left hemisphere dominant, while six percent were right dominant, and eleven percent demonstrated some degree of bilateral language representation. Bilateral patients were grouped according to modality-specific patterns of language performance in each hemisphere, with a majority demonstrating left hemisphere superiority in overall language processing. Variables affecting atypical language development are reviewed and results are considered in the context of previous research.
Adolescent↗
Sign codes and sign language: two orders of communication.
Deaf children, like all children, are born with a capacity for language; i.e. the symbolization and expression of cognitive functioning. Until the age at which hearing children are talking, deaf children communicate well with others, using their sight, touch, and other actions--the common gestures in the culture of their caretakers. The chief problem in communication arises when hearers reject the deaf child's gestural symbolization of his developing language knowledge. The problem is aggravated by insistence that the child use speech as do those who hear. Linguistic, cognitive, emotional, and behavioral problems may then follow, because of the attitude and actions of the hearing. All these problems can be resolved by early recognizing that the deaf person has a language and by honestly trying to learn and use it. This language is not a set of signs standing for spoken words but a complete language with its own rules for making sense in signed sentences.
Child↗