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Grammatical morphology in aphasia: evidence from three languages.

Aspects of grammatical morphology in Broca's and Wernicke's aphasia were elicited under controlled conditions in three language groups: English, Italian and German. Results suggest that the agrammatism/paragrammatism distinction does not work well for richly-inflected languages. Language-specific ratios of closed class morphology were preserved even among non-fluent patients, with significantly more morphology produced by German and Italian patients. German and Italian patients were also much more likely to furnish the article before nouns--despite or perhaps because of the fact that articles are more complex and informative in those languages. Although patients assigned the correct article most of the time, there were a significant number of article errors (i.e. paragrammatic substitution). Error analyses showed that substitutions are not random, reflecting difficulty in access rather than loss. Substitutions were more common in German, where the complex case and gender markings on the article increase the probability of error. Within each language, error patterns were quite similar for Broca's and Wernicke's aphasics. However, at a detailed level patient group differences in error production were detected. German Broca's aphasics tend to avoid difficult case forms by substituting a simpler, less-marked morphosyntactic frame. Wernicke's aphasics try instead to produce the more marked, oblique constructions, resulting in a less conservative error pattern.

Animals↗

Working memory and comprehension in children with specific language impairment: what we know so far.

Many children with specific language impairments (SLI) demonstrate deficits in the areas of verbal working memory and language learning/processing. In this article, evidence is reviewed suggesting that the lexical/morphological learning and sentence comprehension/processing problems of many of these children are associated with their deficient working memory functioning. Evidence is also reviewed for the possibility that deficient working memory provides a clinical marker of SLI. A number of potentially useful assessment and intervention techniques are offered, as well as several directions for future research. The reader will be introduced to two prominent models of verbal working memory (phonological working memory model, functional working memory) and how each model potentially relates to (a) various language abilities in typically developing children, (b) the morphological and lexical learning abilities in children with specific language impairment (SLI), and (c) the sentence comprehension of children with SLI. The reader will also be provided a variety of clinical suggestions on how to assess and treat the working memory and language processing problems of children with SLI. Finally, some suggestions for future research will also be offered.

Child↗

A prospective evaluation of early language development in children with in utero cocaine exposure and in control subjects.

A cohort of children of low socioeconomic status, 76 with in utero cocaine exposure and 81 control subjects, was assessed for early language development at 2 1/2 years of age by a masked examiner using the Preschool Language Scale. There were no differences between groups in expressive, receptive, or total language score (all p > or = 0.57). Physicians caring for cocaine-exposed children with early language delay should not automatically ascribe the delay to cocaine exposure but should initiate a standard evaluation for language delay.

Adult↗

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↗

The time course for language acquisition in biologically distinct populations: evidence from deaf individuals.

The present study provides evidence that individuals who have different patterns of cerebral lateralization and who develop along different maturational time courses can attain comparable levels of language proficiency. Right-handed individuals with left-handed family members (left-handed familials, LHFs) showed a shorter sensitive period for language acquisition than did right-handed individuals with only right-handed family members (right-handed familials, RHFs). The shorter sensitive period for LHFs may be due to a focus on non-linguistic, word-based conceptual information during language acquisition. RHFs may focus on grammatical relations during language acquisition, which matures later than lexical knowledge. This suggests that there may be different patterns of cerebral lateralization for language in all normal populations as a function of familial handedness.

Adolescent↗

Early surgery compared with watchful waiting for glue ear and effect on language development in preschool children: a randomised trial.

BACKGROUND: Otitis media with effusion (OME) is the most common cause of hearing loss in children and is generally treated by elective surgery. We compared in children with persistent OME the effect on speech and language development of immediate surgery (ventilation-tube insertion) and watchful waiting before surgery. METHODS: We did a randomised controlled trial with masked outcome assessment in Bristol Children's Hospital, Bristol, UK. We included 186 children born between April 1, 1991, and Dec 31, 1992, who had confirmed bilateral OME and bilateral hearing impairment of 25-70 dB of at least 3 months' duration. Children were randomly assigned surgery within 6 weeks (n=92), or 9 months of watchful waiting (n=90), after which bilateral tube insertion was done if required. We assessed hearing loss, expressive language, and verbal comprehension at 9 months and 18 months. FINDINGS: At 9 months, standardised scores for expressive language and verbal comprehension differed between groups with marginal significance after adjustment for baseline differences (p=0.04 and p=0.028, respectively). At 9 months, verbal comprehension and expressive language skills in the watchful-waiting group were 3.24 months behind those in the early-surgery group. The watchful-waiting group was delayed on these two measures compared with their age-expected levels. 18 months after randomisation, 85% of children in the watchful-waiting group had received surgery and groups did not differ significantly. INTERPRETATION: There is some benefit from ventilation-tube insertion for expressive language and verbal comprehension but the timing of surgery is not critical.

Acoustic Impedance Tests↗

Linguistic relevance of duration within the native language determines the accuracy of speech-sound duration processing.

As indexed by electrophysiological measures, in native speakers of a language with linguistically significant opposition between short and long phonemes, the pre-attentive detection accuracy of duration changes in speech sounds was tuned in comparison with that in non-speech sounds. This was not observed in advanced second-language users of the same language, suggesting that second-language acquisition does not lead to speech-specific tuning of the duration processing as does native language acquisition in early childhood.

Adolescent↗

Neuropsychiatric and neurodevelopmental outcome of children at age 6 and 7 years who screened positive for language problems at 30 months.

We present a prospective study at school age of neuropsychiatric and neurodevelopmental outcome of language delay suspected at child health screening around 30 months of age. In a community sample, 25 children (21 males, 4 females) screening positive and 80 children (38 males, 42 females) screening negative for speech and language problems at age 30 months were examined in detail for language disorders at age 6 years. The screen-positive children were then followed for another year and underwent in-depth neuropsychiatric examination by assessors blind to the results of previous testing. Detailed follow-up results at age 7 years were available for 21 children. Thirteen of these 21 children (62%) had a major neuropsychiatric diagnosis (autism, atypical autism, Asperger's syndrome, attention-deficit-hyperactivity disorder [ADHD]), or combinations of these. Two further children (10%) had borderline IQ with no other major diagnosis. We conclude that children in the general population who screen positive for speech and language problems before age 3 years appear to be at very high risk of autism spectrum disorders or ADHD, or both, at 7 years of age. Remaining language problems at age 6 years strongly predict the presence of neuropsychiatric or neurodevelopmental disorders at age 7 years.

Age Factors↗

Language in schizophrenia and its relationship to formal thought disorder.

BACKGROUND: Although poor language test performance has been documented in schizophrenia, its relationship to formal thought disorder remains unclear. METHOD: Forty schizophrenic patients were administered eight language tests and, under blind conditions, rated for formal thought disorder. Measures of general intellectual function were also obtained. RESULTS: Performance on all language tests was significantly correlated with the general intellectual measures. Three language test scores also showed significant correlations with formal thought disorder scores. Multiple regression and analysis of intellectually preserved patients suggested particular associations of formal thought disorder with semantic comprehension and picture description. CONCLUSIONS: General intellectual impairment is an important determinant of poor language test performance in schizophrenia, but presence of formal thought disorder may also contribute. A higher-order semantic deficit may be particularly relevant to both linguistic impairment and formal thought disorder.

Adult↗

From monkey-like action recognition to human language: an evolutionary framework for neurolinguistics.

The article analyzes the neural and functional grounding of language skills as well as their emergence in hominid evolution, hypothesizing stages leading from abilities known to exist in monkeys and apes and presumed to exist in our hominid ancestors right through to modern spoken and signed languages. The starting point is the observation that both premotor area F5 in monkeys and Broca's area in humans contain a "mirror system" active for both execution and observation of manual actions, and that F5 and Broca's area are homologous brain regions. This grounded the mirror system hypothesis of Rizzolatti and Arbib (1998) which offers the mirror system for grasping as a key neural "missing link" between the abilities of our nonhuman ancestors of 20 million years ago and modern human language, with manual gestures rather than a system for vocal communication providing the initial seed for this evolutionary process. The present article, however, goes "beyond the mirror" to offer hypotheses on evolutionary changes within and outside the mirror systems which may have occurred to equip Homo sapiens with a language-ready brain. Crucial to the early stages of this progression is the mirror system for grasping and its extension to permit imitation. Imitation is seen as evolving via a so-called simple system such as that found in chimpanzees (which allows imitation of complex "object-oriented" sequences but only as the result of extensive practice) to a so-called complex system found in humans (which allows rapid imitation even of complex sequences, under appropriate conditions) which supports pantomime. This is hypothesized to have provided the substrate for the development of protosign, a combinatorially open repertoire of manual gestures, which then provides the scaffolding for the emergence of protospeech (which thus owes little to nonhuman vocalizations), with protosign and protospeech then developing in an expanding spiral. It is argued that these stages involve biological evolution of both brain and body. By contrast, it is argued that the progression from protosign and protospeech to languages with full-blown syntax and compositional semantics was a historical phenomenon in the development of Homo sapiens, involving few if any further biological changes.

Animal Communication↗

Joint picture-book reading correlates of early oral language skill.

The purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

Child Language↗

Differentiating the use of gaze in bilingual-bimodal language acquisition: a comparison of two sets of twins with deaf parents.

Signed languages make unique demands on gaze during communication. Bilingual children acquiring both a spoken and a signed language must learn to differentiate gaze use for their two languages. Gaze during utterances was examined for a set of bilingual-bimodal twins acquiring spoken English and American Sign Language (ASL) and a set of monolingual twins acquiring ASL when the twins were aged 2;0, 3;0 and 4;0. The bilingual-bimodal twins differentiated their languages by age 3;0. Like the monolingual ASL twins, the bilingual-bimodal twins established mutual gaze at the beginning of their ASL utterances and either maintained gaze to the end or alternated gaze to include a terminal look. In contrast, like children acquiring spoken English monolingually, the bilingual-bimodal twins established mutual gaze infrequently for their spoken English utterances. When they did establish mutual gaze, it occurred later in their spoken utterances and they tended to look away before the end.

Child Language↗

Conversational responsiveness in specific language impairment: evidence of disproportionate pragmatic difficulties in a subset of children.

Eighteen children with specific language impairment (SLI), from 6 to 8 years of age, were compared with 9 control children matched on age and nonverbal ability (CA controls) and with 9 younger control children of comparable language level (LA controls). Half of the SLI group were rated on a teacher checklist as having pragmatic difficulties: these were referred to as the pragmatic language impairment (PLI) group; the remainder were the typical (SLI-T) group. Children's responses to adult soliciting utterances were compared. All children usually responded to conversational solicitations, but children in the PLI group were more likely than control children to give no response, and they also made very little use of nonverbal responses, such as nodding. Nonverbal responding was closely related to the quality of children's responses. Children who failed to use nonverbal responses also had a relatively high level of pragmatically inappropriate responses that were not readily accounted for in terms of limited grammar or vocabulary. This study lends support to the notion that there is a subset of the language-impaired population who have broader communicative impairments, extending beyond basic difficulties in mastering language form, reflecting difficulty in responding to and expressing communicative intents. The analytic methods developed for this project have promise for the study of pragmatic difficulties in other clinical groups.

Adult↗

Maternal directive and facilitative interaction styles: associations with language and cognitive development of low risk and high risk toddlers.

The purpose of this study was to examine the relation of maternal interaction styles to the development of a sample of 56 toddlers (19 low risk, 37 high risk) seen at 12 and 24 months of age. At 12 months, videotapes of mother-child interaction were coded for directiveness, sensitivity, and elaborativeness. At 12 and 24 months, cognitive and language measures were collected. A directive maternal style was negatively correlated with sensitivity and elaborativeness, whereas sensitive and elaborative ratings were positively correlated, suggesting a facilitative style. Regression models significantly predicted receptive language and cognitive development at 24 months but not expressive language. Maternal directiveness at 12 months was negatively relative to later receptive language skills, whereas elaborativeness at 12 months was positively predictive of later cognitive development. Child status variables and maternal interactional styles contributed about equally to the prediction of later cognitive and language outcomes.

Child Language↗

Language performance of low-income African American and European American preschool children on the PPVT-III.

PURPOSE: The performance of low-income African American preschoolers (36 to 52 months old) on the Peabody Picture Vocabulary Test--Third Edition (PPVT-III; L. M. Dunn & L. M. Dunn, 1997) was examined to provide a norm for assessing the performance of this population and to explore the link between socioeconomic status (SES) and language scores on the PPVT-III. METHOD: Four hundred and eighty-two African American and 52 European American children in a comparison group were individually administered the PPVT-III. RESULTS: On average, African American children performed approximately 1.5 SD below the expected mean based on national norms. Using standard cutoff scores, the PPVT-III identified more children as having language delays than did other measures of language abilities. Socioeconomic factors were related to PPVT-III scores, indicating that the degree of disadvantage within children with low SES was related to language abilities. Maternal education level, marital status, and the number of children in the household were uniquely associated with children's performance on the PPVT-III. CLINICAL IMPLICATIONS: The importance of supporting language development in preschool children from low-income families is discussed.

Black or African American↗

Eligibility criteria for language impairment: is the low end of normal always appropriate?

PURPOSE: The assumption that children with language impairment will receive low scores on standardized tests, and therefore that low scores will accurately identify these children, is examined through a review of data in the manuals of tests that are intended for use in identifying such children. METHOD: Data from 43 commercially available tests of child language were compiled to identify whether evidence exists to support their use in identifying language impairment in children. RESULTS: A review of data concerning the performance of children with impaired language failed to support the assumption that these children will routinely score at the low end of a test's normative distribution. A majority of tests reported that such children scored above 1.5 SD below the mean, and scores were within 1 SD of the mean for more than a quarter (27%) of the tests. The primary evidence needed to support the purpose of identification, test sensitivity and specificity, was available for 9 of the 43 tests, and acceptable accuracy (80% or better) was reported for 5 of these tests. IMPLICATIONS: Specific data supporting the application of "low score" criteria for the identification of language impairment is not supported by the majority of current commercially available tests. However, alternate sources of data (sensitivity and specificity rates) that support accurate identification are available for a subset of the available tests.

Age Factors↗

Is processing speed related to severity of language impairment?

Children with specific language impairment (SLI) typically respond more slowly on many tasks than do their typically developing peers. This paper addresses the question of whether speed of response is linearly related to severity of language impairment as measured by standardized test score. To address this question, we performed post hoc analyses of data from a study on lexical processing involving 66 children with SLI (mean age 6 years 9 months) and 66 typically developing children matched for age and nonverbal IQ. Response times derived from a series of tasks were correlated with language test scores. None of the Pearson correlations reached significance when corrected for number of correlations run, nor did a canonical correlation analysis reach significance. If these results are replicated in other studies, then they suggest that there is no direct linear relation between speed of processing and severity of language impairment as it is estimated from scores on standardized tests of language.

Child↗

The effect of age at cochlear implant initial stimulation on expressive language growth in infants and toddlers.

This study examined the growth of expressive language skills in children who received cochlear implants (CIs) in infancy. Repeated language measures were gathered from 29 children who received CIs between 10 and 40 months of age. Both cross-sectional and growth curve analyses were used to assess the relationship between expressive language outcomes and CI experience. A beneficial effect of earlier implantation on expressive language growth was found. Growth curve analysis showed that growth was more rapid in children implanted as infants than those implanted as toddlers. Age at initial stimulation accounted for 14.6% of the variance of the individual differences in expressive language growth rates.

Age Factors↗