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Continuous unilateral epileptiform discharge and language delay: effect of functional hemispherectomy on language acquisition.

PURPOSE: To assess the efficacy of functional hemispherectomy in promoting language acquisition in a child with severe language delay and continuous left hemispheric epileptiform discharge in the absence of clinical seizures. We report a 6-month-old girl who initially presented with a right hemiparesis secondary to a lesion of probable prenatal origin in the distribution of the left middle cerebral artery. Weeks later, she developed infantile spasms. At 1.5 years of age, because of intractable seizures, the patient had fenestration of the left porencephalic cyst and anterior temporal lobectomy. The seizures ceased; however, language development remained limited to 35 words at 3.5 years of age. The EEG showed almost continuous epileptiform activity over the left hemisphere with no independent epileptiform potentials contralaterally. She underwent a functional left hemispherectomy. METHODS: Imaging, electroencephalographic investigation, pre- and postoperative psychological and speech assessment were carried out. RESULTS: Considerable language, speech, and behavior improvement was noted within 2 months of surgery. CONCLUSIONS: Interictal epileptiform discharges can interfere with the development of contralateral hemispheric function in the absence of clinical seizures. Early functional hemispherectomy may have a role in promoting optimal language development in appropriately selected patients. Although the primary indication for functional hemispherectomy is to control intractable seizures, a secondary proposed indication is to reduce functional impairment of the other hemisphere by electrical interference.

Brain↗

Examination of potential overlap in autism and language loci on chromosomes 2, 7, and 13 in two independent samples ascertained for specific language impairment.

Specific language impairment is a neurodevelopmental disorder characterized by impairments essentially restricted to the domain of language and language learning skills. This contrasts with autism, which is a pervasive developmental disorder defined by multiple impairments in language, social reciprocity, narrow interests and/or repetitive behaviors. Genetic linkage studies and family data suggest that the two disorders may have genetic components in common. Two samples, from Canada and the US, selected for specific language impairment were genotyped at loci where such common genes are likely to reside. Significant evidence for linkage was previously observed at chromosome 13q21 in our Canadian sample (HLOD 3.56) and was confirmed in our US sample (HLOD 2.61). Using the posterior probability of linkage (PPL) to combine evidence for linkage across the two samples yielded a PPL over 92%. Two additional loci on chromosome 2 and 7 showed weak evidence for linkage. However, a marker in the cystic fibrosis transmembrane conductance regulator (7q31) showed evidence for association to SLI, confirming results from another group (O'Brien et al. 2003). Our results indicate that using samples selected for components of the autism phenotype may be a useful adjunct to autism genetics.

Autistic Disorder↗

Language anxiety and proficiency in a foreign language.

Study examined the extent to which there would be differences in oral and written proficiency in a foreign language among groups of low-, average-, and high-anxious high school students. Participants were 60 girls attending a single-sex, college-preparatory high school and completing the second year of a foreign language course. Analysis showed over-all differences on measures of proficiency in the foreign language among the three groups. The results support the hypothesis that anxiety about foreign language learning is likely to represent students' differences in language learning.

Achievement↗

Assessment of thinking style preferences and language proficiency for South African students whose native languages differ.

The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age=19.40 yr., SD=.80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one-third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.

Adult↗

A screening instrument for language in older people (Barnes Language Assessment).

This paper describes the development of a clinically viable tool for the assessment of language and associated cognitive skills in the older population which was instigated by the SIG Psychiatry of Old Age (South of England). A series of sub-tests is described. Data from normal older people is used to establish preliminary means and lower normal limits as a guide to distinguishing performance associated with normal age-related change from performance associated with pathology. The importance of allowing for the effects of normal age-related changes on language processing is illustrated. Data from older people with pathology attending clinics and hospital departments is also presented. Quantitative and qualitative language profiling is outlined. Data analysis suggests that the Barnes Language Assessment is able to profile language skills and difficulties. Indications for further research are discussed.

Aged↗

The knowledge and attitudes of occupational therapy, physiotherapy and speech-language therapy students, regarding the speech-language therapist's role in the hospital stroke rehabilitation team.

The purpose of the present study was to survey and compare the knowledge and attitudes of final year occupational therapy, physiotherapy and speech-language therapy students, concerning the role of the speech-language therapist as a member of the stroke rehabilitation team in the hospital setting. In order to achieve this aim, a questionnaire was administered to final year students in these three disciplines, and included questions on most areas of stroke rehabilitation with which the speech-language therapist might be involved, as well as the concepts of rehabilitation and teamwork in relation to stroke rehabilitation. Results suggested a fairly good understanding of the concepts of rehabilitation and teamwork. Students appeared to have a greater understanding of those disorders following a stroke, with which the speech-language therapist is commonly involved, such as Aphasia, Dysarthria, Verbal Apraxia and Dysphagia. However, students appeared to show less understanding of those disorders post-stroke, for which the speech-language therapist's role is less well defined, such as Agraphia, Alexia and Amnesia. In addition, a high percentage of role duplication/overlapping in several aspects of stroke rehabilitation, such as family and social support, was found. Several implications for facilitating communication, collaboration and understanding between paramedical professions, as well as for further research are also provided.

Cerebrovascular Disorders↗

[Impact of Spanish-language urological publications in periodicals in the English language].

OBJECTIVE: A study was conducted to analyze the impact of the articles published by Spanish authors in the English language urological journals and those published in Spanish journals in the bibliography referenced in the English language urological literature. METHODS: We randomly analyzed volumes 147, 39 and 69 of the Journal of Urology, Urology and the British Journal of Urology, respectively. All articles in the foregoing volumes were reviewed and analyzed as follows: sections, country, no of references, no of Spanish publications referenced, no of references of Spanish publications and the number of Spanish references cited in these. RESULTS: 356 articles were published in the Journal of Urology: of these, 59% were by American and only 6 (1.68%) were by Spanish authors, which ranked 8th according to number. These 6 articles by Spanish authors cited 84 references; of these, only 3 were Spanish publications. Overall, there were 6,708 references (mean 18.8); 6 (0.11%) were articles published by Spanish authors. In Urology, 140 articles were published: of these, 75% were by American and only one (0.71%) by Spanish authors, which ranked 6th according to number. This article by Spanish authors cited 38 references; of these, only 3 were Spanish publications. Overall, there were 2,055 references (mean 14.6); only 8 (0.38%) were articles published by Spanish authors. In the British Journal of Urology, 177 articles were published: of these, 96 (54.2%) were by British authors and only one (0.56%) by Spanis authors, which ranked 9th according to number. This article by Spanish authors cited 11 references; none of them were Spanish publications. Overall, there were 1,988 references (mean 11.2); 14 (0.7%) were articles published by Spanish authors. CONCLUSION: Spanish authors are not worse off than those of other neighbouring countries in regard to the number of articles published (1.18%) in the three journals analyzed, where most of the articles were chiefly by American or British authors. Spanish publications have no impact in the English-speaking countries, although the number of Spanish publications has been slowly but steadily growing and currently account for 1.21% of the publications worldwide: 41.5% of these are referenced in the Science Citation Index and the Uro-Andrological publications rank 6th (4.2%). Moreover, when Spanish authors are able to publish articles in the English-language journals, they rarely reference Spanish publications. However, in proportion, these have more impact than the Spanish publications. The current trend in the prevalence of the English language in the scientific field is probably the cause of the nonexistent impact outside Spain, where they are hardly-read by the Spanish-speaking communities. The foregoing situation is further assisted by the fact that indexing is also done in the English language. Spanish authors are encouraged to increase the number of Spanish publications referenced, particularly those publishing articles in the foreign journals.

Bibliometrics↗

Relations among verbal and nonverbal cognitive skills in normal language and specifically language-impaired children.

This study tested the hypothesis that specifically language-impaired (SLI) children have a qualitatively different cognitive system from that of normal language (NL) children. Twenty NL and 20 SLI children between the ages of 4:2 (years:months) and 5:11 were presented with experimental language-learning measures, experimental nonverbal measures, and verbal and nonverbal norm-referenced tests. A confirmatory analysis of the covariance matrix structures of the two subject groups indicated that relations among cognitive skills differed between NL and SLI children. In addition, a planned comparison indicated that the relation between nonverbal rule-induction and novel bound-morpheme learning differed significantly between groups. The findings indicate that a "qualitative-differences" model of specific language impairment better accounts for the co-occurrence of poor verbal and poor nonverbal cognitive skills in SLI children than a "low-normal" model.

Child, Preschool↗

The use of two language tests to identify pragmatic language problems in children with autism spectrum disorders.

PURPOSE: Pragmatic language disorders (PLDs) are difficult to diagnose in a cost-effective manner, and there are few assessment tools that yield quantitative data. This investigation was designed to determine whether two formal assessment tools would differentiate PLDs in children with autism spectrum disorders (ASDs) from controls matched on verbal IQ and language fundamentals. METHOD: Thirty-four matched participants were given the Test of Pragmatic Language (TOPL; D. Phelps-Terasaki & T. Phelps-Gunn, 1992) and the Strong Narrative Assessment Procedure (SNAP; C. J. Strong, 1998). RESULTS: Participants with ASDs had significantly poorer scores than controls on the TOPL. On the SNAP, the children with ASDs performed similarly to controls on syntax, cohesion, story grammar, and completeness of episodes. The controls performed significantly better only on the ability to answer inferential questions. CLINICAL IMPLICATIONS: The TOPL was effective in differentiating PLDs in children with ASDs when performance was compared tomatched controls. The SNAP did not clearly differentiatelanguage problems in these two groups. Research is needed to develop formal assessment tools that target the unique language disabilities of high-functioning individuals with ASDs.

Adolescent↗

Partner age as a variable in the conversational performance of specifically language-impaired and normal-language children.

The language used by a group of 4 1/2-6-year-old specifically language-impaired (SLI) children, a group of same-aged normal-language (NL) children, and a group of younger NL children were observed in three dyadic contexts: with an adult female, with a peer, and with a toddler. Ten measures were selected to analyze the children's performance across partner contexts. The results revealed that the SLI children were as assertive in the conversations as were the children in the same-aged NL group. Further, the SLI children modified their language in the same manner and to the same extent as the same-aged NL children on all but three measures: use of internal state questions, mean length of utterance, and mean preverb length. Their ability to adapt their speech based on the age-related characteristics of the partner appeared at times to be greater than that of the younger NL children.

Adult↗

Concordance between teacher/therapist opinion and formal language assessment scores in children with language impairment.

As part of a wider study, 242 children attending language units attached to mainstream schools were assessed on a number of formal language assessments. In addition, each child's teacher was asked to state whether, for each of four areas of language difficulty, the participant exhibited this impairment. The four areas were: articulation, phonology, syntax/morphology and semantic/pragmatic impairment. This report compares test results between children thought by their teacher or therapist to show each impairment and those not thought clinically to show the difficulty. Investigations into suitable cut-off scores for the tests used were also examined using level of agreement between the two modes of assessment as criteria. For articulation, phonology and syntax/morphology, teacher opinion was found to discriminate significantly on at least some formal tests. However, for children with semantic/pragmatic impairment, no tests used identified their problems. Furthermore, by use of 25th centile cut-off scores, 66% agreement levels between teacher and test groupings were found in all but the group with semantic/pragmatic impairments. The importance and limitations of analysis of teacher-test concordance is discussed as well as the current lack of suitable formal assessment material for semantic and pragmatic language impairment.

Child↗

Bilingualism and specific language impairment in children attending language units.

Bilingual children were found to form a distinct subgroup within a large cohort of children with specific language-impairment (SLI) attending language units across England. They differed from the cohort as a whole, and from a language-matched monolingual 'control' group, on measures including language profile on entry to the unit, performance on standardised tests, emotional-behavioural state and probable future educational placement. This paper sets out the nature of these differences in more detail, and suggests some possible explanations for them.

Child↗

Age, working memory, figurative language type, and reading ability: influencing factors in African American adults' comprehension of figurative language.

This study investigated the cognitive and linguistic factors presumed to be associated with adult comprehension of figurative language, including age, working memory (WM), figurative language type, and reading comprehension (RC). Forty younger (M = 22 years) and 40 older (M = 63 years) healthy African American adults completed WM and reading tasks, and the 60-item forced-choice multiple-category (20 idioms, 20 metaphors, and 20 metonyms) Figurative Language Comprehension Test. After controlling for WM and RC, the older adults outperformed the younger adults on idioms and metonyms. Metaphor comprehension was comparable between the groups. Findings demonstrate that WM and RC underlie adults' comprehension of figurative language and should be considered when interpreting performance on tests assessing figurative language competence in this population.

Adolescent↗

Foreign language proficiency of at-risk and not-at-risk learners over 2 years of foreign language instruction: a follow-up study.

In this follow-up study, students at risk for problems with learning a foreign language who were taught using a multisensory, structured language approach to Spanish made significant gains over 2 years on three native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, at-risk students did not "catch up" with not-at-risk students on these measures. Qualitative between-group differences were noted on foreign language proficiency measures.

Adolescent↗

Language-general and language-specific influences on children's acquisition of argument structure: a comparison of French and English.

This research investigates language-general and language-specific properties of the acquisition of argument structure. Ten French preschoolers enacted forty sentences containing motion verbs; sixteen sentences were ungrammatical in that the syntactic frame was incompatible with the standard argument structure for the verb (e.g. *Le tigre va le lion = *The tiger goes the lion). Previous work (Naigles, Fowler & Helm, 1992, 1995; Naigles, Gleitman & Gleitman, 1993) indicated that English-speaking two-year-olds faced with such ungrammatical sentences consistently altered the usual meaning of the verb to fit the syntactic frame (frame compliance) whereas adults faced with the same sentences altered the syntax to fit the meaning of the verb (verb compliance). The age at which children began to perform Verb Compliantly varied by frame and by verb. The current study finds that the level of Verb Compliance in French five-year-olds largely mirrors that of English-speaking five-year-olds. The sole exception is the intransitive frame with an added prepositional phrase (e.g. *Le tigre amène près de la passerelle = *The tiger brings next to the ramp), which elicits a higher level of Verb Compliance among French kindergarteners than among their English learning peers. This effect may be due to the unambiguous interpretation of French spatial prepositions (i.e. next to has both locative and directional interpretations whereas près de supports only the locative interpretation). These data support the conclusion that the acquisition of argument structure is influenced by both language-general mechanisms (e.g. uniqueness, entrenchment) and language-specific properties (e.g. prepositional ambiguity).

Child↗

Fifty years of language maintenance and language dominance in bilingual Hispanic immigrants.

Spanish language tests of 801 Cuban and Mexican immigrants showed no evidence of language loss during 50 years of U.S. residence; a few years after immigration, their English vocabulary approximated that of English monolinguals. The critical-age hypothesis was not supported for the acquisition of English vocabulary when English schooling and language usage were controlled by multiple regression. Most Ss continued to speak about as much Spanish as English; but read, wrote, and heard (on television and radio) far more English than Spanish. Under these conditions, Ss maintained Spanish dominance on tests of vocabulary recognition, lexical decision, and oral comprehension. Dominance was task specific and shifted to English on a category generation task about 12 years after immigration. No evidence of bilingual language interference was found; this is attributed to the strong Spanish foundation of the participants.

Adult↗

The Language Development Survey: a screening tool for delayed language in toddlers.

This paper reports data from four studies using the Language Development Survey (LDS), a vocabulary checklist designed for use as a screening tool for the identification of language delay in 2-year-old children. A survey completed by the parent in about 10 min, the LDS displayed excellent reliability as assessed by Cronbach's alpha and test-retest techniques. Total vocabulary score as reported on the LDS was highly correlated with performance on Bayley, Reynell, and Preschool Language Scale expressive vocabulary items. The LDS was found to have excellent sensitivity and specificity for the identification of language delay, with a criterion of fewer than 50 words or no word combinations at 2 years yielding very low false positive and false negative rates. Data from three of these studies demonstrate the utility of the LDS as a screening tool for children attending public and private pediatric practices. Prevalence data using the LDS are reported comparing three different severity cutoffs for more than 500 children in seven survey samples.

Child, Preschool↗

An examination of the semantic relations reflected in the language usage of normal and language-disordered children.

Language samples were obtained from 40 children in order to examine semantic relations reflected in language usage as a function of chronological age (three and five years) and linguistic status (normal and language disordered). Normal-disordered comparisons were made under both matched utterance length and matched age conditions. Results are interpreted as supporting the notion that the disordered-language usage reflected semantic relations consistent with an earlier level of development.

Age Factors↗