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PubMed1987

Language of hydrocephalic children and adolescents.

How adequate a substrate for the development of language is the young hydrocephalic brain? To answer this question, the development of five language domains (word finding, fluency and automaticity, immediate sentence memory, understanding of grammar, and metalinguistic awareness) was studied in children and adolescents, 75 with hydrocephalus in the first year of life, and 50 normal controls. The results revealed a limited resilience of language to the effects of early hydrocephalus. Resilience was indicated by the finding that, for several language skills, hydrocephalics scored at comparable levels to normals and improved their test performances as they matured. The limits to resilience were also apparent. Language development was not uniform after early hydrocephalus, and, within particular language domains, hydrocephalics were either less skilled or less able to maintain age-appropriate skill mastery than normal peers. Early hydrocephalus had diverse effects on language development: Of the variables measuring its forms, manifestations, and treatments, some were indicative of preserved language functioning while others were predictive of language deficit. The young hydrocephalic brain mediates language development in a manner that is adequate, but far from ideal.

Adolescent↗

PubMedDate not supplied

Bilingual children: cross-sectional relations of psychiatric syndrome severity and dual language proficiency.

The severity of child psychiatric disorders is commonly associated with child language delays. However, the characteristics of these associations in the fast-growing population of bilingual children remain unknown. To begin to address this gap, we studied a unique sample of Spanish-English bilingual children with significant parent-reported psychopathology (n = 29), focusing on their language proficiencies and psychiatric severity using the Child Behavior Check List. We present cross-sectional analyses of associations of general and specific language proficiency in Spanish and English with the severity of specific psychiatric syndromes. We found Spanish language-proficiency scores to have negative correlations with a wide range of psychiatric symptoms, particularly externalizing (i.e., delinquency and aggression) symptoms (r = -.38 to -.61, p < or = .05). English scores were similarly associated. Dual language tests covering multiple specific language dimensions explained a large proportion (51%) of overall variance in aggression symptoms and also important proportions (40%) of total and attentional symptoms. While children's proficiency levels in both Spanish and English showed similar associations with the symptom severity measures (explaining close to 20% of the symptom variance; r(sp) = -.44, p < .01), these proficiency levels explain nonconverging variance in children's symptomatology. The findings suggest that clinical evaluation of language functioning is often needed in such populations and that it should be comprehensive and include both languages. Such thorough evaluation of bilingual children suffering from psychopathology will help us to precisely identify (1) language deficits, (2) specific relations of these deficits to the child's psychopathology, (3) differential implications of communication at home (e.g., in Spanish) and at school (e.g., in English) for clinical presentation and the child's competence in those differing contexts, and (4) language of choice for therapy, evaluation, and educational services. The findings are discussed in the context of clinical and conceptual implications and future research needs.

Adolescent↗

PubMedDate not supplied

When novel sentences spoken or heard for the first time in the history of the universe are not enough: toward a dual-process model of language.

Although interest in the language sciences was previously focused on newly created sentences, more recently much attention has turned to the importance of formulaic expressions in normal and disordered communication. Also referred to as formulaic expressions and made up of speech formulas, idioms, expletives, serial and memorized speech, slang, sayings, clichés, and conventional expressions, non-propositional language forms a large proportion of every speaker's competence, and may be differentially disturbed in neurological disorders. This review aims to examine non-propositional speech with respect to linguistic descriptions, psycholinguistic experiments, sociolinguistic studies, child language development, clinical language disorders, and neurological studies. Evidence from numerous sources reveals differentiated and specialized roles for novel and formulaic verbal functions, and suggests that generation of novel sentences and management of prefabricated expressions represent two legitimate and separable processes in language behaviour. A preliminary model of language behaviour that encompasses unitary and compositional properties and their integration in everyday language use is proposed. Integration and synchronizing of two disparate processes in language behaviour, formulaic and novel, characterizes normal communicative function and contributes to creativity in language. This dichotomy is supported by studies arising from other disciplines in neurology and psychology. Further studies are necessary to determine in what ways the various categories of formulaic expressions are related, and how these categories are processed by the brain. Better understanding of how non-propositional categories of speech are stored and processed in the brain can lead to better informed treatment strategies in language disorders.

Aphasia↗

PubMedDate not supplied

Perceptions of speech and language therapy amongst UK school and college students: implications for recruitment.

BACKGROUND: Communication disorders affect both sexes and people from all ethnic groups, but members of minority ethnic groups and males in the UK are underrepresented in the speech and language therapy profession. Research in the area of recruitment is limited, but a possible explanation is poor awareness and understanding of speech and language therapy as a profession. AIMS: To investigate factors influencing attitudes to a career in speech and language therapy amongst UK school and college students focusing on the similarities and differences between males and females, and between minority ethnic and white students. METHODS & PROCEDURES: A total of 651 male and female school and college students from a range of ethnic groups and all close to selecting degree courses completed a questionnaire designed to examine the attitudes and awareness of speech and language therapy. Eleven semi-structured follow-up interviews were conducted to help understand the questionnaire findings. Quantitative and qualitative analyses examined differences in attitudes and the awareness of speech and language therapy amongst these groups. OUTCOMES & RESULTS: Overall, one-third of participants said they knew nothing about speech and language therapy, and males were significantly less familiar with it. Less than half the participants were aware that speech and language therapy is a degree course, and minority ethnic participants were significantly less likely to know this. Compared with males, females were almost five times as likely to say they would consider a career in speech and language therapy. Participants with relatives in health-related jobs were significantly more likely to consider speech and language therapy than those without such relatives. Compared with white participants, minority ethnic participants said they placed greater importance on studying for a degree, a profession and a scientific career, and were more influenced by a career's prestige and a high salary. CONCLUSIONS: In order to increase the ethnic and gender diversity of speech and language therapists, the profile of the profession needs to be raised with increased awareness of the degree level courses, the scientific, evidence-based nature of the work, and current salary scales.

Adolescent↗

PubMed2001

Where is the gender in gendered language?

The purpose of these studies was to examine how women and men react and accommodate to gender-preferential language in e-mail messages. In Experiment 1, participants wrote messages to two assigned "netpals." These netpals were actually one of the experimenters. For each participant, one netpal used female-preferential language and the other used male-preferential language. Analyses revealed that the netpals' language style, and not the participants' gender, predicted the language used by participants in their e-mail replies. Female and male participants used the gender-preferential language that matched the language used by their netpals. In Experiment 2, the gender labels and language styles of netpals were independently manipulated. As before, linguistic style had the greatest impact on participants' language use. These results have implications for how people think about gendered behavior, and highlight how gendered language is constructed in social interaction.

Adult↗

PubMedDate not supplied

A developmental exploration of language used to accompany symbolic play in young, normal children (2-4 years old).

Observation of play can provide crucial information about a child's developmental level of language. To make this information available categorization and measurement are necessary. By defining, from a cognitive and pragmatic point of view, separate but parallel measures of play and language it was possible to define four different levels of symbolic functioning: representational play; conceptual play; programmatic play; and script play. Careful longitudinal descriptions of language used to accompany symbolic play of ten 2-4-year-old children are presented. Interesting developmental trends in play and cognitive and pragmatic organization of language were found. Gradually language production was considered as the primary mode for symbolic expression between the ages of 2;6 (2 years; 6 months) and 3 years. Language production increased dramatically between the ages of 3 and 3;6, and became better differentiated from the play context. The scientific study of child language using an analytic tool, such as a play procedure, to describe and analyse spontaneous production of spoken language, with a cognitive and pragmatic framework contributes not only a more accurate understanding of normal play and language development, but may also have an efficient clinical value. Suggestions for and implications of exploring components of language used in a standardized play situation are discussed in reference to developmentally disabled children.

Child Language↗

PubMed1976

The prevalence of language delay in a population of three-year-old children and its association with general retardation.

Using a simple assessment of language and a behaviour screening questionnaire, a one-in-four random sample of a total population of three-year-olds was screened for the presence of language delay and behaviour problems. A full psycho-developmental assessment was carried out in children with suspected language delay or a behaviour problem, and in a group of control children, and the sensitivity and specificity of the language screening-test was examined. The results showed the importance of investigating language delay in relation to nonverbal abilities. Of those children with a language age less than two-thirds of their chronological age, 37 per cent also had similarly delayed non-verbal mental abilities. 50 per cent of the children with a language age of less than 30 months were generally retarded in their non-verbal abilities. The estimated prevalence of delayed language development is 31 per 1000, of specific language delay 5-7per 1000, and of severe retardation 4-2 per 1000. Boys were most likely than girls to have language and general developmental delay.

Age Factors↗

PubMed2000

Randomised controlled trial of community based speech and language therapy in preschool children.

OBJECTIVE: To compare routine speech and language therapy in preschool children with delayed speech and language against 12 months of "watchful waiting." DESIGN: Pragmatic randomised controlled trial. SETTING: 16 community clinics in Bristol. PARTICIPANTS: 159 preschool children with appreciable speech or language difficulties who fulfilled criteria for admission to speech and language therapy. MAIN OUTCOME MEASURES: Four quantitative measures of speech and language, assessed at 6 and 12 months; a binary variable indicating improvement, by 12 months, on the trial entry criterion. RESULTS: Improvement in auditory comprehension was significant in favour of therapy (adjusted difference in means 4.1, 95% confidence interval 0.5 to 7.6; P=0.025). No significant differences were observed for expressive language (1.4, -2.1 to 4.8; P=0.44); phonology error rate (-4.4, -12.0 to 3.3; P=0.26); language development (0.1, -0.4 to 0.6; P=0.73); or improvement on entry criterion (odds ratio 1.3, 0.67 to 2.4; P=0.46). At the end of the trial, 70% of all children still had substantial speech and language deficits. CONCLUSIONS: This study provides little evidence for the effectiveness of speech and language therapy compared with watchful waiting over 12 months. Providers of speech and language therapy should reconsider the appropriateness, timing, nature, and intensity of such therapy in preschool children. Continued research into more specific provision to subgroups of children is also needed to identify better treatment methods. The lack of resolution of difficulties for most of the children suggests that further research is needed to identify effective ways of helping this population of children.

Analysis of Variance↗

PubMed2000

The human language faculty as an organ.

Developments in the study of language and cognition give increasing credibility to the view that human knowledge of natural language results from--and is made possible by--a biologically determined capacity specific both to this domain and to our species. The functional properties of this capacity develop along a regular maturational path, such that it seems more appropriate to speak of knowledge of our own language as growing rather than as being learned. That our learning of language results from a specific innate capacity rather than by general mechanisms of induction is supported by the extent to which we can be shown to know things that we could not have learned from observation of any plausible available teaching. The domain-specificity of the language faculty is supported by the many dissociations that can be observed between control of language structure and other cognitive functions. Finally, the species-specificity of the human language faculty is supported by the observation that (absent severe pathology) every human child exposed in even limited ways to the triggering experience of linguistic data develops a full, rich capacity that is essentially homogeneous with that of the surrounding community. Efforts to teach human language to other species, however, have uniformly failed. These considerations make it plausible that human language arises in biologically based ways that are quite comparable to those directing other aspects of the structure of the organism. The language organ, in this sense, can be interpreted in a functional sense, and not as implying an anatomical location comparable to that of, say, the kidney.

Brain↗

PubMedDate not supplied

Goal importance and students at risk of having language difficulties: an underexplored aspect of student motivation.

The purpose of this study was to compare the motivational determinants of students at risk of language difficulties (in reading and spelling) and students with high language skills. Teachers' evaluations in language and mathematics at the end of the academic year constituted the dependent variable. Motivational orientations were examined using the constructs that reflect the theory of planned behavior and goal importance. Participants were 202 elementary school students-22 at risk of language difficulties and 180 with high language skills-drawn from 30 elementary schools in northern Greece. The results indicated that the two groups differed significantly, with the at-risk students exhibiting significantly lower perceptions of goal importance, intention to achieve, belief strength, outcome evaluation, and normative beliefs, and eventually scoring lower in language and mathematics at the end of the academic year. A finer analysis of students' motivational orientations was conducted using covariance structural modeling (CSM) and EQS 5.7b. The planned behavior model with goal importance produced a comparative fit index (CFI) of 1.00 in language and mathematics for the at-risk group. The respective CFIs for the high language skills group were .97 and 1.00 in language and mathematics, respectively. Although model fit was excellent across samples, different weights and signs linking motivational orientations to achievement partly explained the observed differences in language and mathematics manifested in the two groups.

Case-Control Studies↗

PubMed2004

Reorganization of language-specific cortex in patients with lesions or mesial temporal epilepsy.

OBJECTIVE: To examine brain activation profiles for receptive language function, using magnetoencephalography (MEG), in patients with left hemisphere space-occupying lesions and patients with left temporal lobe epilepsy due to mesial temporal sclerosis (MTS) and to evaluate whether cross- and intrahemispheric plasticity for language varied as a function of lesion type or location. METHODS: Twenty-one patients with MTS and 23 lesional patients underwent preoperative language mapping while performing a word recognition task. The anatomic location of late activity sources was determined by co-registering MEG coordinates onto structural MRI scans. A language laterality index was calculated based on the number of activity sources in each hemisphere. The location of language-specific activity was examined in relation to its proximity or overlap with Wernicke's area. RESULTS: A higher incidence of atypical language lateralization was noted among patients with MTS than lesional patients (43 vs 13%). The majority of MTS patients with early seizure onset (before age 5) showed atypical language lateralization. In contrast, the precise location of receptive language-specific cortex within the dominant hemisphere was found to be atypical (outside of Wernicke's area) in 30% of lesional patients and only 14% of MTS patients. CONCLUSIONS: There is an increased probability of a partial or total displacement of key components of the brain mechanism responsible for receptive language function to the nondominant hemisphere in mesial temporal sclerosis patients. Early onset of seizures is strongly associated with atypical language lateralization. Lesions in the dominant hemisphere tend to result in an intrahemispheric reorganization of linguistic function.

Adolescent↗

PubMed2006

The development of oral motor control and language.

Motor control has long been associated with language skill, in deficits, both acquired and developmental, and in typical development. Most evidence comes from limb praxis however; the link between oral motor control and speech and language has been neglected, despite the fact that most language users talk with their mouths. Oral motor control is affected in a variety of developmental disorders, including Down syndrome. However, its development is poorly understood. We investigated oral motor control in three groups: adults with acquired aphasia, individuals with developmental dysphasia, and typically developing children. In individuals with speech and language difficulties, oral motor control was impaired. More complex movements and sets of movements were even harder for individuals with language impairments. In typically developing children (21-24 months), oral motor control was found to be related to language skills. In both studies, a closer relationship was found between language and complex oral movements than simple oral movements. This relationship remained when the effect of overall cognitive ability was removed. Children who were poor at oral movements were not good at language, although children who were good at oral movements could fall anywhere on the distribution of language abilities. Oral motor skills may be a necessary precursor for language skills.

Child, Preschool↗

PubMed1998

[Differential language comprehension disorders: results of an explorative study].

OBJECTIVES: Deficits in the expressive language abilities of children are easily observed. Thus these children usually are detected early and receive appropriate professional help. Receptive language abilities are much more difficult to assess, so that deficits either go unnoticed or often are not treated early. METHODS: In a population of 100 children examined between 1993 and 1995 in the outpatient department for speech, language and behavior problems at the Heckscher Klinik in Munich-Solln and diagnosed as having clinically relevant deficits in language comprehension, we determined the ICD-10 diagnostic category into which the symptom "language comprehension deficit" would best fit. RESULTS: 16 children exhibited language comprehension deficits that were part of a general mental retardation, three other children were diagnosed as having a pervasive developmental disorder. 81 children fulfilled the clinical ICD-10 criteria of a specific receptive language disorder, often in combination with a hyperkinetic syndrome or an emotional disorder. For 42 of these children this diagnosis also was confirmed by test results showing a discrepancy of one standard deviation between the language comprehension test and the non-verbal IQ. The value of language tests for the diagnosis of specific developmental speech and language disorders is discussed.

Adolescent↗

PubMed1983

Linguistic and nonlinguistic features of style in normal and language-impaired children.

This study explored two questions concerning the language-learning styles described in recent investigations of early child language. The first question was whether features suggestive of language-learning style, for example, extent of pronoun use, jargon-like speech, formulaic speech, and certain play behaviors occurred in clusters consistent with the specific lexical distribution patterns of young normal children delineated by Nelson (1973). The second portion of the study addressed whether language-impaired children could be characterized as reflecting the same language-learning styles attributed to normal children. Eight children, four normally-developing and four language-impaired, were classified as "referential" or "expressive" speakers on the basis of their lexical distribution. For both the normal and language-impaired children, linguistic features suggested in the literature as correlating to one or another language-learning style were found to exist in clusters consistent with the children's pattern of lexical distribution. In addition, analyses of videotaped samples coded for the focus and context of the normal and language-impaired children's play behaviors revealed object-based and social-interaction-based activities that were generally consistent with the children's lexical distribution.

Child Language↗

PubMed1988

Genetic changes across language boundaries in Europe.

By means of three different methods we investigated whether 59 allele frequencies and ten cranial variables show increased change at 29 language-family boundaries in Europe. The quadrat-variance method compares variances of map quadrats crossed by language-family boundaries to variances of quadrats that are not crossed. The rate-of-change method examines the directional derivative of surfaces of the variables perpendicular to a language-family boundary and compares these derivatives to the same quantities obtained by randomly placing the language boundaries on the map of Europe. The difference method tests whether these variables differ more across language-family boundaries than across randomly placed boundaries. These special data-analytic techniques had to be developed to avoid the problem of spatial autocorrelation of both language and biological data. All three methods indicate increased genetic change at language-family boundaries. Clearer and more pronounced results are obtained by the first two methods than by the difference method. Thirteen language-family boundaries show significant gene frequency change by at least one of the methods. Changes are more marked in gene frequencies than in cranial variables. Different allele frequencies mark the increased change at different language boundaries. A model, based on the known history of each language-family boundary, was constructed to predict whether given boundaries should exhibit increased genetic change. The model is in good agreement with the observed results.

Alleles↗

PubMed2002

Functional magnetic resonance imaging studies of language.

Functional neuroimaging of language builds on almost 150 years of study in neurology, psychology, linguistics, anatomy, and physiology. In recent years, there has been an explosion of research using functional imaging technology, especially positron emission tomography (PET) and functional magnetic resonance imaging (fMRI), to understand the relationship between brain mechanisms and language processing. These methods combine high-resolution anatomic images with measures of language-specific brain activity to reveal neural correlates of language processing. This article reviews some of what has been learned about the neuroanatomy of language from these imaging techniques. We first discuss the normal case, organizing the presentation according to the levels of language, encompassing words (lexicon), sound structure (phonemes), and sentences (syntax and semantics). Next, we delve into some unusual language processing circumstances, including second languages and sign languages. Finally, we discuss abnormal language processing, including developmental and acquired dyslexia and aphasia.

Aphasia↗

PubMed2006

From the left to the right: How the brain compensates progressive loss of language function.

In normal right-handed subjects language production usually is a function oft the left brain hemisphere. Patients with aphasia following brain damage to the left hemisphere have a considerable potential to compensate for the loss of this function. Sometimes, but not always, areas of the right hemisphere which are homologous to language areas of the left hemisphere in normal subjects are successfully employed for compensation but this integration process may need time to develop. We investigated right-handed patients with left hemisphere brain tumors as a model of continuously progressive brain damage to left hemisphere language areas using functional neuroimaging and transcranial magnetic stimulation (TMS) to identify factors which determine successful compensation of lost language function. Only patients with slowly progressing brain lesions recovered right-sided language function as detected by TMS. In patients with rapidly progressive lesions no right-sided language function was found and language performance was linearly correlated with the lateralization of language related brain activation to the left hemisphere. It can thus be concluded that time is the factor which determines successful integration of the right hemisphere into the language network for compensation of lost left hemisphere language function.

Adult↗

PubMed2006

False belief and language comprehension in Cantonese-speaking children.

The current research compared two accounts of the relation between language and false belief in children, namely that (a) language is generally related to false belief because both require secondary representation in a social-interactional context and that (b) specific language structures that explicitly code metarepresentation contribute uniquely to the language-false belief relation. In three studies, attempts were made to correlate Cantonese-speaking children's false belief with their general language comprehension and understanding of certain structures that explicitly express metarepresentational knowledge. Results showed that these structures failed to predict false belief after age, nonverbal intelligence, and general language comprehension were considered. In contrast, general language remained predictive of false belief after controlling for age, nonverbal intelligence, and language structures. The current findings are more consistent with a general language account than a language structure account.

Asian People↗