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PubMed2005

Expressive and receptive vocabulary in children with Williams and Down syndromes.

BACKGROUND: Williams (WS) and Down syndromes (DS) are two genetic disorders that involve intellectual disability (ID) and have been extensively studied over the past decades because of the unique linguistic profiles they exhibit. Recent investigations seek to explore the fractionation of linguistic components within the cognitive system using genetically based neurodevelopmental disorders such as WS and DS and to identify different profiles of linguistic function in these two groups of individuals. METHOD: The 'expressive vocabulary', 'receptive vocabulary', 'word opposites' and 'word definitions' subtests (Level 1) of the Test of Word Knowledge (TOWK) were used to assess lexical skills in six children with WS and five children with DS. RESULTS: Our findings indicate that the two syndromes exhibit substantial differences on linguistic tasks with individuals with WS performing at a higher level compared to those with DS and producing atypical responses in word definitions. The pattern of errors for each syndrome is qualitatively different suggesting that their underlying linguistic mechanisms are distinctive even though ID is similar. CONCLUSIONS: This study supports the differential outcome of two chromosomal disorders with similar ID. It also argues in favour of the large within group variability of the two syndromes that is not related to mental age but rather to different underlying mechanisms supporting language. These findings are discussed in the light of the current evidence concerning linguistic knowledge of neurodevelopmental and genetic disorders.

Child↗
PubMed2006

Discrimination of temporal synchrony in intermodal events by children with autism and children with developmental disabilities without autism.

BACKGROUND: This project examined the intermodal perception of temporal synchrony in 16 young children (ages 4 to 6 years) with autism compared to a group of children without impairments matched on adaptive age, and a group of children with other developmental disabilities matched on chronological and adaptive age. METHOD: A preferential looking paradigm was used, where participants viewed non-linguistic, simple linguistic or complex linguistic events on two screens displaying identical video tracks, but one offset from the other by 3 seconds, and with the single audio track matched to only one of the displays. RESULTS: As predicted, both comparison groups demonstrated significant non-random preferential looking to violations of temporal synchrony with linguistic and non-linguistic stimuli. However, the group with autism showed an impaired, chance level of responding, except when presented with non-linguistic stimuli. CONCLUSIONS: Several explanations are offered for this apparently autism-specific, language-specific pattern of responding to temporal synchrony, and potential developmental sequelae are discussed.

Adaptation, Psychological↗
PubMed1992

Transitional determinacies.

In classic generative grammar a distinction is drawn between linguistic 'competence' and linguistic 'performance', the former referring to linguistic knowledge, the latter to how linguistic knowledge is used. However, this controversial differentiation obscures the additional dichotomy between linguistic knowledge for production and linguistic knowledge for recognition. In this article it is shown that production and recognition differ, that recognition is not simply the inverse of production, and that the derivation of production from recognition and recognition from production require a small set of generalizable 'transitional determinacies'. Secondly, it is shown that transitional determinacies explain the difference between 'overt' and 'covert' recognition recently observed in prosopagnosics, patients unable to recognize familiar faces. Prosopagnosics and normals are found to differ in their transitional determinacies, such that prosopagnosics require more binders (precisors) for covert recognition than normals. In general, it is concluded that transitional determinacies are as necessary to the theory of grammar as determinacies themselves.

Attention↗
PubMed1991

Genetic population structure of Italy. II. Physical and cultural barriers to gene flow.

Three approaches were employed to evaluate the relative importance of geographic and linguistic factors in maintaining genetic differentiation of Italian populations as shown by blood groups and erythrocyte and serum markers. Genetic distances are closer to linguistic than to geographic distances. Gene-frequency change across 12 linguistic boundaries is significantly more rapid than at random locations. The zones of sharp genetic variation correspond to physical barriers to gene flow and to boundaries between dialect families, which overlap widely. However, two linguistically differentiated populations appear genetically differentiated despite the absence of physical obstacles to gene flow around them. The Po River is associated with abrupt genetic change only in the area where it corresponds to a dialect boundary. At most loci the genetic population structure seems affected by linguistic rather than geographic factors; exceptions are the systems that were subject to malarial selection in geographically close but linguistically heterogeneous localities. Gene flow appears to homogenize gene frequencies within regions corresponding to dialect families but not between them, leading to the patchy distributions of allele frequencies that were detected in an earlier study.

Alleles↗
PubMed1996

Children's sensitivity to syllables, onsets, rimes, and phonemes.

It has been argued that children's performance on phonological awareness tasks varies with the linguistic level that is tapped by the task. For example, tasks that involve syllables are thought to be easier than tasks that involve lower-level linguistic units, and tasks that tap the level of onsets are thought to be easier than tasks that require access to single phonemes. In previous research, however, the linguistic status of a unit has often been confounded with its size. Five experiments were carried out in an attempt to disentangle these variables and so to provide a better test of the linguistic status hypothesis. In the first study, preschoolers and kindergartners more readily judged that two stimuli shared a beginning sound when that sound was an onset on its own than when it was part of a cluster onset. In two additional experiments, there was an advantage for syllables over rimes in kindergarten and first-grade children when the shared units occurred in the middle syllables of trisyllabic stimuli. The superiority for syllables was largely masked in two other studies in which the stimuli that shared a unit rhymed. This latter result suggests that children's familiarity with rhyme can override the syllable advantage. Overall, the results support the linguistic status hypothesis by indicating that effects of linguistic level on phonological sensitivity cannot always be reduced to effects of unit size.

Child↗
PubMed2001

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↗
PubMed2003

Individuation of objects and events: a developmental study.

This study investigates children's ability to use language to guide their choice of individuation criterion in the domains of objects and events. Previous work (Shipley, E. F., & Shepperson, B. (1990). Countable entities: developmental changes. Cognition, 34, 109-136.) has shown that children have a strong bias to use a spatio-temporal individuation strategy when counting objects and that children will ignore a conflicting linguistic description in favor of this spatio-temporal bias. Experiment 1 asked children (3-, 4-, and 5-year-olds) and adults to count objects and events under different linguistic descriptions. In the object task, subjects counted pictures of familiar objects split into multiple pieces (as in Shipley, E. F., & Shepperson, B. (1990). Countable entities: developmental changes. Cognition, 34, 109-136.) and described either using an appropriate kind label (e.g. "car") or the general term "thing". In the event task, subjects watched short animated movies consisting of a goal-oriented event achieved via multiple, temporally separated steps. The events were described either with an appropriate telic predicate targeting the goal (e.g. "paint a flower") or with an atelic predicate targeting the steps in the process (e.g. "paint") and the subjects' task was to count the events. Relative to adults, children preferred a spatio-temporal counting strategy in both tasks; there was no difference among the three groups of children. However, children were able to significantly change their counting strategy to follow the linguistic description in the event but not the object task. Experiment 2 extended the object task to include counting of other types of non-spatio-temporal units such as sub-parts of objects and collections. Results showed that children could use the linguistic descriptions to guide their counting strategy for these new items, though they continued to show a bias for a spatio-temporal individuation strategy with the collections. We suggest potential cognitive origins for the spatio-temporal individuation bias and how it interacts with children's developing linguistic knowledge.

Adult↗
PubMed2003

The dynamic nature of language lateralization: effects of lexical and prosodic factors.

In dichotic listening, a right ear advantage for linguistic tasks reflects left hemisphere specialization, and a left ear advantage for prosodic tasks reflects right hemisphere specialization. Three experiments used a response hand manipulation with a dichotic listening task to distinguish between direct access (relative specialization) and callosal relay (absolute specialization) explanations of perceptual asymmetries for linguistic and prosodic processing. Experiment 1 found evidence for direct access in linguistic processing and callosal relay in prosodic processing. Direct access for linguistic processing was found to depend on lexical status (Experiment 2) and affective prosody (Experiment 3). Results are interpreted in terms of a dynamic model of hemispheric specialization in which right hemisphere contributions to linguistic processing emerge when stimuli are words, and when they are spoken with affective prosody.

Analysis of Variance↗
PubMedDate not supplied

Processing of mass/count information in Alzheimer's disease and mild cognitive impairment.

This study examines the processing of a specific linguistic distinction, the mass/count distinction, in patients suffering from Alzheimer's disease (AD) and mild cognitive impairment (MCI). Fourteen AD and 10 MCI subjects were tested using a sentence grammaticality judgement task where grammaticality violations were caused by determiner-noun mismatches, as well as a sentence-picture matching task to assess their ability to access mass and count readings of dual nouns. Considerable heterogeneity was observed within each subject group, and performance across groups was almost identical. It is concluded that a combination of linguistic and attentional and/or learning factors are responsible for the range of impairments; specifically, a subset of subjects exhibit no linguistic nor attentional/learning impairment, another subset exhibit only an attentional and/or learning impairment but no linguistic impairment, and a third subset (comprising more than half of the subjects included in this study) exhibit a linguistic impairment. It is postulated that the latter group have difficulty processing sense extensions in metonymous nouns. It is further claimed that, at least within the limits of the study, language impairments can be of the same severity and nature across AD and MCI subjects.

Aged↗
PubMed2003

Defining a role for the subthalamic nucleus within operative theoretical models of subcortical participation in language.

OBJECTIVE: To investigate the effects of bilateral, surgically induced functional inhibition of the subthalamic nucleus (STN) on general language, high level linguistic abilities, and semantic processing skills in a group of patients with Parkinson's disease. METHODS: Comprehensive linguistic profiles were obtained up to one month before and three months after bilateral implantation of electrodes in the STN during active deep brain stimulation (DBS) in five subjects with Parkinson's disease (mean age, 63.2 years). Equivalent linguistic profiles were generated over a three month period for a non-surgical control cohort of 16 subjects with Parkinson's disease (NSPD) (mean age, 64.4 years). Education and disease duration were similar in the two groups. Initial assessment and three month follow up performance profiles were compared within subjects by paired t tests. Reliability change indices (RCI), representing clinically significant alterations in performance over time, were calculated for each of the assessment scores achieved by the five STN-DBS cases and the 16 NSPD controls, relative to performance variability within a group of 16 non-neurologically impaired adults (mean age, 61.9 years). Proportions of reliable change were then compared between the STN-DBS and NSPD groups. RESULTS: Paired comparisons within the STN-DBS group showed prolonged postoperative semantic processing reaction times for a range of word types coded for meanings and meaning relatedness. Case by case analyses of reliable change across language assessments and groups revealed differences in proportions of change over time within the STN-DBS and NSPD groups in the domains of high level linguistics and semantic processing. Specifically, when compared with the NSPD group, the STN-DBS group showed a proportionally significant (p<0.05) reliable improvement in postoperative scores achieved on the word test-revised (TWT-R), as well as a reliable decline (p<0.01) in the accuracy of lexical decisions about words with many meanings and a high degree of relatedness between meanings. CONCLUSIONS: Bilateral STN-DBS affects certain aspects of linguistic functioning, supporting a potential role for the STN in the mediation of language processes.

Aged↗
PubMed1998

Narrative discourse in children with early focal brain injury.

Children with early brain damage, unlike adult stroke victims, often go on to develop nearly normal language. However, the route and extent of their linguistic development are still unclear, as is the relationship between lesion site and patterns of delay and recovery. Here we address these questions by examining narratives from children with early brain damage. Thirty children (ages 3:7-10:10) with pre- or perinatal unilateral focal brain damage and their matched controls participated in a storytelling task. Analyses focused on linguistic proficiency and narrative competence. Overall, children with brain damage scored significantly lower than their age-matched controls on both linguistic (morphological and syntactic) indices and those targeting broader narrative qualities. Rather than indicating that children with brain damage fully catch up, these data suggest that deficits in linguistic abilities reassert themselves as children face new linguistic challenges. Interestingly, after age 5, site of lesion does not appear to be a significant factor and the delays we have witnessed do not map onto the lesion profiles observed in adults with analogous brain injuries.

Age Factors↗
PubMed2001

Assessing working memory and language comprehension in Alzheimer's disease.

Studies of language impairments in patients with Alzheimer's disease have often assumed that impairments in linguistic working memory underlie comprehension deficits. Assessment of this hypothesis has been hindered both by vagueness of key terms such as "working memory" and by limitations of available working memory tasks, in that many such tasks either seem to have little relationship to language comprehension or are too confusing or difficult for Alzheimer's patients. Four experiments investigated the usefulness of digit ordering, a new task assessing linguistic working memory and/or language processing skill, in normal adults and patients with probable Alzheimer's disease. The digit ordering task was shown to be strongly correlated with the degree of dementia in Alzheimer's patients. The task correlated with measures of language processing on which patients and normal controls performed differently. The results are interpreted as indicating that linguistic representations, linguistic processing, and linguistic working memory are intertwined, such that a deficit of one (e.g., working memory) cannot be said to "cause" a deficit in the other. The implications of this approach are explored in terms of task demands in comprehension and memory measures, and interpretation of previous results in the literature.

Aged↗
PubMed2000

Ineffability of qualia: a straightforward naturalistic explanation.

In this paper I offer an explanation of the ineffability (linguistic inexpressibility) of sensory experiences. My explanation is put in terms of computational functionalism and standard externalist theories of representational content. As I will argue, many or most sensory experiences are representational states without constituent structure. This property determines both the representational function these states can serve and the information that can be extracted from them when they are processed. Sensory experiences can indicate the presence of certain external states of affairs but they cannot convey any more information about them than that. So, format- or code-conversion mechanisms that link different systems of representation (linguistic and perceptual) to each other will fail to extract any relevant information from sensory experiences that could be coded in language. They only way to establish specific roles for sensory experiences in communication and the organization of behavior is to attach to them, by associative links, words, or other behavioral responses. If a sensory experience has no linguistic label associated to it in a particular subject, then no linguistic description can token, or activate, that state in the subject. In other words, no linguistic description can cause a subject to undergo an unlabeled perceptual state. On the contrary, complex, or syntactically structured perceptual states can be built up, on the basis of descriptions, by mechanisms of constructive imagination (conceived here as one sort of format conversion). It is this difference between complex and unstructured representational states that gives us an understanding of the phenomenon we call the ineffability of qualia.

Color Vision Defects↗
PubMed1989

The role of stress on the language-independence and code-switching phenomena.

This investigation studies the extent to which stress affects the assumed functional separation of coordinate bilingual's linguistic organization. Spanish/English bilinguals were subjects in a GSR linguistic conditioning experiment using two intensities of buzzer sounds (stressful conditions) and two lists of words. One word for each list functioned as the conditioned stimulus. Generalization to semantically, phonemically, and unrelated words occurred in both languages and buzzer conditions. We found a differential impact of the buzzer on the functional separation of the languages, although not in the direction predicted. We concluded that stress produced code-switching, and hence, a primitivization of the subject's cognitive and linguistic functioning is assumed to have occurred. These findings are important in understanding the way stress affects the bilingual's languages at the linguistic and cognitive levels. They are also important in understanding the role of stress in language development and in the transfer of linguistic information.

Adolescent↗
PubMed2001

[Value of acoustic speech analysis for prognostic assessment of stuttering in children. Partial results of a prospective longitudinal study].

UNLABELLED: PRESENT STATE OF KNOWLEDGE: There are currently no known acoustic parameters by which stuttering children can be appraised which will predict their subsequent speech fluency. AIM: To explain the significance of factors which perpetuate stuttering by using computer-based speech analysis of fluent speech for a 1 1/2 year period and to relate acoustic analysis with clinical measurements of stuttering. Special attention was given to motor-oral and/or linguistic deficits. METHOD AND RESULTS: A prospective study of 58 pre-school children who stutter. Correlations were sought between acoustic variables in the severity and course of the stuttering with the influence of motor-oral and linguistic disturbances. 19 age-matched, normal-speaking children served as controls. A subdivision of the study group into different subgroups with particular motor-oral and/or linguistic problems showed that children whose stuttering coincides with a delayed speech development have a distinctly better prognosis for early remission. In most of these children the stuttering remitted to such a degree as the deficits causing the stuttering could be reappraised, which means simultaneous improvement of the linguistic competence. CONCLUSION: It was apparent that remission rate was much higher in those children who showed linguistic disturbances at the same time with stuttering. Within the stuttering group, subgroups showed a few correlations in several acoustic parameters, but these could not, as yet, be shown to give any prognostic markers in the routine diagnosis of children who stutter. If a child shows any danger-signs of acquiring stuttering on a more permanent basis, a careful diagnosis is necessary in order to find the individually underlying factors before any therapeutical procedure.

Child↗
PubMed2005

Auditory event related potentials and source current density estimation in phonologic/auditory dyslexics.

OBJECTIVE: To determine the generality of auditory processing impairment in phonologic dyslexics by studying their auditory Event-Related Potentials (ERPs) and the spatio-temporal distribution of their brain activity to auditory linguistic and non-linguistic stimuli with temporal and spectral discriminating cues. METHODS: Fourteen adult phonologic dyslexics and 14 normal reading students, all with high academic achievements, were compared. ERP waveform analysis and current density source estimation (Low resolution Electromagnetic Tomographic Analysis-LORETA) were conducted on 21-channel records from subjects who passively listened or actively discriminated 4 types of auditory stimuli: linguistic and non-linguistic stimuli that differed in spectral or temporal characteristics. RESULTS: Significant differences were found for all ERP latencies (N1, P2, N2, P3) in response to all stimuli, with dyslexics presenting longer latencies compared to normal readers. Current density distributions and their time courses also differed significantly, regardless of stimulus type or attention allocation. Among normal readers, early activity (around N1) was characterized by a rapid change of maximum activity from right to left temporal lobe. Later activity (around P3) was characterized by a stable temporal activity with bilaterally synchronous peak activity. Among the dyslexics, the early N1 activity was stable with left hemisphere prominence, with no alternation between the hemispheres, while the later P3 activity peaked earlier in the right hemisphere than in the left. CONCLUSIONS: Dyslexics were different from controls in processing all auditory stimuli: verbal and non-verbal stimuli with temporal as well as with spectral discriminating cues. The differences mainly consisted of latency and time courses of current density distributions, beginning as early as N1 and extending to the late P3. SIGNIFICANCE: Differences in processing auditory stimuli by phonologic dyslexics are not restricted to linguistic (phonological) stimuli, supporting a general auditory processing impairment in phonologic dyslexia.

Acoustic Stimulation↗
PubMed2002

Turning the tables: language and spatial reasoning.

This paper investigates possible influences of the lexical resources of individual languages on the spatial organization and reasoning styles of their users. That there are such powerful and pervasive influences of language on thought is the thesis of the Whorf-Sapir linguistic relativity hypothesis which, after a lengthy period in intellectual limbo, has recently returned to prominence in the anthropological, linguistic, and psycholinguistic literatures. Our point of departure is an influential group of cross-linguistic studies that appear to show that spatial reasoning is strongly affected by the spatial lexicon in everyday use in a community (e.g. Brown, P., & Levinson, S. C. (1993). Linguistic and nonlinguistic coding of spatial arrays: explorations in Mayan cognition (Working Paper No. 24). Nijmegen: Cognitive Anthropology Research Group, Max Planck Institute for Psycholinguistics; Cognitive Linguistics 6 (1995) 33). Specifically, certain groups customarily use an externally referenced spatial-coordinate system to refer to nearby directions and positions ("to the north") whereas English speakers usually employ a viewer-perspective system ("to the left"). Prior findings and interpretations have been to the effect that users of these two types of spatial system solve rotation problems in different ways, reasoning strategies imposed by habitual use of the language-particular lexicons themselves. The present studies reproduce these different problem-solving strategies in speakers of a single language (English) by manipulating landmark cues, suggesting that language itself may not be the key causal factor in choice of spatial perspective. Prior evidence on rotation problem solution from infants (e.g. Acredolo, L.P. (1979). Laboratory versus home: the effect of environment on the 9-month-old infant's choice of spatial reference system. Developmental Psychology, 15 (6), 666-667) and from laboratory animals (e.g. Restle, F. (1975). Discrimination of cues in mazes: a resolution of the place-vs.-response question. Psychological Review, 64, 217-228) suggests a unified interpretation of the findings: creatures approach spatial problems differently depending on the availability and suitability of local landmark cues. The results are discussed in terms of the current debate on the relation of language to thought, with particular emphasis on the question of why different cultural communities favor different perspectives in talking about space.

Adult↗
PubMed1999

"Near" and "far" in language and perception.

A major interest in cognitive science is the relationship between linguistic and perceptual representations of space. One approach to exploring this relationship has been to investigate aspects of the linguistic encoding of space that correspond closely to aspects of the visual system. Another approach, which does not contradict the first but rather complements it, is to investigate ways in which linguistic and visual representations of space are different. This paper pursues the second approach by arguing that the distinction between proximal and distal demonstratives (e.g. this vs. that, here vs. there) does not correspond to an independently established distinction between near and far space in the visual system but is instead based on language-internal factors. Recent neuropsychological and neurophysiological studies suggest that the brain contains separate mechanisms for representing, on the one hand, near or peripersonal space which extends roughly to the perimeter of arm's reach and, on the other hand, far or extrapersonal space which expands outward from that boundary. In addition, crosslinguistic research suggests that it is very common for languages to have two basic types of demonstrative terms - proximal and distal. This parallelism raises the possibility that the linguistic distinction may derive from the perceptual distinction. However, several arguments support the contrary view that the two distinctions are independent of one another. A substantial proportion of languages in the world have demonstrative systems that divide space into three or more egocentrically-grounded regions, thereby violating the two-way perceptual contrast. Even more importantly, empirical studies of how demonstratives are used in ongoing discourse in different languages suggest that they do not encode quantitative spatial information such as within vs. beyond arm's reach; instead, they specify abstract semantic notions that, when combined with the unique pragmatic features of communicative contexts, allow speakers to make a virtually unlimited range of spatial distance contrasts. Thus, demonstratives constitute an interesting case of divergence between linguistic and perceptual representations of space.

Animals↗