SEARCH · PubMed Health

Results for “Language”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 685 records · Page 38Linked to original sources

PubMed1993

Language comprehension in ape and child.

Previous investigations of the linguistic capacities of apes have focused on the ape's ability to produce words, and there has been little concern for comprehension. By contrast, it is increasingly recognized that comprehension precedes production in the language development of normal human children, and it may indeed guide production. It has been demonstrated that some species can process speech sounds categorically in a manner similar to that observed in humans. Consequently, it should be possible for such species to comprehend language if they have the cognitive capacity to understand word-referent relations and syntactic structure. Popular theories of human language acquisition suggest that the ability to process syntactic information is unique to humans and reflects a novel biological adaptation not seen in other animals. The current report addresses this issue through systematic experimental comparisons of the language comprehension skills of a 2-year-old child and an 8 year-old bonobo (Pan paniscus) who was raised in a language environment similar to that in which children are raised but specifically modified to be appropriate for an ape. Both subjects (child and bonobo) were exposed to spoken English and lexigrams from infancy, and neither was trained to comprehend speech. A common caretaker participated in the rearing of both subjects. All language acquisition was through observational learning. Without prior training, subjects were asked to respond to the same 660 novel sentences. All responses were videotaped and scored for accuracy of comprehension of the English language. The results indicated that both subjects comprehended novel requests and simple syntactic devices. The bonobo decoded the syntactic device of word recursion with higher accuracy than the child; however, the child tended to do better than the bonobo on the conjunctive, a structure that places a greater burden on short-term memory. Both subjects performed as well on sentences that required the ability to reverse work order as they did on sentences that did not require this capacity. These results are discussed in light of a model of the evolution of language that suggests that the potential for language comprehension preceded the appearance of speech by several million years at minimum. The onset of speech is linked to the appearance of fully adapted bipedalism, which necessitated reorientation of the laryngeal tract and made closure of the soft palate possible. For the first time, such closure permitted mammals to easily produce sounds that could be interpreted by the mammalian auditory system in a categorical manner. When these sounds were paired with the previously extant capacity to produce vowels, it became possible to form "bounded vowels" or sound units that could readily be discriminated as units by the auditory system. It is suggested that this physical adaptation allowed the extant cognitive capacity of the hominids to embark on a speech-like mode of communication.

Animals↗

PubMed2004

Phonetic perceptual identification by native- and second-language speakers differentially activates brain regions involved with acoustic phonetic processing and those involved with articulatory-auditory/orosensory internal models.

This experiment investigates neural processes underlying perceptual identification of the same phonemes for native- and second-language speakers. A model is proposed implicating the use of articulatory-auditory and articulatory-orosensory mappings to facilitate perceptual identification under conditions in which the phonetic contrast is ambiguous, as in the case of second-language speakers. In contrast, native-language speakers are predicted to use auditory-based phonetic representations to a greater extent for perceptual identification than second-language speakers. The English /r-l/ phonetic contrast, although easy for native English speakers, is extremely difficult for native Japanese speakers who learned English as a second language after childhood. Twenty-two native English and twenty-two native Japanese speakers participated in this study. While undergoing event-related fMRI, subjects were aurally presented with syllables starting with a /r/, /l/, or a vowel and were required to rapidly identify the phoneme perceived by pushing one of three buttons with the left thumb. Consistent with the proposed model, the results show greater activity for second- over native-language speakers during perceptual identification of /r/ and /l/ relative to vowels in brain regions implicated with instantiating forward and inverse articulatory-auditory articulatory-orosensory models [Broca's area, anterior insula, anterior superior temporal sulcus/gyrus (STS/G), planum temporale (PT), superior temporal parietal area (Stp), SMG, and cerebellum]. The results further show that activity in brain regions implicated with instantiating these internal models is correlated with better /r/ and /l/ identification performance for second-language speakers. Greater activity found for native-language speakers especially in the anterior STG/S for /r/ and /l/ perceptual identification is consistent with the hypothesis that native-language speakers use auditory phonetic representations more extensively than second-language speakers.

Adult↗

PubMed1996

Metalinguistic analysis of therapeutic discourse: flight into a second language when the analyst and the analysand are multilingual.

The choice of a particular language for the conduct of analysis becomes an important theoretical and clinical question when both the analyst and the analysand are multilingual and share the same languages. Shift from one language into another language during analysis is an equally important question. This paper offers an analysis of the flight into a second language by both the analysand and the analyst within the transference-countertransference matrix. The focus of the discussion is the communicative nature of the mother tongue vis-à-vis a second language. The author argues that unconscious fantasies and memories of early childhood experiences are built into the mother tongue and are brought to life in the analytic dialogue by way of that language. Shift into a second language is viewed as primarily defensive in nature. It is, however, noted that a second language may at times provide the only space where the analyst can meet the patient out of each of certain personal and cultural ghosts. Finally, since the mother tongue is viewed as the preverbal register of the transitional space, it is suggested that the working through of preoedipal issues be ultimately carried out in that language.

Adult↗

PubMed2001

Magnetic source imaging of late evoked field responses to vowels: toward an assessment of hemispheric dominance for language.

OBJECT: The goal of this study was to determine whether the late neuromagnetic field elicited by simple speech sounds, which is detected by magnetoencephalography, may be used to estimate hemispheric dominance for language and to guide or constrain the intraoperative search for essential language sites. If sufficiently robust, a noninvasive method for assessing hemispheric dominance for language could reduce the necessity for amobarbital testing and the extent of intraoperative cortical stimulation-based mapping, both of which carry the risk of morbidity. METHODS: Fifteen patients undergoing surgery for tumors during which intraoperative language mapping would be performed and two additional patients in whom intracarotid amobarbital testing confirmed right-hemisphere language dominance participated. Following a primary auditory response sources of late neuromagnetic fields elicited by vowel stimuli were modeled and coregistered using magnetic resonance images to form magnetic source (MS) images. A laterality index (LI) was calculated by summing the number of equivalent current dipolar sources in the late fields detected from each hemisphere. In 14 right-handed patients, 10 displayed left asymmetric LIs (0.37 +/- 0.16. mean +/- standard error of the mean in 14 patients). For both right-hemisphere dominant patients in whom an LI was obtainable, the LI was rightward. Stimulation-mapped essential language sites were found in 7 of 15 patients. For six of these seven patients, the MS image-derived LI was leftward. CONCLUSIONS: Asymmetry in single equivalent dipole modeling of the late neuromagnetic field evoked by simple speech sounds correlates with hemispheric language dominance, although not to the degree necessary for individual clinical predictions. With further development, MS imaging of simple language tasks may be used preoperatively to predict language dominance and even to identify or constrain the intraoperative search for likely sites of essential language cortex.

Acoustic Stimulation↗

PubMed2001

Language differences in verbal short-term memory do not exclusively originate in the process of subvocal rehearsal.

Language differences in verbal short-term memory were investigated in two experiments. In Experiment 1, bilinguals with high competence in English and French and monolingual English adults with extremely limited knowledge of French were assessed on their serial recall of words and nonwords in both languages. In all cases recall accuracy was superior in the language with which individuals were most familiar, a first-language advantage that remained when variation due to differential rates of articulation in the two languages was taken into account. In Experiment 2, bilinguals recalled lists of English and French words with and without concurrent articulatory suppression. First-language superiority persisted under suppression, suggesting that the language differences in recall accuracy were not attributable to slower rates of subvocal rehearsal in the less familiar language. The findings indicate that language-specific differences in verbal short-term memory do not exclusively originate in the subvocal rehearsal process. It is suggested that one source of language-specific variation might relate to the use of long-term knowledge to support short-term memory performance.

Adult↗

PubMed1980

Children's language disorders: recent research advances.

Between 3 and 8% of preschool children in Britain and the United States are delayed in their language development by more than a year below the normal range. Evidence suggests that such children are particularly impaired in acquiring syntactic and morphological rules, although well-defined syndromes of impaired language development have not yet been determined. The effects of preschool impairments in language development on subsequent school achievement are significant: 60% of these children are in special classes for the learning impaired at 9 years of age. Auditory processing deficits have been demonstrated in language-impaired children, but the contributions of such deficits to language development difficulties have yet to be determined. While autistic children have severe cognitive disorders and visual and auditory perceptual disturbances, the difficulties of nonautistic language-impaired children seem confined more to language expression and comprehension. Recent neuropsychological evidence concerning brain organization for language behavior suggests that these children have deficiencies in language functions which normally depend on left hemisphere functioning.

Achievement↗

PubMed1996

Language cortex representation: effects of developmental versus acquired pathology.

Relatively little is known about language cortex representation in patients with developmental pathology and epilepsy. We report the results of mapping language by electrical stimulation of chronically implanted subdural electrodes in 34 patients (mean age, 12.2 years) evaluated for epilepsy surgery, 28 of whom had magnetic resonance imaging or histological evidence of developmental tumors or cortical dysplasia. Language cortex was identified in the temporal or frontal lobe of 19 patients (left hemisphere in 17, right hemisphere in 2), and overlapped or bordered the epileptogenic region in 12. Language cortex was not found in the frontal or temporal lobe of 15 patients (left hemisphere in 4, right hemisphere in 11) and was presumed to be contralateral to grid placement. Three patients with left-hemisphere perinatal or postnatal cerebral insults before the age of 5 years had no language in the left hemisphere, while 3 patients with insults between the ages of 6 and 16 years had preserved left-hemisphere language. Developmental lesions and early-onset seizures do not displace language cortex from prenatally determined sites, whereas lesions acquired before the age of 5 years may cause language to relocate to the opposite hemisphere, but only when language cortex is destroyed.

Adolescent↗

PubMed1984

Assessment of efficacy of intervention in hearing impaired children with speech and language deficits.

The diagnosis of hearing loss in children with speech and language deficits by the otorhinolaryngologist involves a large allocation of sources. The ability to assess the efficacy of intervention in order to minimize speech and language deficits is an aspect in the care of these children which has not been generally considered as part of the child's ongoing medical care. These children have speech and language deficits predominantly from hearing impairment and occasionally from a primary language disorder. The effect of intervention (usually a hearing aid), the special education program for the hearing impaired child, and the language therapy for the child with a primary language disorder are seldom measured. The ability to assess and monitor the child's progress is essential for the care of these patients. The continual monitoring of the child's progress is accomplished by periodic assessment of the child's speech and language. An instrument to do this has been developed and used by the Department of Otorhinolaryngectomy at the Albert Einstein College of Medicine for a number of years. The utilization of this instrument, as demonstrated by a series of case reports, will be presented. These will include children in which intervention was successful and those for whom it was unsuccessful, with an analysis of the reasons underlying the effectiveness for each child. It is recommended that every child with a speech and language deficit should be monitored periodically so that the child's progress, or lack of progress, can be determined. If the child is not progressing, additional remediation can be instituted to attempt to prevent a permanent speech and language deficiency.

Child↗

PubMed2005

[Early diagnosis of language development disorders in children].

In a prospective study, we examined whether it is possible to diagnose language disorders in children in their second and third years. Twenty patients aged 17-35 months (average 26 months) were examined from August 2002 to June 2004. Language development was tested on the basis of a questionnaire for parents (ELFRA-1 or ELFRA-2) and on a detailed language assessment. After 3-8 months, the children's language was examined again by the same speech pathologist. In 12 children, in whom we had suspected a language disorder, the diagnosis was confirmed. Eight patients showed age-appropriate language development, which was confirmed in six patients at follow-up. In two cases, the follow-up revealed a language disorder. On the basis of a parent questionnaire and examination by a speech therapist, language disorders can be diagnosed in the second and third years of life. However, control assessments are necessary in order to reveal language development disturbances beginning at later ages.

Child, Preschool↗

PubMed1996

The effect of first written language on the acquisition of English literacy.

The relationship between first and second language literacy was examined by identifying the skills and processes developed in the first language that were transferred to the second language. The performance of 40 university students from The People's Republic of China, Hong Kong, Vietnam and Australia were compared on a series of tasks that assessed phonological awareness and reading and spelling skills in English. The results indicated that the Hong Kong students (with non-alphabetic first language literacy) had limited phonological awareness compared to those students with alphabetic first language literacy. The reading and spelling tasks showed no differences between the groups on real word processing. However, the students from Hong Kong had difficulty processing nonwords because of their poor phonological awareness. The results supported the hypothesis that people learning English as a second language (ESL) transfer their literacy processing skills from their first language to English. When the phonological awareness required in English had not been developed in the first language, ESL students were limited to a whole-word, visual strategy. The findings indicate that students from non-alphabetic written language backgrounds might have difficulties with new, or unfamiliar words when attending universities where English is the medium of instruction.

Adult↗

PubMedDate not supplied

Speech-language pathologists' training and confidence in serving Spanish-English bilingual children.

UNLABELLED: The purpose of the investigation was to determine the level of training and confidence of speech-language pathologists in serving Spanish-English bilingual children. Surveys were completed by 213 speech-language pathologists working in the public schools. Comparisons were made among responses from non-diverse rural, non-diverse urban, and diverse urban areas. Results revealed that approximately one-third of the sample did not receive training in multicultural/multilingual issues as undergraduates or graduate students. Approximately, one-fifth of the sample could not recall whether or not they had received training in this area. Eighteen to 25% of the respondents in the three groups received information through lectures in one or more courses. A larger percentage of speech-language pathologists from non-diverse urban areas received training on specific topics related to multicultural/multilingual topics and participated in a larger number of continuing education activities than speech-language pathologists from diverse urban and non-diverse rural areas. No differences were found among the three groups with regard to their confidence in serving bilingual children. Although speech-language pathologists had some confidence when assessing bilingual children whose primary language was English, and when working with bilingual parents and interpreters, respondents lacked confidence when assessing bilingual children whose primary language was Spanish and when working with parents who do not speak English. Implications for the profession are discussed. LEARNING OUTCOMES: (1) As a result of this activity, the participant will be able to discuss the training speech-language pathologists have received in the area of multilingual/multicultural children. (2) As a result of this activity, the participant will be able to discuss speech-language pathologists' level of confidence when serving bilingual, Hispanic children. (3) As a result of this activity, the participant will be able to articulate the implications of this study for current training programs and the profession.

Child↗

PubMed2000

The cognitive neuroscience of signed language.

The present article is an assessment of the current state of knowledge in the field of cognitive neuroscience of signed language. Reviewed lesion data show that the left hemisphere is dominant for perception and production of signed language in aphasics, in a fashion similar to spoken language aphasia. Several neuropsychological dissociations support this claim: Non-linguistic visuospatial functions can be dissociated from spatial functions and general motor deficits can be dissociated from execution of signs. Reviewed imaging data corroborate the lesion data in that the importance of the left hemisphere is re-confirmed. The data also establish the role of the right hemisphere in signed language processing. Alternative hypotheses regarding what aspects of signed language processing are handled by the right hemisphere are currently tested. The second section of the paper starts by addressing the role that early acquisition of signed and spoken language play for the neurofunctional activation patterns in the brain. Compensatory cognitive and communicative enhancements have also been documented as a function of early sign language use, suggesting an interesting interaction between language and cognition. Recent behavioural data on sign processing in working memory--a cognitive system important for language perception and production suggest e.g. phonological loop effects analogous to those obtained for speech processing. Neuroimaging studies will have to address this potential communality.

Functional Laterality↗

PubMed2002

Postlingual collapse of language and its recovery after cochlear implantation.

A 6-year-old boy lost his normally-developed language ability within 2 months after bilateral sudden peripheral deafness. The boy became non-communicative with others, restless with frequent meaningless bursts of shouts (communication skills equivalent to 9-11 months of language development: a rapid breakdown of language). Since conservative methods were ineffective, cochlear implantation was performed. A surprising success was observed: he regained the language retracing the normal developmental stages and caught up with his contemporaries in 2 years. Behavioral improvement paralleled his language development. This case (1) provides insights into the brain function with respect to language acquisition, in relation to the plasticity during the 'critical period' of language learning, (2) reveals the close relationship between language development and behavior, and (3) suggests the predominance of auditory stimulation in learning language.

Child↗

PubMed2004

Early language impairment and young adult delinquent and aggressive behavior.

Clinic and forensic studies have reported high rates of language impairments in conduct disordered and incarcerated youth. In community samples followed to early adolescence, speech and language impairments have been linked to attention deficits and internalizing problems, rather than conduct problems, delinquency, or aggression. This study examines the young adult antisocial outcomes of speech or language impaired children. Language impaired boys had higher levels of parent-rated delinquency symptoms by age 19 than boys without language impairment, controlled for verbal IQ and for demographic and family variables. Language impaired boys did not differ from controls in self-reported delinquency or aggression symptoms on a standardized checklist; however, language impaired boys reported higher rates of arrests and convictions than controls. Language impairment was not related to aggression or delinquency in girls. We examine alternate models of the interrelationships between language, academics, and behavior, at ages 5, 12, and 19.

Adult↗

PubMed2001

Relationships among speech perception, production, language, hearing loss, and age in children with impaired hearing.

Eighty-seven primary-school children with impaired hearing were evaluated using speech perception, production, and language measures over a 3-year period. Forty-seven children with a mean unaided pure-tone-average hearing loss of 106 dB HL used a 22-electrode cochlear implant, and 40 with a mean unaided pure-tone-average hearing loss of 78 dB HL were fitted with hearing aids. All children were enrolled in oral/aural habilitation programs, and most attended integrated classes with normally hearing children for part of the time at school. Multiple linear regression was used to describe the relationships among the speech perception, production, and language measures, and the trends over time. Little difference in the level of performance and trends was found for the two groups of children, so the perceptual effect of the implant is equivalent, on average, to an improvement of about 28 dB in hearing thresholds. Scores on the Peabody Picture Vocabulary Test (PPVT) and the Clinical Evaluation of Language Fundamentals showed an upward trend at about 60% of the rate for normally hearing children. Rates of improvement for individual children were not correlated significantly with degree of hearing loss. The children showed a wide scatter about the average speech production score of 40% of words correctly produced in spontaneous conversations, with no significant upward trend with age. Scores on the open-set Consonant-Nucleus-Consonant (CNC) monosyllabic word test and the Bench-Kowal-Bamford (BKB) sentence test were strongly related to language level (as measured by an equivalent age on the PPVT) and speech production scores for both auditory-visual and auditory test conditions. After allowing for differences in language, speech perception scores in the auditory test condition showed a slight downward trend over time, which is consistent with the known biological effects of hearing loss on the auditory periphery and brainstem. Speech perception scores in the auditory condition also decreased significantly by about 5% for every 10 dB of hearing loss in the hearing aid group. The regression analysis model allows separation of the effects of language, speech production, and hearing levels on speech perception scores so that the effects of habilitation and training in these areas can be observed and/or predicted. The model suggests that most of the children in the study will reach a level of over 90% sentence recognition in the auditory-visual condition when their language becomes equivalent to that of a normally hearing 7-year-old, but they will enter secondary school at age 12 with an average language delay of about 4 or 5 years unless they receive concentrated and effective language training.

Age Factors↗

PubMed2004

The nature of written language deficits in children with SLI.

Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3). All groups completed standardized measures of language production, writing, and reading decoding. The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. The SLI group also produced proportionately more syntax errors than the LA group. The relationships among oral language, reading, and writing differed for the 3 groups. The nature and extent of the children's written language problems are considered in the context of difficulties with spoken language.

Case-Control Studies↗

PubMed1979

A comparison of language samples elicited at home and in the clinic.

One of the most common methods of obtaining diagnostic information about a child's language production is to collect and analyze a spontaneous language sample. Usually, this sample is collected in a clinical setting by a speech-language pathologist. Because children's language production seems very sensitive to situational variables, there is some question about the representativeness of language samples obtained in clinical settings. This study compared language samples obtained in the home by the mothers with those obtained in the clinic by speech-language pathologists. Subjects were three- to five-year-old children who had been referred for speech and language diagnostics. Results were that the children's mean-length-of-utterance (MLU) scores were better for the home sample, although there was no difference between their Developmental Sentence Scores (DSS) for the home sample and the clinic sample. The home samples yielded higher MLU stage placements (Brown, 1973) and higher estimated language ages on the DSS (Lee, 1974) for most of the children. Clinical implications of the results are discussed.

Child, Preschool↗

PubMed1981

Selection of children with specific language deficits.

A standard approach to the selection of children with specific language deficit was devised. The approach was based on a current definition of specific language deficit that depends heavily on exclusion criteria. Children with known language deficit who had hearing impairment, cognitive deficit, neurologic deficit, or emotional or behavioral disorder were excluded. Both the exclusion criteria and the criteria dealing with required extent of language impairment were specified in considerable detail. A total of 132 language-impaired children aged 4-8 1/2 years were assessed. Criteria for selection of a matched group of normal-language children were also specified. The language-impaired children were referred to the project by speech and language clinicians in accordance with a set of broadly defined criteria. Contrary to expectation, less than one third of the children from this group met the more precisely defined criteria employed in the project. In addition, those who were selected did not form a homogeneous group but showed considerable variation in expressive versus receptive language and in articulation skill. The selection approach and its effectiveness for the purposes of clinical research and intervention studies are discussed.

Child↗