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At least 289 records · Page 16Linked to original sources
PubMed1994

Language-activated single-photon emission tomography imaging in the evaluation of language lateralization--evidence from a case of crossed aphasia: case report.

We report a right-handed patient who developed a nonfluent aphasia after surgery for a right parietal arteriovenous malformation. Resting brain single-photon emission tomography displayed decreased regional cerebral blood flow only in the right hemisphere, with spared regional cerebral blood flow in the left hemisphere. Single-photon emission tomography performed after a language activation task (Boston Naming Task) showed a consistent area of increased regional cerebral blood flow in the right inferior and posterior frontal lobe, supporting a right hemisphere dominance for language. These results suggest a potential role for this noninvasive study in the evaluation of language lateralization.

Adult↗
PubMed2005

Using the Rasch model to develop a measure of second language learners' willingness to communicate within a language classroom.

The purpose of this investigation was to use Rasch measurement to study the psychometric properties of a 34 item questionnaire designed to measure second language learners' willingness to communicate (WTC) in English inside their language class. 490 Japanese university students' responses to the questionnaire were subjected to a number of different analyses. The first involved a comparison of the category threshold estimates produced by the Rating Scale and Partial Credit models. The questionnaire's items were then evaluated according to how well they defined the willingness to communicate construct. The potential dimensionality of using items that involved different speaking and writing tasks/situations in order to gain a more comprehensive understanding of students' willingness to communicate was also investigated. Next there was an examination of the questionnaire's four-point scale to ensure that it captured meaningful differences in students' WTC. Finally, the questionnaire items were compared using differential item functioning to determine if second year students were more willing than first year students in any of the different speaking and writing tasks/situations. This investigation closes with some suggestions on how the WTC questionnaire can inform second language instruction and curriculum design.

Communication↗
PubMed1986

Joint attention and language in autism and developmental language delay.

The relationship of gestural joint attention behaviors and the development of effective communication skills in autism and developmental language delay (DLD) was investigated. Autistic and DLD children matched for MA and MLU were compared on measures of gestural joint attention behavior, personal pronoun use, and spontaneous communicative behavior. DLD children responded correctly to joint attention interactions more often than autistic children, and their spontaneous gestural behavior was more communicative and developmentally advanced. Correct production of "I/you" pronouns was related to number of spontaneous initiations for autistic but not for DLD children. Measures of spontaneous joint attention behaviors were in general not related to MA, CA, or MLU for either group. DLD children's performance suggests no special impairment of joint attention skills, whereas autistic children's performance suggests a joint attention deficit in addition to a language deficit.

Attention↗
PubMed2004

The neural correlates of spatial language in English and American Sign Language: a PET study with hearing bilinguals.

Rather than specifying spatial relations with a closed-class set of prepositions, American Sign Language (ASL) encodes spatial relations using space itself via classifier constructions. In these constructions, handshape morphemes specify object type, and the position of the hands in signing space schematically represents the spatial relation between objects. A [15O]water PET study was conducted to investigate the neural regions engaged during the production of English prepositions and ASL locative classifier constructions in hearing subjects with deaf parents (ASL-English bilinguals). Ten subjects viewed line drawings depicting a spatial relation between two objects and were asked to produce either an ASL locative classifier construction or an English preposition that described the spatial relation. The comparison task was to name the figure object (colored red) in either ASL or in English. Describing spatial relations in either ASL or English engaged parietal cortex bilaterally. However, an interaction analysis revealed that right superior parietal cortex was engaged to a greater extent for ASL than for English. We propose that right parietal cortex is involved in the visual-motoric transformation required for ASL. The production of both English prepositions and ASL nouns engaged Broca's area to a greater extent than ASL classifier constructions. We suggest that Broca's area is not engaged because these constructions do not involve retrieval of the name of an object or the name of a spatial relation. Finally, under the same task conditions, only left parietal activation was observed for monolingual English speakers producing spatial prepositions (H. Damasio et al., 2001, NeuroImage, 13). We conclude that the right hemisphere activation observed for ASL-English bilinguals was due to their life-long experience with spatial language in ASL.

Adult↗
PubMedDate not supplied

Visual and verbal metaphors among children with typical language and language disorders.

Twelve children with language disorders and 12 control subjects were presented with a series of 24 photographic plates from the Metaphoric Triads Test and asked to explain all possible pairings. They also performed a similar task, matched for content, using verbally prepared stimuli. For each trial, one pairing had been designed to make highly probable a metaphoric pairing. Control subjects provided significantly more metaphoric accounts of pairings than children with language disorders, regardless of modality. In addition, photographic plates elicited significantly more metaphoric pairings than verbal preparations. No significant interactions were observed. The findings are discussed from the perspectives of (1) generalized symbolic function and (2) verbal mediation function. The authors call for more research on the role of verbal mediation in metaphoric reasoning.

Child↗
PubMed1999

On the discovery of novel wordlike units from utterances: an artificial-language study with implications for native-language acquisition.

In 4 experiments, adults were familiarized with utterances from an artificial language. Short utterances occurred both in isolation and as part of a longer utterance, either at the edge or in the middle of the longer utterance. After familiarization, participants' recognition memory for fragments of the long utterance was tested. Recognition was greatest for the remainder of the longer utterance after extraction of the short utterance, but only when the short utterance was located at the edge of the long utterance. These results support the incremental distributional regularity optimization (INCDROP) model of speech segmentation and word discovery, which asserts that people segment utterances into familiar and new wordlike units in such a way as to minimize the burden of processing new units. INCDROP suggests that segmentation and word discovery during native-language acquisition may be driven by recognition of familiar units from the start, with no need for transient bootstrapping mechanisms.

Adult↗
PubMed2005

Use of narrative-based language intervention with children who have specific language impairment.

Ten 7-8-year-old children with specific language impairment participated in a 6-week program of narrative-based language intervention (NBLI) in an effort to evaluate NBLI's feasibility. Each intervention session targeted story content as well as story and sentence form using story retell and generation tasks. Eight children achieved the clinically significant improvement criterion from pre- and posttest comparisons of at least 1.45 points on a narrative quality (NQ) rating (p<.013). Throughout the NBLI program, the children were informally observed to show increased self-confidence in their narrative production skills. Nearly all children preferred story generation activities over story retell tasks, while story retell tasks were favored over sentence imitation drills. Pre- and posttest comparisons for number of different words, developmental sentence score, and a sentence imitation task were nonsignificant. This indicated no further evidence of positive outcomes for NBLI. Based on the significant findings for NQ, NBLI is worthy of further investigation. Modifications to enhance its ability to produce positive gains are discussed.

Child↗
PubMed1989

Maternal question use predicts later language development in specific-language-disordered children.

The present study used a longitudinal correlational design to test whether variation in mothers' use of information-seeking and confirmation questions predicts variation in auxiliary and copula development in a sample of specific-language-disordered children. The study's confirmatory approach provides a sound empirical basis to conclude that the results of the present study did not occur by chance. Post hoc analyses were carried out to clarify the explanation of the predictive relationships. The main finding of the study was that mothers of specific-language-disordered children who used proportionally more information-seeking questions had children who showed greater mastery of auxiliary use 12 months later.

Child, Preschool↗
PubMed1993

Narrative discourse in children with language disorders and children with normal language: a critical review of the literature.

This review and analysis of the literature on narrative discourse in children places particular emphasis on children with language disorder. The review (a) describes theoretical perspectives on narrative use, (b) surveys researchers' rationales for the investigation of narrative ability, (c) discusses methodological issues relevant to narrative research, and (d) concludes with a discussion regarding future research. Specific topics contained within these discussions include contributions from allied disciplines, the pragmatic nature of narrative use, narrative ability as an index of language development, methodological issues in research design, and clinical implications of future research.

Child↗
PubMed2005

Does my identity speak English? A pragmatic approach to the social world of an English language learner with language impairment.

The case description provides a comprehensive picture of the complex social and linguistic factors that shape the social identity of an English language learner with the additional challenge of language impairment (LI). These issues were explored over 6 months with Fernando, an 8-year-old, Spanish-speaking male with LI in grade 3. A pragmatic, or practical, approach to problem solving was developed for two purposes: first, to obtain a multifaceted understanding of Fernando's world at school, and second, to arrive at possible educational/clinical solutions that met a standard of cultural appropriateness and practicality. The patterns found that, contrary to teacher interpretations of Fernando as inattentive, he employed both perseverance and saving face strategies, which appeared to function as practices for preserving his self-esteem in different situations. These patterns led to specific recommendations for collaborative instruction and intervention that would better integrate and support Fernando's social and bilingual learning needs while also meeting standards of cultural appropriateness and practicality.

Child↗
PubMed1984

Relationships between language skills as assessed by the Halstead-Reitan battery and the Luria-Nebraska language-related factor scales in a nonaphasic patient population.

The study involved a comparison between language tests derived from the Halstead-Reitan and Luria-Nebraska neuropsychological test batteries. Language-related measures from each battery were entered into a factor analysis based on a sample of 150 nonaphasic neuropsychiatric patients. Five factors were extracted and were named Academic Achievement, Basic Skills, Verbal Intelligence, Auditory Discrimination, and Comprehension of Syntactical Relations. Measures from both the Halstead-Reitan and Luria-Nebraska loaded on most of these factors. A canonical correlation analysis revealed a strong relationship between the Halstead-Reitan and Luria-Nebraska measures. However, it was noted that interpretation of this relationship must be qualified by the association found between the measures used and educational achievement.

Adult↗
PubMed2004

Text generation from Taiwanese Sign Language using a PST-based language model for augmentative communication.

This paper proposes a novel approach to the generation of Chinese sentences from ill-formed Taiwanese Sign Language (TSL) for people with hearing impairments. First, a sign icon-based virtual keyboard is constructed to provide a visualized interface to retrieve sign icons from a sign database. A proposed language model (LM), based on a predictive sentence template (PST) tree, integrates a statistical variable n-gram LM and linguistic constraints to deal with the translation problem from ill-formed sign sequences to grammatical written sentences. The PST tree trained by a corpus collected from the deaf schools was used to model the correspondence between signed and written Chinese. In addition, a set of phrase formation rules, based on trigger pair category, was derived for sentence pattern expansion. These approaches improved the efficiency of text generation and the accuracy of word prediction and, therefore, improved the input rate. For the assessment of practical communication aids, a reading-comprehension training program with ten profoundly deaf students was undertaken in a deaf school in Tainan, Taiwan. Evaluation results show that the literacy aptitude test and subjective satisfactory level are significantly improved.

Adolescent↗
PubMed1996

Language comprehension in language-learning impaired children improved with acoustically modified speech.

A speech processing algorithm was developed to create more salient versions of the rapidly changing elements in the acoustic waveform of speech that have been shown to be deficiently processed by language-learning impaired (LLI) children. LLI children received extensive daily training, over a 4-week period, with listening exercises in which all speech was translated into this synthetic form. They also received daily training with computer "games" designed to adaptively drive improvements in temporal processing thresholds. Significant improvements in speech discrimination and language comprehension abilities were demonstrated in two independent groups of LLI children.

Algorithms↗
PubMed2007

Factors associated with specific language impairment and later language development during early life: a literature review.

It has been reported that 50% of children with specific language impairment (SLI) have persistent SLI, which has been associated with various risk factors. To date, however, there has not been a comprehensive review of studies into different risk factors that could be used by clinicians to facilitate parental counseling and individual case-management. Several studies about the factors associated with SLI were reviewed based on study design. This article presents a review of factors associated with later language development and SLI, and reviews the risk for children who have SLI during early life. The summary provides data including specific biologic and environmental factors that are significantly associated with SLI, to ensure early intervention for children with SLI in the presence of identified risk factors.

Case Management↗
PubMed1981

Mode-relations in language learning by language-deficient retarded subjects.

The relationship between language comprehension and production was examined with two severely language-deficient retarded subjects who were taught the plural form /z/. Comprehension and production were trained concurrently with different words in each mode until correct plural use occurred in the untrained mode for each word. Subsequent training of reversed plural use in comprehension for one subject and production for the other failed to result in reversed plural use in the untrained modes for those words. This mode-independence contrasted with interdependence displayed by normal children in earlier study using similar procedures. The results are discussed in relation to the normal developmental process and the possible deviation from it.

Adolescent↗
PubMedDate not supplied

Comprehension of inferential meaning in language-impaired and language normal children.

Three groups of language-normal (LN) 6, 8 and 16/17 year olds, and a group of language-impaired (LI) children were given a task answering questions about pictures that involved inferential meaning. A developmental progression in the types of responses given is seen, with the LI children performing like the youngest LN children. A similar progression is seen in the ability to justify the answers given to inferential questions with the young adult group giving the fewest justifications that were problematical in some way. Larger numbers of problematical justifications in the LI group can be related to some extent to non-pragmatic aspects of their impairment, but overall this group also gave more pragmatically irrelevant responses when asked to justify answers given. It was not possible to identify any major differences between subgroups of children within the LI group, identified as pragmatically impaired (PI) and non pragmatically impaired (NPI), in terms of either answers given to inferential questions or in terms of problematical justifications for these answers. Possible reasons for these findings are discussed.

Adolescent↗
PubMedDate not supplied

Exploring the contribution of the cerebral hemispheres to language comprehension deficits in adults with developmental language disorder.

A divided visual field, priming paradigm was used to observe how adults who have a history of developmental language disorder (DLD) access lexically ambiguous words. The results show that sustained semantic access to subordinate word meanings (such as BANK-RIVER), which is seen in control subjects, is disrupted in the right cerebral hemisphere for this special population of readers. In the left hemisphere, only the most dominant meaning of the ambiguous word shows sustained priming in both controls and DLD participants. Therefore, for the DLD readers the subordinate meanings of words are not primed in either hemisphere and, thus, may not be available during online processing and integration of discourse. This right hemisphere lexical access deficit might contribute to the language comprehension difficulties exhibited by adult readers with a history of DLD.

Adult↗