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PubMed1997

Serial recovery of language during the intracarotid amobarbital procedure.

There is considerable variability among epilepsy centers in the methods and interpretations of the intracarotid amobarbital procedure. Prominent among these differences is the determination of language representation and assessment of language functions. Some centers rely on speech arrest following amobarbital injection as a marker for language representation, whereas other centers examine verbal output for the presence of aphasic errors. The present study assessed the pattern of language recovery following amobarbital injection in epilepsy patients who were candidates for temporal lobectomy. Language recovery from dominant hemisphere injection (left or right) followed a stereotypical progression, with 71.8% of patients showing return of vocalization followed by return of naming and comprehension. Repetition deficits with paraphasic errors persisted the longest (mean = 12'30"), with a conduction aphasia persisting after the acute global aphasia resolved. Although two patients interpreted as left hemisphere language dominant were mute following right hemisphere injection, all language functions were intact immediately upon resumption of vocalization and they showed no other signs of aphasia such as paraphasias or anomia. Possible explanations for serial language recovery and persistent conduction aphasia are discussed. These findings have significant implications for the determination of cerebral language dominance.

Adult↗

PubMed1999

The evolutionary language game.

We explore how evolutionary game dynamics have to be modified to accomodate a mathematical framework for the evolution of language. In particular, we are interested in the evolution of vocabulary, that is associations between signals and objects. We assume that successful communication contributes to biological fitness: individuals who communicate well leave more offspring. Children inherit from their parents a strategy for language learning (a language acquisition device). We consider three mechanisms whereby language is passed from one generation to the next: (i) parental learning: children learn the language of their parents; (ii) role model learning: children learn the language of individuals with a high payoff; and (iii) random learning: children learn the language of randomly chosen individuals. We show that parental and role model learning outperform random learning. Then we introduce mistakes in language learning and study how this process changes language over time. Mistakes increase the overall efficacy of parental and role model learning: in a world with errors evolutionary adaptation is more efficient. Our model also provides a simple explanation why homonomy is common while synonymy is rare.

Biological Evolution↗

PubMed1981

Developmental language disorders: cognitive processes, semantics, pragmatics, phonology, and syntax.

Five areas of research concerned with language acquisition--cognitive processes, semantics, pragmatics, phonology, and syntax--are reviewed in terms of their contribution to understanding language disorders. Two views of cognitive processes are discussed. One of these, emphasizing cognitive mechanisms such as short-term memory, is seen as providing possible explanations for some types of language deficits. The other, a concern with conceptual knowledge, is subjected to a critical analysis questioning how complete an explanation it is able to offer for some aspects of language acquisition. Problems of definition are also discussed when semantic aspects of language are considered. Problems in the pragmatic component of language are seen as providing an explanation for particular aspects of language disorder in some autistic children. The importance of focusing on phonology as a central grammatical process is discussed and linked to dyslexia and to spelling disorders. Finally, it is argued that the acquisition of syntactic structure is not yet understood. Impairments such as a hierarchical planning order deficit may affect syntactic ability and lead to disordered language, as found in some types of developmentally aphasic children. It is concluded that it is important to study all five areas of the title, and their interrelationships, if various language disorders are to be adequately understood.

Child, Preschool↗

PubMed1983

Hemispheric lateralization of language in autistic and aphasic children.

The profound language deficit in early infantile autism has led to speculation about the similarities between autistic and language-impaired children. Since aphasia in adults and many children is typically the result of left cerebral hemisphere damage, some researchers have suggested that autistic children also suffer from left hemisphere damage. So far, only indirect or unreliable evidence has been offered in support of this hypothesis. In the present experiment, autistic, language-impaired, and non-language-impaired children were compared on a dichotic listening task designed to overcome some of the deficiencies of earlier research. Language-impaired children were found to exhibit a left ear bias for language material (indicating right hemisphere lateralization for language), whereas the autistic and non-language-impaired children showed the opposite, right ear bias. As the autistic children showed a pattern similar to that of normal children, the present experiment found no evidence for either left hemisphere damage or aphasiclike performance among autistic children. The implications of these findings for understanding the autistic language deficit are explored.

Adolescent↗

PubMed2005

Scientists in the swamp: narrowing the language-practice gap in community psychology.

As a confluence of unique values and activities, the collective practice of community psychology is difficult to characterize in a simple way. Increasingly, however, professional contexts are laden with pressure to define any practice--from library work to medical interventions--in the orderly, compact language of traditional science. This trend has historically been resisted in the field by those sensing a fundamental lack of fit between the fluid, emergent aspects of community psychological practice and the fixed, precise language of classic science. In response to this "language-practice gap," some have attempted to adapt the traditional language of science to better fit the field's practice, while others have explored alternative languages of practice seemingly more indigenous to the messy "swamp" of actual communities. While the former effort leaves some theoretical contradictions intact, the latter tends to discount scientific identity entirely. This paper proposes a potential step forward by resituating questions of disciplinary language and identity within a current philosophical discourse where the nature of social science itself remains sharply contested. This suggests shifting attention away from "should we be a science?" to "what kind of science might we be after all?"; in turn, alternative languages may be re-cast as legitimate contributors to a kind of science more authentic to human communities--even a viable "science in the swamp." One such language-philosophical hermeneutics--is presented as a particularly valuable supplement to traditional science. Illustrations highlight ways that hermeneutics may advance the formal language of the field towards a closer fit of what actually happens in practice, while preserving and even bolstering the empirical rigor and scientific identity of the field.

Community Mental Health Services↗

PubMed1983

An assessment of cerebral dominance in language--disordered children via a time-sharing paradigm.

A time-sharing paradigm was used to assess language lateralization in language-disordered and normal children aged 4-7 years. Several expressive language tasks as well as a vocal, but nonlinguistic, task were administered concurrently with unimanual finger tapping. Dependent variables were percent disruption scores and number of syllables produced per concurrent trial. All language concurrent tasks produced tapping reductions for both hands for both groups. This result contrasts to similar time-sharing studies claiming asymmetrical interference and hence language lateralization in children (N. White & M. Kinsbourne, 1980, Brain and Language 10, 215-223; J. Obrzut, G. Hynd, A. Obrzut, & J. Leitgeb, 1980, Brain and Language 11, 181-194). A multiple regression analysis revealed a significant interaction effect differentiating language-disordered from normal children. Normals exhibited a parallel response pattern for speech and tapping (both increased or decreased in rate) under all lateralization conditions. Language-disordered children exhibited an inverse response pattern (e.g., if speech output increased, tapping rate decreased) only under left-hemisphere time-sharing.

Child↗

PubMed1984

Brain-stem, middle latency and late cortical evoked potentials in children with speech and language disorders.

The topography of the brain-stem (ABR), middle latency (MLR) and cortical (ACR) evoked responses was investigated in children with normal speech and language development and those with either a language or motor speech disorder. The aim was to determine whether it is possible to discriminate between the groups of children in terms of the evoked potential characteristics. There were significant inter-group differences, particularly relating to the amplitude of the different responses. The ABR in both the language and motor speech groups exhibited smaller amplitudes for waves I, III and V than the control group, with no change in latency. Two explanations were suggested; firstly abnormal functioning of the peripheral hearing mechanism even though the hearing thresholds were normal which could be a secondary effect due to deprivation of normal speech and language development; and secondly far-field recording effects due to differences in the electrical conductivity of tissue and the distance separating the generator site and recording electrodes. The MLR in the motor speech group was significantly larger at the mastoid and temporal electrode sites than either the control or language groups. This was considered to be an enhanced myogenic response like the other exaggerated brain-stem reflexes seen in congenital suprabulbar paresis. Significantly larger amplitudes of the ACR were also recorded from the motor speech group at the Cz electrode site. This was thought to be due to underactivity of some normal cortical inhibitory system and not a direct result of increased MLR amplitude. The ACR in the language disordered children exhibited an abnormal left temporal hemispheric dominance and a more inverted or 'dissimilar' wave form at the T3 electrode site on the correlation analysis. These findings suggest impaired functioning of the left temporal cortex in our children who have failed to develop language normally. We feel that this has more significance for the language abnormality than the low amplitude ABRs which were observed in both the language and motor speech disordered children.

Brain Mapping↗

PubMed2006

Concomitant replacement of language and mtDNA in South Caspian populations of Iran.

The Gilaki and Mazandarani occupy the South Caspian region of Iran and speak languages belonging to the North-Western branch of Iranian languages . It has been suggested that their ancestors came from the Caucasus region, perhaps displacing an earlier group in the South Caspian . Linguistic evidence supports this scenario, in that the Gilaki and Mazandarani languages (but not other Iranian languages) share certain typological features with Caucasian languages . We analyzed patterns of mtDNA and Y chromosome variation in the Gilaki and Mazandarani. Based on mtDNA HV1 sequences, the Gilaki and Mazandarani most closely resemble their geographic and linguistic neighbors, namely other Iranian groups. However, their Y chromosome types most closely resemble those found in groups from the South Caucasus. A scenario that explains these differences is a south Caucasian origin for the ancestors of the Gilaki and Mazandarani, followed by introgression of women (but not men) from local Iranian groups, possibly because of patrilocality. Given that both mtDNA and language are maternally transmitted, the incorporation of local Iranian women would have resulted in the concomitant replacement of the ancestral Caucasian language and mtDNA types of the Gilaki and Mazandarani with their current Iranian language and mtDNA types. Concomitant replacement of language and mtDNA may be a more general phenomenon than previously recognized.

Chromosomes, Human, Y↗

PubMed2003

The influence of long-term tracheostomy on speech and language development in children.

BACKGROUND: Individuals diagnosed as having primary neurological disorders have a high incidence of abnormal speech and language development. However, results in cohorts where this group are excluded are controversial. With no coexisting neurological impairment, some suggested that tracheostomy has little influence on speech development, whilst others showed a clear pattern of language disability. The aim of this study is to evaluate the influence of tracheostomy on speech and language development. METHOD: Retrospective study using standardised outcome measures. RESULTS: A series of 39 paediatric tracheostomies was studied. In the group where children had neurological disorders, 94% showed no language or delayed language development. In contrast, of the group of children without a neurological impairment, 60.9% had normal speech and language development. The median age at the decannulation in those children with delayed speech was 23 months, whilst in those children with normal speech it was 14.5 months. CONCLUSION: Tracheostomy affects speech and language development in those with and without neurological disorders. Crucial factors affecting speech and language development within the neurologically normal group are age at the tracheostomy, and the duration of the tracheostomy until decannulation. Achieving earliest decannulation improves the chance of a normal speech and language development.

Age Factors↗

PubMed2006

Melasma in Latina patients: cross-cultural adaptation and validation of a quality-of-life questionnaire in Spanish language.

BACKGROUND: Melasma has been shown to have a significant emotional and psychologic effect on affected patients. Although this pigmentary disorder is thought to be more prevalent among Latinos, the effect of melasma on quality of life (QOL) in this population is unknown. OBJECTIVES: The goals of this study were to translate and culturally adapt the previously validated Melasma QOL (MELASQOL) scale into Spanish language, to confirm the new scale's reliability and validity, and to administer the scale to characterize melasma's effect on the health-related QOL of Spanish language-speaking Latino patients. METHODS: Cross-cultural adaptation of the original questionnaire was performed using previously established guidelines. After pretesting the questionnaire in a group of 30 patients, it was tested in a group of 112 patients recruited from a community outpatient clinic. A Spanish-language health-related QOL assessment battery was also administered for validation purposes. The degree of melasma was determined on clinical examination by the investigator using the Melasma Area and Severity Index. RESULTS: Cross-cultural adaptation of the questionnaire was successful in producing a working and understandable Spanish-language version of the MELASQOL. The Spanish-language MELASQOL scale was internally reliable and demonstrated construct and content validity. The Spanish-language MELASQOL scores of patients with little to no formal education were significantly higher than those with at least a seventh-grade education. Scores were proportional to the length of time a patient had lived with melasma and were higher in patients who had previously sought treatment. Spanish-language MELASQOL score and Melasma Area and Severity Index were shown to be moderately correlated, but no differences were seen according to patient age, marital status, employment, or coexisting medical or psychiatric conditions. LIMITATIONS: Limitations are a lack of data regarding socioeconomic status and limitation to Mexican and Central American female patients. CONCLUSIONS: We have developed a semantically equivalent translation of MELASQOL in the Spanish language and have begun to characterize the effects of melasma on the QOL in a population that has not been previously studied. Further studies in larger populations of Spanish language-speaking patients from various geographic and socioeconomic groups are warranted.

Adult↗

PubMed2005

Prenatal alcohol and cocaine exposure: influences on cognition, speech, language, and hearing.

UNLABELLED: This paper reviews research on the consequences of prenatal exposure to alcohol and cocaine on children's speech, language, hearing, and cognitive development. The review shows that cognitive impairment, learning disabilities, and behavioral disorders are the central nervous system manifestations of fetal alcohol syndrome (FAS), and cranio-facial abnormalities are also present. Delays in language acquisition, as well as receptive and expressive language deficits, are commonly reported. The cranio-facial abnormalities of FAS, which sometimes include cleft palate, make the child prone to otitis media with effusion and conductive hearing loss. The family environment in which one or both parents is a heavy alcohol user presents challenges to a child with normal intelligence, but may be especially deleterious to the child with mental retardation. Prenatal exposure to cocaine results in subtle cognitive disabilities when measured at 4 years of age. The cognitive effects may be ameliorated by a stimulating and sensitive care-giving environment. A small, deleterious "cocaine-effect" is also seen in speech and language development. The child with prenatal exposure to cocaine may be considered at increased risk for language delay or disorder. There is no evidence that prenatal cocaine exposure by itself is a risk factor for sensorineural hearing impairment, although auditory evoked potentials from the brainstem and cortex suggest some abnormalities in central auditory processing, at least during the newborn period. The strong effect of the home environment for ameliorating the effects of prenatal cocaine-exposure suggests that a family-focused approach for cognitive, language, and social-emotional habilitation would be beneficial to all. LEARNING OUTCOMES: The learner will be able to describe the major features of fetal alcohol syndrome and how they relate to speech, language, hearing, and cognitive disorders. The learner will review the literature and determine research needs with respect to language, speech, and hearing among infants and children with fetal alcohol syndrome. Similarly, the learner will distinguish the outcomes of prenatal alcohol-exposure from those of prenatal cocaine-exposure. The learner will summarize the controversy regarding the possible stigmatization of cocaine-exposed infants. The learner will summarize the speech, language, and hearing effects of prenatal cocaine-exposure.

Alcoholism↗

PubMed2006

Recovery from aphasia as a function of language therapy in an early bilingual patient demonstrated by fMRI.

Knowledge about the recovery of language functions in bilingual aphasic patients who suffer from left-hemispheric stroke is scarce. Here, we present the case of an early bilingual patient (German/French) with chronic aphasia. Functional magnetic resonance imaging (fMRI) was used to investigate neural correlates of language performance during an overt picture naming task in German and French (a) 32 months after stroke to assess differential recovery of both languages as a function of the preceding language therapy that was provided exclusively in German and (b) after additional short-term intensive (German) language training. At the first investigation behavioral performance confirmed selective recovery of German naming ability which was associated with increased functional brain activation compared to the French naming condition. Changes in behavioral performance and brain activation pattern as disclosed by fMRI after an additional experimental treatment were confined to the trained (German) language and indicate bilateral neuroplastic reorganization. No generalization to the untrained (French) language was observed. The present case results demonstrate use and/or training-dependent differential recovery of expressive language functions and an enhanced pattern of brain activation as a function of the rehabilitation efforts that were focussed exclusively on the patient's German language abilities.

Adult↗

PubMed2002

Returning the tables: language affects spatial reasoning.

Li and Gleitman (Turning the tables: language and spatial reasoning. Cognition, in press) seek to undermine a large-scale cross-cultural comparison of spatial language and cognition which claims to have demonstrated that language and conceptual coding in the spatial domain covary (see, for example, Space in language and cognition: explorations in linguistic diversity. Cambridge: Cambridge University Press, in press; Language 74 (1998) 557): the most plausible interpretation is that different languages induce distinct conceptual codings. Arguing against this, Li and Gleitman attempt to show that in an American student population they can obtain any of the relevant conceptual codings just by varying spatial cues, holding language constant. They then argue that our findings are better interpreted in terms of ecologically-induced distinct cognitive styles reflected in language. Linguistic coding, they argue, has no causal effects on non-linguistic thinking--it simply reflects antecedently existing conceptual distinctions. We here show that Li and Gleitman did not make a crucial distinction between frames of spatial reference relevant to our line of research. We report a series of experiments designed to show that they have, as a consequence, misinterpreted the results of their own experiments, which are in fact in line with our hypothesis. Their attempts to reinterpret the large cross-cultural study, and to enlist support from animal and infant studies, fail for the same reasons. We further try to discern exactly what theory drives their presumption that language can have no cognitive efficacy, and conclude that their position is undermined by a wide range of considerations.

Cognition↗

PubMed1985

Metaphoric competence in cognitive and language development.

Consideration of the age-related changes in children's language and cognitive development suggests qualitative changes in their creative language use. Many, if not most, researchers in the area have argued that some metaphoric competence emerges far earlier than would be expected on the basis of explanation or interpretation tasks alone. These same researchers, however, appear largely to have neglected consideration of the cognitive prerequisites for such abilities and differences between what is nonliteral for the adult and nonliteral for the child. If figurative language is defined as involving intentional violation of conceptual boundaries in order to highlight some correspondence, one must be sure that children credited with that competence have (1) the metacognitive and metalinguistic abilities to understand at least some of the implications of such language (Lakoff & Johnson, 1980; Nelson, 1974; Nelson & Nelson, 1978), (2) a conceptual organization that entails the purportedly violated conceptual boundaries (Lange, 1978), and (3) some notion of metaphoric tension as well as ground. Having stacked the definitional cards, we doubt that many investigators would assert that 2-year-old children at nonverbal symbolic play are doing anything that is literally metaphorical in our terms. But neither will we deny that one can observe creative components in the verbal and nonverbal play of the young child that are precursors of later nonliteral language skills (see McCune-Nicolich, 1981, for discussion). We simply do not see these creative abilities as specific to language in any way that justifies calling them metaphoric competence. Rather, the child's abilities to deal flexibly with the world, to "play" with possible alternative organizations of it, and to see similarity in diversity represent the bases of subsequent cognitive as well as language development. Far from being an exceptional aspect of development, apparently nonliteral language should be considered a fundamental tool in the young child's construction of both internal and external worlds (McCune-Nicolich, 1981; Vygotsky, 1978). If one is willing to accept that children's conceptual organization might not match that of adults, then what is appropriately called nonliteral language in the young child must be reexamined. We find it strange that researchers acknowledge differences, for example, in children's notions of animacy, and yet assume that errors of animacy attribution are figurative constructions indicative of an ability to supercede a level of analysis the child does not have.(ABSTRACT TRUNCATED AT 400 WORDS)

Adolescent↗

PubMed2003

Update on the language disorders of individuals on the autistic spectrum.

Inadequate language is a defining feature of the autism spectrum disorders (autism). Autism is a behaviorally and dimensionally defined developmental disorder of the immature brain that has a broad range of severity and many etiologies, with multiple genes involved. Early studies, which focused on the language of verbal children on the autistic spectrum, emphasized aberrant features of their speech such as unusual word choices, pronoun reversal, echolalia, incoherent discourse, unresponsiveness to questions, aberrant prosody, and lack of drive to communicate. Persistent lack of speech of some individuals was attributed to the severity of their autism and attendant mental retardation rather than possible inability to decode auditory language. Clinical study of unselected children with autism indicated that the language deficits of preschoolers fall into two broad types, perhaps with subtypes, those that involve reception and production of phonology (sounds of speech) and syntax (grammar), and those that do not but involve semantics (meaning) and pragmatics (communicative use of language, processing, and production of discourse). Except for the preschoolers' universally deficient pragmatics and comprehension of speech, many of their language deficits parallel those of non-autistic preschoolers with developmental language disorders. There is now biological support for the clinical observation that young autistic children are language disordered as well as autistic. Recent electrophysiological studies disclose auditory input abnormalities in lateral temporal cortex even in verbal individuals on the autistic spectrum. Severe receptive deficits for phonology enhance the risk for epilepsy. Genetic studies indicate that linkage to chromosome 7q31-33 is limited to families with evidence for phonologic impairment as well as autism. Clearly, social and cognitive disorders alone provide an inadequate explanation for the range of language deficits in autism.

Auditory Perception↗

PubMed2002

Follow-up of children with language delay and features of autism from preschool years to middle childhood.

Eighteen children (13 males, five females) who had severe developmental language delay/disorder and some features of autism (although insufficient in severity and combination to meet ICD-10 diagnostic criteria for childhood autism) at preschool age (Time 1; mean age 4 years 4 months) were followed up 4 years later (Time 2; mean age 8 years 7 months). At the initial assessment the diagnostic dilemma was how much the social communication impairments and behavioural problems were secondary to the language problem and how much they constituted a genuine case of a pervasive developmental disorder. It was anticipated that at follow-up some children would continue to show social impairments but that in others social impairments would have receded as language competence improved. Follow-up assessments included the Wechsler Intelligence Scale for Children, the Clinical Evaluation of Language Fundamentals, the Children's Communication Checklist, and the Social Communication Questionnaire. At follow-up, five children had continuing language disorder and were considered to fulfil diagnostic criteria for childhood autism, four children had continuing language disorder and met criteria for atypical autism, and nine met criteria for atypical autism but had somewhat recovered language skills. Thus, even in the subgroup of children whose language ability had improved the features of autism had not dissipated. Severity of social communication impairments and repetitive behaviours at Time 1, rated retrospectively from case notes, were associated with severity of autism symptoms and pragmatic competence at Time 2. The findings are discussed in relation to the unclear boundary between autism spectrum disorders and language delay/disorder.

Autistic Disorder↗

PubMed1989

A cross-language study of prosodic modifications in mothers' and fathers' speech to preverbal infants.

This study compares the prosodic modifications in mothers' and fathers' speech to preverbal infants in French, Italian, German, Japanese, British English, and American English. At every stage of data collection and analysis, standardized procedures were used to enhance the comparability across data sets that is essential for valid cross-language comparison of the prosodic features of parental speech. In each of the six language groups, five mothers and five fathers were recorded in semi-structured home observations while speaking to their infant aged 0;10-1;2 and to an adult. Speech samples were instrumentally analysed to measure seven prosodic parameters: mean fundamental frequency (f0), f0-minimum, f0-maximum, f0-range, f0-variability, utterance duration, and pause duration. Results showed cross-language consistency in the patterns of prosodic modification used in parental speech to infants. Across languages, both mothers and fathers used higher mean-f0, f0-minimum, and f0-maximum, greater f0-variability, shorter utterances, and longer pauses in infant-directed speech than in adult-directed speech. Mothers, but not fathers, used a wider f0-range in speech to infants. American English parents showed the most extreme prosodic modifications, differing from the other language groups in the extent of intonational exaggeration in speech to infants. These results reveal common patterns in caretaker's use of intonation across languages, which may function developmentally to regulate infant arousal and attention, to communicate affect, and to facilitate speech perception and language comprehension. In addition to providing evidence for possibly universal prosodic features of speech to infants, these results suggest that language-specific variations are also important, and that the findings of the numerous studies of early language input based on American English are not necessarily generalisable to other cultures.

Child, Preschool↗

PubMedDate not supplied

Sign language aphasia during left-hemisphere Amytal injection.

Although it has been established that the left cerebral hemisphere subserves spoken language, the nature of brain organization for sign language remains relatively unexplored. The issue is especially important because sign language displays the complex linguistic structure of spoken languages, but conveys it through manipulation of visuo-spatial relations, thereby exhibiting properties for which the hemispheres of hearing individuals show opposing specializations. We had the unique opportunity to study a hearing signer proficient in American sign language (ASL), during the left intracarotid injection of a barbiturate (the Wada test), and before and after a right temporal lobectomy. The subject was a strong right-hander. Neuropsychological and anatomical asymmetries suggested left cerebral dominance for auditory-based language. Emission tomography revealed lateralized activity of left Broca's and Wernicke's regions for spoken language. The Wada test, during which all left language areas were rendered inoperative, caused a marked aphasia in both English and ASL. After partial ablation of the right temporal lobe, the abilities to sign and understand signing were unchanged. These data add further support to the notion that anatomical structures of the left cerebral hemisphere subserve language in a visuo-spatial as well as an auditory mode.

Adult↗