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PubMed2004

Genetic and environmental influence on language impairment in 4-year-old same-sex and opposite-sex twins.

BACKGROUND: We investigated the aetiology of language impairment in 579 four-year-old twins with low language performance and their co-twins, members of 160 MZ twin pairs, 131 same-sex DZ pairs and 102 opposite-sex DZ pairs. METHODS: Language impairment in 4-year-olds was defined by scores below the 15th percentile on a general factor derived from an extensive language test battery. Language impairment of different degrees of severity was investigated by using multiple cut-offs below the 15th percentile. RESULTS: DeFries-Fulker extremes analysis indicated that language impairment as measured by the general language scale is under strong genetic influence. In addition, group differences heritability showed an increasing trend (from 38% to 76%) as a function of severity of language impairment. Although more boys are impaired than girls, incorporating opposite-sex DZ pairs into the analysis found neither quantitative nor qualitative differences between boys and girls in genetic and environmental aetiologies. CONCLUSIONS: Language impairment at four years is heritable. This finding replicates previous research on language impairment and extends it by showing that language impairment is heritable in twins selected from a representative community sample. Despite the mean difference between boys and girls, genetic and environmental influences are quantitatively and qualitatively similar for language impairment for boys and girls. For both boys and girls, heritability appears to be greater for more severe language impairment, indicating stronger influence of genes at the lower end of language ability.

Child, Preschool↗

PubMed1996

[Spoken and written language abilities of remedial class children placed back into mainstream education].

Current literature emphasizes the role of the speech-language therapist with regard to language learning disabled children. A lack of research regarding the language abilities of the older language learning disabled child was, however, identified. The possibility of continued spoken and written language problems in aid class children who have been placed back into mainstream education, served as a motivation for this research project. The empirical survey was administered on twenty-eight Afrikaans and English speaking ex-aid class children. According to experimental aims the subjects' level of performance in spoken and written language and scholastic skills were analysed and described qualitatively and quantitatively, through the Test for Oral Language Production and the South African Written Language Test. The findings indicate that a significant percentage of the subjects evidenced spoken and written language problems and moderate difficulties in the school subjects Afrikaans and English. Meaningful correlations were found to exist between spoken and written language, and language skills and scholastic performance. Implications for dealing with the language learning disabled child are discussed, and continuation of speech-language intervention with aid class children who have been placed back into mainstream education, is strongly recommended. A need for further research with regard to the older language learning disabled child is expressed in order to support and expand these results.

Child↗

PubMed1987

Medical profile of the language-delayed child: otitis-prone versus otitis-free.

Delay in language development may be associated with an underlying anatomical, neurosensory, or psychological disorder such as: deafness, cerebral palsy, cleft palate, autism, or mental retardation. A condition called specific developmental language delay may occur in children devoid of any other identifiable disorder or developmental delay. Language delay associated with early onset, severe-to-profound hearing impairment has been well documented. Controversial studies have also appeared in the communicative disorders' literature suggesting that fluctuating conductive hearing loss in early childhood can significantly affect the development of language and related academic skills. Some authors have claimed that these deleterious effects can be irreversible. This study focuses on 3 groups of preschool children, in whom hearing acuity has been documented: One group with recurrent otitis and language delay; a second group with an equally well documented otitis history but without language delay; and a third group with documented language delay in the absence of any known predisposing conditions, including early-onset, recurrent otitis media. Prenatal, birth and developmental histories of the children in each group were compared in detail to identify any factors which may enhance or ameliorate the effects of fluctuating conductive hearing loss on language development. In a population of 1864 children (ages 9-59 months) referred for otolaryngologic and/or communicative evaluation, 480 otherwise normal children (67.6% males; 32.4% females) were found to have a history of early-onset, recurrent otitis media and/or delayed speech and language development on the basis of an extensive evaluation battery. This population was further subdivided into 3 groups (I = otitis-positive/normal language; II = otitis-positive/language delay; and III = otitis-free/language delay). Among the 329 children with positive histories for early otitis media (Groups I & II), a significantly higher percentage of those demonstrating language delay were from homes in the lower socio-economic category. Race and sex showed no significant relationship to language delay among the otitis-positive groups, although males were twice as numerous as females in the over-all study population. Articulation errors on speech measures and borderline delays in other developmental milestones (standing, walking, and toilet training) were also significantly greater in the language-delayed group when compared with otitis-positive children whose language was age-appropriate.(ABSTRACT TRUNCATED AT 400 WORDS)

Child Development↗

PubMed2006

Dynamics of language reorganization after stroke.

Previous functional imaging studies of chronic stroke patients with aphasia suggest that recovery of language occurs in a pre-existing, bilateral network with an upregulation of undamaged areas and a recruitment of perilesional tissue and homologue right language areas. The present study aimed at identifying the dynamics of reorganization in the language system by repeated functional MRI (fMRI) examinations with parallel language testing from the acute to the chronic stage. We examined 14 patients with aphasia due to an infarction of the left middle cerebral artery territory and an age-matched control group with an auditory comprehension task in an event-related design. Control subjects were scanned once, whereas patients were scanned repeatedly at three consecutive dates. All patients recovered clinically as shown by a set of aphasia tests. In the acute phase [mean: 1.8 days post-stroke (dps)], patients' group analysis showed little early activation of non-infarcted left-hemispheric language structures, while in the subacute phase (mean: 12.1 dps) a large increase of activation in the bilateral language network with peak activation in the right Broca-homologue (BHo) was observed. A direct comparison of both examinations revealed the strongest increase of activation in the right BHo and supplementary motor area (SMA). These upregulated areas also showed the strongest correlation between improved language function and increased activation (r(BHo) = 0.88, r(SMA) = 0.92). In the chronic phase (mean: 321 dps), a normalization of activation with a re-shift of peak activation to left-hemispheric language areas was observed, associated with further language improvement. The data suggest that brain reorganization during language recovery proceeds in three phases: a strongly reduced activation of remaining left language areas in the acute phase is followed by an upregulation with recruitment of homologue language zones, which correlates with language improvement. Thereafter, a normalization of activation is observed, possibly reflecting consolidation in the language system.

Acute Disease↗

PubMed2006

Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment.

BACKGROUND: Evidence suggests there is a heightened risk of psychiatric disorder in children with speech-language impairments. However, not all forms of language impairment are strongly associated with psychosocial difficulty, and some psychiatric disorders (e.g., attention deficit/hyperactivity disorder (ADHD)) are more prevalent than others in language-impaired populations. The present study assessed the psychosocial adjustment in adolescence of young people with history of speech-language impairment, and investigated specific relationships between language deficits and psychiatric disorders. METHODS: Seventy-one young people (aged 15-16 years) with a preschool history of speech-language impairment were assessed using a psychiatric interview (K-SADS) supplemented by questionnaires probing social encounters and parental reports of behaviour and attention. Their psycho-social adjustment was compared with that of a cross-sectional control group of age-matched controls. RESULTS: Overall the rate of psychiatric disorder was low in the clinical sample and children whose language delay had resolved by 5.5 years had a good outcome. For those whose language difficulties persisted through the school years, there was a raised incidence of attention and social difficulties. These difficulties were partially independent and associated with different language profiles. The group with attention problems showed a profile of specific expressive language difficulties; the group with social difficulties had receptive and expressive language difficulties; and the group with both attention and social difficulties was of low IQ with global language difficulties. CONCLUSIONS: Amongst children with speech-language delays at 5.5 years, those with more severe and persistent language difficulties and low nonverbal IQ are at higher risk of psychiatric morbidity in adolescence.

Adolescent↗

PubMed2004

The predictive value of a preschool diagnosis of developmental language impairment.

OBJECTIVE: To evaluate language and cognitive outcomes in elementary school children with a prior preschool diagnosis of developmental language impairment (DLI). DESIGN/METHODS: A cohort of preschool children, consecutively diagnosed with isolated language impairment, was reassessed in elementary school. Measures used were the communication domains of the Battelle Developmental Inventory (BDI) and the Vineland Adaptive Behavior Scale, Peabody Picture Vocabulary and Expressive One Word Picture Vocabulary. Cognition was assessed using the BDI cognitive domain. Language impairment was defined as performance more than 1.25 SD below normative means on a language measure. Specific language impairment (SLI) was defined as language impairment concurrent with a cognitive score not more than one SD below the normative mean. RESULTS: A total of 43/70 (61%) children were reassessed. Mean age in preschool was 3.6 +/- 0.7 years and 7.4 +/- 0.7 years at follow up. A total of 36/43 (84%) showed persistent language impairment. The mean BDI cognitive domain score was 80.0 +/- 14.2 (15/42 below -2 SDs). Only 11/42 (26%) children met current research criteria for SLI, 24/42 (57%) had language impairment but had cognitive scores more than one SD below normative means, and 4/42 (10%) had normal language and cognitive skills. No factors could be identified at intake that predicted language outcome using univariate or multivariate analysis. CONCLUSIONS: While a preschool diagnosis of developmental language impairment predicted persisting language impairment, the specificity of this impairment did not persist. This suggests either undiagnosed cognitive impairment in preschool children with apparently isolated language impairment or an evolving profile of more global developmental impairment.

Age Factors↗

PubMed1980

In vivo language intervention: unanticipated general effects.

After observing the lack of generalization of language trained in highly structured training sessions using established behavior modification techniques, "incidental teaching" procedures were developed to change the use of specified language behaviors in the natural environment. This paper reports an analysis of the general changes in the language, other than that specifically targeted by the incidental teaching procedures, used by disadvantaged preschool children. The daily language samples of disadvantaged children involved in a previously reported experiment to increase compound sentence usage were reexamined and compared to comparable records of other disadvantaged children and of middle-class children of college parents in order to assess possible general effects of the intervention program. Whereas the language that both groups of comparison children used changed little across the preschool year, the amount of talking by the children in the experimental program increased markedly. Their use of more elaborate vocabulary and more elaborate sentences also increased in direct proportion to the increases in overall language use, such that both language use and language elaboration in the experimental group of children changed from a pattern simlar to the comparison group of disadvantaged children to a pattern similar to the comparison group of middleclass children. It is argued that some general features of the incidental teaching procedure--differentially attending to child overtures and responding relative to the child's selected topic (reinforcer)--contributed to the increase in overall language use beyond the specific language behavior targeted, and that this increase in the probability of children's talking itself resulted in the substantial increases in elaboration seen in the children's spontaneous language. Because, at least in children with fairly well-developed language repertoires, language use is contextually controlled, talking more involves talking in more varied and complex contexts, which inevitably produces the use of more elaborate language.

Child, Preschool↗

PubMedDate not supplied

Symbolic functioning and language development in children with Down syndrome.

BACKGROUND: Understanding the relationship between preverbal skills and language development has important implications for identifying communication delay/disorders and for early childhood intervention. In the case of children with Down syndrome, it is well established that symbolic play is associated with the emergence of language. However, the exact nature of this relationship remains unclear, as many previous studies have addressed functional play and not actual symbolic play, which is felt to have stronger links to language development. The design of studies has also meant that adults may have inadvertently modelled the targeted behaviours, in which case it is unclear whether the children truly comprehend the symbolic acts that they produce. AIMS: This study set out to investigate further symbolic functioning and language in children with Down syndrome by exploring truly symbolic play as opposed to functional play, as well as the understanding of a graded set of novel symbols. The aim was to find out whether the symbolic behaviours would be associated with each other and with language development or non-verbal cognition. It was hypothesized that symbolic functioning on a test of symbolic play and symbolic comprehension would be significantly correlated with each other and with language abilities as they all measure underlying skills in symbolic representation. It was hypothesized that symbolic skills and language would be less closely correlated with non-verbal abilities. Another goal was to study understanding of three types of symbols: gestures, miniatures and abstract symbols. It was hypothesized that gestures would be significantly easier to understand than miniatures or abstract symbols. METHODS & PROCEDURES: Twenty-one children with Down syndrome aged between 32 and 95 months were assessed on the Test of Pretend Play and a novel symbolic comprehension task as well as on standardized language and non-verbal tests. Correlational analysis was carried out to determine the relationship between the various tests, and the children were divided into three age categories to examine how the relationship changed with development. Analysis was also carried out on the children's performance across the gesture, miniature and symbolic subtests of the symbolic comprehension task. OUTCOMES & RESULTS: When effects of chronological age were partialled out, symbolic play and symbolic comprehension were significantly correlated with each other and with expressive and receptive language, but not with non-verbal ability. The association between language and symbolic functioning was significantly stronger in the younger children, but these measures started to dissociate with increasing age and language development. The data support the proposition that language becomes more domain specific as a result of experience and development. The results from the symbolic comprehension experiment revealed that the children found gestures significantly easier to understand than miniatures or substitute objects used as abstract symbols to represent other objects. CONCLUSIONS: The findings indicate that tests of symbolic functioning offer valuable contributions to assessment with implications for intervention in children with Down syndrome and to the understanding of disorders of language and communication.

Age Factors↗

PubMed2005

Intervention with linguistically diverse preschool children: a focus on developing home language(s).

PURPOSE: This article addresses a series of questions that are critical to planning and implementing effective intervention programs for young linguistically diverse learners with primary language impairment (LI). Linguistically diverse learners in the United States include children whose families speak languages such as Spanish, Korean, Cantonese, Hmong, Vietnamese, or any language other than, or in addition to, English. METHOD: A narrative review of the relevant literature addresses clinical questions including (a) Why support the home language when it is not the language used in school or the majority community? (b) Does continued support for the home language undermine attainment in a second language? (c) Should we support the home language when it includes the code switching or mixing of two traditionally separate languages? and (d) What are some strategies that can be used to support the home language when it is a language that the speech-language pathologist (SLP) does not speak? CONCLUSION: SLPs should provide services to linguistically diverse preschool-age children with LI in a manner that effectively supports the development of the home language. Parent and paraprofessional training along with peer-mediated models of intervention are presented as two possible methods for facilitating the home language in children with LI.

Child, Preschool↗

PubMed2002

[Publication languages of Impact Factor journals and of medical bibliographic databanks].

BACKGROUND AND OBJECTIVE: A preference for English-language sources during determination of Journal Impact Factors (IF) was discussed, IF being published in the annual Journal Citation Reports (JCR). The JCR are derived from data in Science Citation Index (SCI). The aim of this study was, therefore, (i) to review publication countries and languages in JCR, (ii) publication languages in SCI in comparison to further recognised medical bibliographic databanks. METHODS: Searching (i) countries and languages in JCR Science-Editions 1997 and 1998, (ii) language distributions in publication years 1995 - 2000 in bibliographic databanks SCI, MEDLINE (ME) and EMBASE (EM). RESULTS: (i) Almost 70 % journals in JCR 1997 and 1998 were published in USA, United Kingdom, or The Netherlands. Of two language options present, a number of English-classified journals contained >90 % articles in other languages, whereas >90 % publications in English could occur in Multi-Language (ML) journals, thereby complicating statistical comparisons. 83,9 % JCR-periodicals in 1997 and 85,6 % in 1998 were classified English. English/ML ratios increased exponentially with increasing IF. (ii) 95,5 % of the articles documented 1995 - 2000 in whole SCI and in our constructed SCI segment >>Medicine and related areas<< were written in English, compared to 88,5 % in ME and 89,8 % in EM. The SCI Medicine segment was 15 % more comprehensive than either MEDLINE or EMBASE. Highly significant differences of language distributions in SCI vs. MEDLINE and especially SCI vs. EMBASE were observed. Retrieval rates in SCI of German-, French-, Japanese- and Chinese-language medical papers published in 2000 were impressively augmented by EMBASE and MEDLINE. CONCLUSIONS: (i) Anglo-American publishers' countries and English-language journals prevail in JCR with respect to numbers and IF levels. Publication language English favours citation frequency. (ii) Of databanks studied, SCI shows a maximum preference for English-language sources, thereby causing an English Language Bias during IF derivation.

Bibliometrics↗

PubMed2006

Dichotic listening performance predicts language comprehension.

Dichotic listening performance is considered a reliable and valid procedure for the assessment of language lateralisation in the brain. However, the documentation of a relationship between language functions and dichotic listening performance is sparse, although it is accepted that dichotic listening measures language perception. In particular, language comprehension should show close correspondence to perception of language stimuli. In the present study, we tested samples of reading-impaired and normally achieving children between 10 and 13 years of age with tests of reading skills, language comprehension, and dichotic listening to consonant-vowel (CV) syllables. A high correlation between the language scores and the dichotic listening performance was expected. However, since the left ear score is believed to be an error when assessing language laterality, covariation was expected for the right ear scores only. In addition, directing attention to one ear input was believed to reduce the influence of random factors, and thus show a more concise estimate of left hemisphere language capacity. Thus, a stronger correlation between language comprehension skills and the dichotic listening performance when attending to the right ear was expected. The analyses yielded a positive correlation between the right ear score in DL and language comprehension, an effect that was stronger when attending to the right ear. The present results confirm the assumption that dichotic listening with CV syllables measures an aspect of language perception and language skills that is related to general language comprehension.

Adolescent↗

PubMed2002

Direction and impact of language bias in meta-analyses of controlled trials: empirical study.

BACKGROUND: Excluding clinical trials reported in languages other than English from meta-analyses may introduce bias and reduce the precision of combined estimates of treatment effects. We examined the influence of trials published in languages other than English on combined estimates and conclusions of published meta-analyses. METHODS: We searched journals and the Cochrane Database of Systematic Reviews for meta-analyses of at least five trials with binary outcomes that were based on comprehensive literature searches without language restrictions. We compared estimates of treatment effects from trials published in languages other than English to those from trials published in English, and assessed the impact of restricting meta-analyses to trials published in English. RESULTS: We identified 303 meta-analyses: 159 (52.4%) employed comprehensive literature searches of which 50 included 485 English and 115 non-English language trials. Non-English language trials included fewer participants (median 88 versus 116, P = 0.006) and were more likely to produce significant results at P < 0.05 (41.7% versus 31.3%, P = 0.033). The methodological quality of non-English language trials tended to be lower than that of trials published in English. Estimates of treatment effects were on average 16% (95% CI : 3-26%) more beneficial in non-English-language trials than in English-language trials. In 29 (58.0%) meta-analyses the change in effect estimates after exclusion of non-English language trials was less than 5%. In the remaining meta-analyses, 5 (10.0%) showed more benefit and 16 (32.0%) less benefit after exclusion of non-English language trials. CONCLUSIONS: This retrospective analysis suggests that excluding trials published in languages other than English has generally little effect on summary treatment effect estimates. The importance of non-English language trials is, however, difficult to predict for individual systematic reviews. Comprehensive literature searches followed by a careful assessment of trial quality are required to assess the contribution of all relevant trials, independent of language of publication.

Evidence-Based Medicine↗

PubMed1991

Social interaction among deaf preschoolers. The effects of language ability and age.

This study examined the relationship between deaf preschoolers' language abilities and their play behavior. Twenty-nine deaf children aged three to five years were observed during outdoor free play throughout the school year. Their language abilities varied widely and did not correlate with age. On the basis of two language tests, they were divided into three language ability groups--high, middle, and low. Language ability was found to be related to several aspects of play and social interaction. The children with high language ability were more likely than the other children to play with two partners at the same time (i.e., engage in triadic interaction), to interact with teachers, to prefer to play with children of similar language ability, to use language, and to receive language from their partners. Most of these effects seemed to be due solely to differences between the children with high language ability and those in the other two groups. Children in the low and middle language ability groups behaved similarly. Language ability was not related to any other aspect of peer relations. Thus, the impact of language ability seems limited. These results, in conjunction with past research, suggest that, for the most part, deaf preschoolers' language and social skills develop independently from each other.

Age Factors↗

PubMedDate not supplied

[Publication languages of Impact Factor journals and of medical bibliographic databanks (reprint)].

BACKGROUND AND OBJECTIVE: A preference for English-language sources during determination of Journal Impact Factors (IF) was discussed, IF being published in the annual Journal Citation Reports (JCR). The JCR are derived from data in Science Citation Index (SCI). The aim of this study was, therefore, (i) to review publication countries and languages in JCR, (ii) publication languages in SCI in comparison to further recognised medical bibliographic databanks. METHODS: Searching (i) countries and languages in JCR Science-Editions 1997 and 1998, (ii) language distributions in publication years 1995 - 2000 in bibliographic databanks SCI, MEDLINE (ME) and EMBASE (EM). RESULTS: (i) Almost 70 % journals in JCR 1997 and 1998 were published in USA, United Kingdom, or The Netherlands. Of two language options present, a number of English-classified journals contained > 90 % articles in other languages, whereas > 90 % publications in English could occur in Multi-Language (ML) journals, thereby complicating statistical comparisons. 83,9 % JCR-periodicals in 1997 and 85,6 % in 1998 were classified English. English/ML ratios increased exponentially with increasing IF. (ii) 95,5 % of the articles documented 1995 - 2000 in whole SCI and in our constructed SCI segment "Medicine and related areas" were written in English, compared to 88,5 % in ME and 89,8 % in EM. The SCI Medicine segment was 15 % more comprehensive than either MEDLINE or EMBASE. Highly significant differences of language distributions in SCI vs. MEDLINE and especially SCI vs. EMBASE were observed. Retrieval rates in SCI of German-, French-, Japanese- and Chinese-language medical papers published in 2000 were impressively augmented by EMBASE and MEDLINE. CONCLUSIONS: (i) Anglo-American publishers" countries and English-language journals prevail in JCR with respect to numbers and IF levels. Publication language English favours citation frequency. (ii) Of databanks studied, SCI shows a maximum preference for English-language sources, thereby causing an English Language Bias during IF derivation.

English Abstract↗

PubMed1997

Look who's talking: a prospective study of familial transmission of language impairments.

Language impairments have been hypothesized to have a genetic component. Previous studies of the familial aggregation of language impairments have relied on a retrospective approach based on parental/self-reported history of language development. This study examined familial aggregation prospectively, by investigating language acquisition and cognitive development in the younger siblings and offspring of individuals with well-defined language impairments. It was predicted that children with a positive family history for language impairments would be more likely to show delays in language acquisition than would age- and gender-matched controls. Similar delays were not expected in nonlinguistic domains, such as conceptual, gestural, or general cognitive development. Ten children with a positive family history and 10 age- and gender-matched controls were tested. Analyses of linguistic and cognitive assessments at 16 to 26 months confirmed the predictions. Children with a family history of language impairments had lower receptive and expressive language scores than controls, with 50% of them scoring at least 1.5 SD below the mean for their age. At the same time, performance on a number of tasks that did not rely on language abilities did not differ as a function of family history. These results indicate that children with a positive family history for language impairments are at risk for language delay; the results also support a familial component to language impairments.

Birth Order↗

PubMed2003

Exploring the language and literacy outcomes of pediatric cochlear implant users.

OBJECTIVE: The principal goal of this study was to investigate the relationship between language and literacy (i.e., reading and writing) skills in pediatric cochlear implant users. A peripheral objective was to identify the children's skills that were in need of remediation and subsequently to provide suggestions for remedial programming. It was predicted that the robust language skills often associated with children who have cochlear implant experience would facilitate the development of literacy skills. It was further proposed that the language and literacy skills of pediatric cochlear implant users would approximate the language and literacy skills of children with normal hearing. DESIGN: Sixteen pediatric cochlear implant users' language and literacy skills were evaluated and then compared with a reference group of 16 age-matched, normal-hearing children. All 32 participants were educated in mainstream classes within the public school system in the Midwest. The "Sentence Formulation" and "Concepts and Directions" subtests of the Clinical Evaluation of Language Fundamentals-3 test were used to evaluate receptive and expressive language skills. Reading comprehension was evaluated with the "Paragraph Comprehension" subtest of the Woodcock Reading Mastery Test. Performance measures for the writing analyses included productivity, complexity and grammaticality measures. RESULTS: Children with cochlear implants performed within 1 SD of the normal-hearing, age-matched children on measures of language comprehension, reading comprehension and writing accuracy. However, the children with cochlear implants performed significantly poorer than the children with normal hearing on the expressive "Sentence Formulation" subtest. The cochlear implant users also produced fewer words on the written narrative task than did the normal-hearing children, although there was not a significant difference between groups with respect to total words per clause. Furthermore there was a strong correlation between language performance and reading performance, as well as language performance and total words produced on the written performance measure for the children using cochlear implants. CONCLUSIONS: The results of this study suggest that the language skills of pediatric cochlear implant users are related to and correlated with the development of literacy skills within these children. Consequently, the performance of the cochlear implant users, on various language and literacy measures, compared favorably to an age-matched group of children with normal hearing. There were significant differences in the ability of the cochlear implant users to correctly utilize grammatical structures such as conjunctions and correct verb forms when they were required to formulate written and oral sentences. Given this information, it would be appropriate for their educational or remedial language programs to emphasize the use and development of these structures.

Child↗

PubMed2004

Bilingual oral language proficiency in children with cochlear implants.

OBJECTIVE: To document oral language proficiency in a group of prelingually deaf bilingual children with a cochlear implant. DESIGN: Using a repeated-measures paradigm, oral language skills in the first and second language were evaluated at 2 yearly intervals after implantation. Language data were compared with normative data from children with normal hearing. SUBJECTS: Twelve deaf children between the ages of 20 months and 15 years who had received a cochlear implant before the age of 3 years. OUTCOME MEASURE: First-language skills were assessed using 1 of 2 standardized tests, either the Oral and Written Language Scales or the Reynell Developmental Language Scales, depending on the child's age. Second-language proficiency was assessed using the Student Oral Language Observation Matrix. RESULTS: Average standard scores in the first language fell solidly within the average range of normal-hearing peers. Second-language skills showed steady improvement from year 1 to year 2, along a continuum that reflected the amount and intensity of exposure of the child to the second language and the length of experience with the implant. CONCLUSION: A cochlear implant can make oral proficiency in more than 1 language possible for prelingually deaf children.

Adolescent↗

PubMed1997

Isomorphism between cell and human languages: molecular biological, bioinformatic and linguistic implications.

The concept of cell language has been defined in molecular terms. The molecule-based cell language is shown to be isomorphic with the sound- and visual signal-based human language with respect to ten out of the 13 design features of human language characterized by Hockett. Biocybernetics, a general molecular theory of living systems developed over the past two and a half decades, is found to provide a physical theory underlying the phenomenon of cell language. The concept of cell language integrates bioenergetics and bioinformatics on the one hand and reductionistic and holistic experimental data on the other to account for living processes on the molecular level. The isomorphism between cell and human languages suggests that the DNA of higher eucaryotes contains two classes of genes--structural genes corresponding to the lexicon and 'spatiotemporal genes' corresponding to the grammar of cell language. The former is located in coding regions of DNA and the latter is predicted to reside primarily in noncoding regions. The grammar of cell language is identified with the mapping of the nucleotide sequences of DNA onto its 4-dimensional folding patterns that control the spatiotemporal evolution of gene expression. Such a mapping has been referred to as the second genetic code, in contrast to the first genetic code which maps nucleotide triplets onto amino acids. The cell language theory introduces into biology the linguistic principle of 'rule-governed creativity,' leading to the formulation of the concept of 'rule-governed creative molecules' or 'creations.' This concept sheds new light on molecular biology, bioinformatics, protein folding, and developmental biology. In addition, the cell language theory suggests that human language is ultimately founded on cell language.

Cell Biology↗