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Biomedical subjects

J E Nation

Publications and source records attributed to J E Nation.

9 recordsLinked to original sources
PubMed1985

Cognitive-communicative development of identical triplets, one with unilateral cleft lip and palate.

Identical male triplets, one with a complete unilateral cleft, were studied developmentally from 16 to 25 months of age and tested with several cognitive-communicative developmental measures. Measures of hearing and motor and behavioral development also were obtained. The triplets did not differ from normative data or from each other on hearing, motor, behavioral, and for the most part, cognitive-mental measures. All of the children were within normal limits on receptive communication measures; however, all were delayed on expressive measures. The triplet with the cleft was more delayed than his brothers. Discussion centers on the interaction of variables that may account for this differential effect in expressive measures in relation to the structural anomaly.

Child Development↗
PubMed1984

Preschoolers with language disorders: 10 years later.

Language, intelligence, academic achievement, and behavioral adjustment were assessed in a group of 20 adolescents originally studied 10 years earlier as preschoolers with language disorders. At follow-up, 20% had WISC-R IQ scores in the mentally deficient range and were being educated in EMR classrooms. Of the remaining 16, 11 (69%) had required special tutoring, grade retention, or LD class placement. The majority of non-EMR subjects continued to evidence persistent deficits in language and academic achievement and were rated by their parents as being less socially competent and having more behavioral problems than their peers. Of the initial preschool measures available, the Leiter was found to be the best single predictor of intelligence, language, class placement, and reading achievement in adolescence, although the NSST: Expressive subtest also was a strong predictor of adolescent language.

Achievement↗
PubMed1981

Patterns of language performance in educable mentally retarded children.

Forty-one familial educable mentally retarded children were given 12 language tasks measuring comprehension, formulation, and repetition at the semantic, syntactic, and phonologic levels of language. Through the Q technique of factor analysis, six language patterns, derived from positive and negative loadings on three factors, emerged. The six patients of language performance revealed that these mentally retarded children did not perform the same across all language dimensions. Their language performance demonstrated different patterns of strengths and weaknesses among the tasks relative to their overall performance.

Child↗
PubMed1980

Preschool language disorders and subsequent language and academic difficulties.

Sixty-three language-disordered children first evaluated in their preschool years were followed four to five years after initial diagnosis. At follow-up approximately 40% of these children continued to present speech and language problems and approximately 40% presented other learning problems. Preschool levels of language comprehension, formulation, semantics, syntax, phonology, and speech production were found to be moderately correlated to subsequent class placement in the elementary grades. Duration of preschool therapy was not related to either the severity of preschool language disorder or to any subsequent speech, language, or academic abilities. Duration of school therapy was related to severity of phonologic deficit as rated during the preschool years and to all follow-up ratings for speech, language, and academic abilities.

Achievement↗
PubMed1975

Characteristics of visual stimuli and naming performance in aphasic adults.

A confrontation naming task utilizing objects and pictures from the Porch Index of Communicative Ability was presented to 14 aphasic patients. Both initially correct and self-corrected naming responses were compared for the two sets of visual stimuli. In contrast to some studies that have also varied the physical characteristics of size, color and dimensionality, the present study (as well as two other studies) found no significant differences in naming performance for aphasic patients. This evidence would suggest that a choice between pictures and objects will seldom be crucial to diagnosis or therapy with aphasic naming problems.

Adult↗