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PubMed1982

The semantics of verbs in the dissolution and development of language.

Evidence of the dissolution (DL) of verbs was examined in the written logs kept daily for 4 1/2 years by a woman (Mrs. W) who suffered from cerebral atrophy of unknown origin. Results were compared with similar analyses of written samples obtained from elementary school children (CWL), from normal adults (AWL) and from the literature on early oral language development (COL). The major finding of this study was that the sequence of the dissolution of verbs, in terms of the meanings expressed, mirrored the sequence of early acquisition. In the DL data reported here, Mrs. W continued to write about dynamic events after she ceased writing about stative events; in COL, children talk about dynamic events before stative events. Based on the AWL and CWL data, frequency of use is rejected as an explanation for the dominance and stability of dynamic relations in DL. Rather, it is suggested that the expression of dynamic relations may be less complex than the expression of stative relations due to possible differences in imagery and implication, but particularly due to the linguistic contexts in which each can be expressed.

Aged↗
PubMed1995

Investigating the validity of the Clinical Linguistic Auditory Milestone Scale.

The purpose of this investigation was to determine the validity of the Clinical Linguistic Auditory Milestone Scale (CLAMS) as a screening test to help physicians detect delays in language development. Language delays in children are often not diagnosed until about 3 years of age because (1) parents may not be aware of what constitutes normal language development, (2) diagnosis of a language problem is difficult for physicians to make because they see the child for brief periods of time, (3) there is a wide range of what constitutes normal language so professionals are reluctant to classify a child as delayed without thorough testing. The hypothesis for this investigation was that children who have language delays can be identified quickly and easily through the administration of the CLAMS. Subjects included 99 children between the ages of 1 and 3 years. The procedure had 3 parts: (1) parents completed a form consisting of questions such as parent occupation, number of children in the family, birth history, etc., (2) the CLAMS, a parent report that can be given while the child is seen by the physician, was administered, (3) the Sequenced Inventory of Communication Development (SICD), was administered to assess receptive and expressive language. The purpose for administering the SICD was to obtain a more in-depth picture of the child's ability to comprehend and use language, thereby providing data to determine the validity of the CLAMS as a screening device. Results indicated that the CLAMS is a valid instrument for identifying language delayed children.

Child Language↗
PubMed2000

Neuromotor development and language processing in developmental dyspraxia: a follow-up case study.

A longitudinal study of a child (MV) with developmental verbal dyspraxia was conducted to determine to what extent language development and motor performance in this clinical diagnosis followed a similar course of maturation. Patient MV was observed for two years from the age of 5 years and 6 months. Initially, this young patient exhibited unintelligible and atypical speech production (multiword utterances without consonants), delay in balance and coordination, and impairments in rhythmic tasks; but she was otherwise developing normally with no intellectual impairment or behavioral disorder. MRI scans showed moderately enlarged ventricles, a thin, incompletely myelinated corpus callosum and intact basal ganglia. Two years later, MV's performance was nearly normal only in comprehension aspects of language. In contrast, production aspects of language and speech and neuromotor development showed very little improvement after two years. These observations first suggest that development of receptive and expressive domains within language may be asynchronous, and that the progression of motor control of language appears to follow a parallel course to neuromotor development.

Apraxias↗
PubMed1979

The influence of deviant maternal input on the development of language during the preschool years.

Language development of five two-year-old hearing children of deaf parents was studied longitudinally. These results were compared with the normal language developmental literature, and analyzed in relation to the form of the mothers' oral input. Three of the deaf mothers were less than 15% intelligible and their MLU was less than 2.0. The children spent less than 20 hours weekly with normal speakers. Frequency and proportion measurements were used to compare these children's utterances with those of children from normal-hearing households studied by Lois Bloom and Roger Brown. The observed children's utterances contained similar categories of semantic-syntactic relations and as many syntactic utterance types as children from hearing households. Furthermore, the children were appropriately acquiring grammatical morphemes in relation to their MLU. The overwhelming majority of the children's utterances adhered to a subject-verb-object order of constituents, and discourse interaction (the ability to add information to another's utterance) was developing. The results indicate that children, when cognitively ready, need little exposure to the normal model language to learn to speak during the early stages of development.

Child Development↗
PubMed1999

Cognitive and behavior profile of preschool children with chromosome 22q11.2 deletion.

A microscopic deletion of chromosome 22q11.2 has been identified in most patients with the DiGeorge, velocardiofacial syndrome, conotruncal anomaly face syndrome, and in some patients with isolated conotruncal cardiac anomalies. This study presents the neurodevelopmental outcome, including cognitive development, language development, speech, neuromuscular development, and behavioral characteristics of 40 preschool children (ages 13 to 63 months) who have been diagnosed with the 22q11.2 deletion. The impact of cardiac disease, cardiac surgery, and the palatal anomalies on this population was also studied. In the preschool years, children with a 22q11.2 deletion are most commonly found to be developmentally delayed, have mild hypotonia, and language and speech delays. The more significantly delayed children are at high risk to be subsequently diagnosed with mild or moderate mental retardation. The global delays and the variations in intelligence found are directly associated with the 22q11.2 deletion and are not explained by physical anomalies such as palatal defects or cardiac defects, or therapeutic interventions such as cardiac surgery. Our findings demonstrate that there is a pattern of significant speech disorders within this population. All of the children had late onset of verbal speech. Behavioral outcomes included both inhibition and attention disorders. Early intervention services are strongly recommended beginning in infancy to address the delays in gross motor skills, speech and language, and global developmental delays.

Behavioral Symptoms↗
PubMed1998

Treatment efficacy: hearing loss in children.

This article provides a review of the topic of treatment efficacy for children with hearing loss. Efficacy is related to a wide range of treatment goals in the areas of sensory and perceptual skill development, language development (regardless of communication modality), speech-production skill development, academic performance, and social-emotional growth. Topics addressed in this article include (a) the definition of hearing loss in children; (b) incidence and prevalence data; (c) the effects of childhood hearing loss on daily life, including language and literacy, speech perception and production, socialization and family dynamics; (d) the role of audiologists and speech-language pathologists in managing children with hearing loss; and (e) a summary of pertinent efficacy research for children with hearing loss. The analysis of the available research suggests that (a) early intervention for children who are deaf or hard of hearing has long-term positive effects on overall development; (b) a variety of communication modalities exist for this population, and research to date has been more descriptive than prognostic on the choice of modality; (c) sensory aids (hearing aids, tactile aids, and cochlear implants) provide different degrees of benefit for children in the areas of speech perception, production, and language development, depending upon the extent of their hearing loss; (d) few studies have addressed rates of learning and long-term outcomes, but existing data suggest that enriched programs provide some children with hearing loss with the ability to overcome developmental lags in language and academic skills.

Child Language↗
PubMed2001

Psycholinguistics: a cross-language perspective.

Cross-linguistic studies are essential to the identification of universal processes in language development, language use, and language breakdown. Comparative studies in all three areas are reviewed, demonstrating powerful differences across languages in the order in which specific structures are acquired by children, the sparing and impairment of those structures in aphasic patients, and the structures that normal adults rely upon most heavily in real-time word and sentence processing. It is proposed that these differences reflect a cost-benefit trade-off among universal mechanisms for learning and processing (perception, attention, motor planning, memory) that are critical for language, but are not unique to language.

Aphasia↗
PubMed1991

Development of language in six hemispherectomized patients.

The development of language skills in the isolated right hemisphere was investigated by comparing the performance of 3 left hemispherectomized with that of the 3 right hemispherectomized patients and three groups of control subjects on baseline clinical measures of language and on production and judgement of morphological markers. The initial brain insult in the hemispherectomy patients of each group had occurred either during early, middle or late childhood. The left hemispherectomy patients were severely impaired in language processing across all three stages of language development. The consequences of a right hemisphere insult on language development were more restricted, with deleterious effects being apparent only in the case in which the lesion was acquired during early childhood.

Adolescent↗
PubMed1984

Caregiver-child interactive behaviours: a clinical procedure for the development of spoken language in hearing-impaired children.

Much recent research emphasises the importance of pre-verbal communicative behaviour in the language development of children. A child normally becomes a competent user of spoken language through communicative interaction with caregivers in the course of everyday activities and play. When acquisition of spoken language is problematic due to hearing loss, the need to restore and/or maintain the integrity of the caregiver-child interactions is acute. However, relatively few attempts have been made to organise our knowledge of pre-verbal behaviour so that it can be used in developing spoken language in hearing-impaired children. This paper presents a clinical procedure for analysing caregiver-child interactive behaviours, which was derived from language acquisition research and literature. The procedure is intended for use by teachers/clinicians with hearing-impaired children prior to the use of conventional words in connected sentences. A videotape analysis is developed to meet two clinical aims. The first aim is to identify systematically those elements of the interaction which promote the child's communicative development, as well as those which are counterproductive to it. The second aim is to use this information to facilitate communication between caregiver and hearing-impaired child. Illustrative examples from analyses of caregiver-child dyads are provided to demonstrate the clinically useful information which results.

Attention↗
PubMed1999

An examination of the development of language in the normal child.

The development of language remains a theoretical mystery in many respects. There are similarities in the work of developmental theorists, physiological theorists and anthropological studies. Knowledge of the normal language development process for paediatric nurses and allied professionals is essential in order to identify the abnormal and therefore ensure early intervention with support services and treatment. Further research from a universal perspective is advocated.

Child Behavior↗
PubMed1990

Innateness and maturation in linguistic development.

Language is species-specific, species-wide, and highly structured. Its principles (Universal Grammar) are innate (genetically determined) in the child, although some linguistic capacity is subject to a maturational schedule, examples of which are given. Some particular aspects of language are learned, in a way driven by Universal Grammar. However, empiricist "learning theories" of all types are far too weak to be useful in explaining either the final adult language or the precise timing of developmental processes. The assumption of Universal Grammar is, in fact, crucial in explaining what kind of learning actually takes place.

Child Language↗
PubMed2000

Language impairment in dementia of the Alzheimer type: a hierarchical decline?

OBJECTIVE: Progressive memory impairment is the primary cognitive feature of Alzheimer's disease. Systematic attention to progressive language impairment is under-appreciated. The purpose of this article is to apply the semiotic language framework to organize the disparate findings on language impairment in DAT. METHOD: The semiotic system is hierarchical, going from simple to more complex units of language, with the hierarchical ranks of phonology, morphology, syntax, semantics. This language hierarchy is used as an organizing tool to provide a context for the discrete data on language decline in DAT. Studies relating to language impairment in DAT were identified through an exhaustive computerized search (Medline and Psych Info Database) of available literature spanning the last forty years in which 615 references were examined. Papers were selected for review if reference were made to any one or more of the language parameters of phonology, morphology, syntax, semantics, or to any components or indicators of these parameters, such as sound production, naming, grammar, sentence processing, verbal comprehension in Alzheimer patients. RESULTS: There appears to be an overall relation between language decline and complexity of language both across and within the hierarchical ranks. There also appears to be an associated negative relation between sequence in language development and language decline. Language forms learned last in the sequence of language development are the most complex and appear to be first to deteriorate. CONCLUSIONS: The decline of language in DAT appears to be hierarchical in nature. Further understanding of this hierarchical language decline depends in part on nosologic clarification and subtyping of DAT.

Aging↗