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At least 343 records · Page 19Linked to original sources
PubMed1992

Otitis media, language development, and parental verbal stimulation.

Examined the impact of recurrent otitis media in the first 3 years of life on verbal abilities of 3- to 4-year-old children and the potential for parental verbal stimulation to buffer the negative effects of intermittent hearing loss. Fathers and mothers of 56 children with variable histories of otitis media participated in videotaped parent-child interactions that were used to code level of parental verbal stimulation. Measures of the children's verbal abilities were the McCarthy Verbal Scale Index and a score for the child's verbalizations with each parent. Active and engaging parental verbalizations appeared to buffer the child's developing verbal abilities from the deleterious effects of recurrent otitis. Post hoc analyses examined the implications of task structure and parent sex on parent verbal stimulation. Discussion addresses the importance of paternal involvement for the home language environment and implications for intervention.

Age Factors↗
PubMedDate not supplied

Language development in blind multihandicapped children: a model of co-active intervention.

The socialization of blind multihandicapped children depends on their acquisition of a system of communication that will permit their participation in a social world. Bereft of clear visual information and a diminished input from other senses, these children are prone to a range of language acquisition problems. Some children lack the capacity for speech while others speak in well-structured sentences that are simply repetitions of the speech of others or of the commercials heard on radio and television.

Adolescent↗
PubMed1999

Guiding language development: how African American mothers and their infants structure play interactions.

This investigation explored how African American mothers and their infants at the single-word stage of development structured their play and communicated with one another. Six mother-child dyads of low socioeconomic status (SES) and six of middle SES were observed at play. Few group differences were found, with the majority of the differences involving language behaviors. The middle-SES dyads included language goals more often in their play. Middle-SES infants initiated play verbally more frequently and produced over twice as many vocalizations as their low-SES peers. In addition, middle-SES mothers used a wider variety of words when playing with their children than their low-SES counterparts. A range of play styles was found within both groups. These were categorized into three general play styles: mothers and children actively involved in play; mothers' involvement varied; and children actively engaged and mothers attentive.

Black or African American↗
PubMed1984

Gestural communication in deaf children: the effects and noneffects of parental input on early language development.

We previously reported that deaf children of hearing parents can develop a gestural communication system with some of the observed properties of early child language. In the present study, this phenomenon of gesture creation was replicated in four deaf children aged 1-4 to 3-1 at the time of the first interview. Each child, despite his atypical language-learning conditions (in particular his lack of usable conventional linguistic input, either oral or manual), developed a gesture system comparable in semantic content and structure (specifically, constructional ordering of elements, differential probabilities of production of elements, and recursive concatenation of semantic relations) to the gestural systems of the six deaf children of hearing parents in our original study and comparable as well to the spoken and sign systems of children acquiring conventional languages under typical learning conditions. This phenomenon suggests that the human child has strong biases to communicate in language-like ways. Nevertheless, it is possible that the deaf child's hearing parents, and not the child himself, were responsible for the emergence of the child's structured (yet idiosyncratic) gesture system. To investigate this possibility, we considered three possible parental influences on the child's sentence structures. First, we entertained the hypothesis that the children's sign sentences were merely imitations (perhaps even uncomprehending imitations) of a hearing adult's immediately preceding gestures. Second, we considered the possibility that the regularities underlying the deaf children's structured sign sentences were induced from their hearing parents' gestures taken in toto. Finally, we considered the possibility that the deaf children's sign sentences had been shaped by their parents' responses to those sentences. We found no evidence to support any of these hypotheses. The data reported in this series of studies confirm that deaf children lacking a conventional linguistic input can develop a gestural communication system that shows some of the structural regularities characteristic of early child language. The results suggest that communication with a number of language-like properties can develop in a markedly atypical language-learning environment, even without a tutor's modeling or shaping the structural aspects of the communication. The data are consistent with the hypothesis that the deaf child himself plays a seminal role in the emergence of the structural aspects of these communication systems.

Child, Preschool↗
PubMed1997

Language development in children with congenital strokes.

The congenital lesion population provides an excellent forum to investigate the issues of innate specialization and plasticity. Effects of early lesions on left and right hemisphere function reflect both the cognitive process under study and biological/neurological factors of lesion parameters and hemispheric maturation rates. In general, toddlers with both congenital left and right lesions show mild to moderate delays in language acquisition. School-age children with left hemisphere lesions have more problems with language and language-based academic skills than those with right hemisphere lesions, but the problems are subtle and do occur in both groups. This pattern stands in sharp contrast with the adult, who shows striking language deficits with acquired lesions only in the left perisylvian region. Thus, there is evidence in these studies of the immature nervous system for both innate specialization and plasticity, as well as a right hemisphere contribution to language acquisition and verbal cognition.

Adult↗
PubMed1989

[Intelligence assessment using the Kaufman Assessment Battery for Children: a pilot study of a sample of children with language development disorders].

The German version of the Kaufman Assessment Battery for Children, which will soon be available commercially, was administered to 29 children with developmental speech and language disorders between 7;4 and 11;11 years of age who were patients on an inpatient child psychiatry unit. The correlations of the test results with the WISC-R (German version), the AID (a German intelligence test) and the Raven Coloured Progressive Matrices were calculated; furthermore, an assessment was made for differences in performance on tasks requiring sequential processing and those requiring simultaneous processing. The results of the study indicate that the K-ABC enables a relatively broad-based assessment of cognitive development in speech-and language-disordered children despite the children's verbal handicaps and that the instrument yields information of relevance in planning remedial programs.

Child↗
PubMed1997

The relationship between middle-class parents' book-sharing discussion and their preschoolers' abstract language development.

Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children's gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstraction was positively and significantly correlated with their children's gains at the highest level of abstraction. This was also the level at which children's scores were the lowest initially and showed the greatest gains. The results suggest that discussions during book reading with preschoolers may be a positive influence, since it was parents' amount of input at lower as well as higher levels of abstraction that correlated with the children's development of more abstract language. We speculate that more input at lower levels might enhance learning by creating a climate of success in allowing children to display mastered skills, whereas more input at higher levels might enhance learning by challenging children with abstract language skills they are just beginning to acquire. In contrast to previous research, these results suggest that there is a great deal of variability in middle-class families in the amount of input that children receive at various level of abstractions during book sharing.

Child Language↗