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PubMed1981

Nonlinguistic symbolic and conceptual abilities of language-impaired and normally developing children.

This study was motivated in part by the claim that language-impaired children with normal nonverbal intelligence suffer from representational and symbolization deficits (Morehead & Ingram, 1973). The study also examined the developing concepts of class, number, and order in these children to evaluate the claim that their thinking and reasoning in the nonlinguistic domain were within normal limits. Subjects were language-impaired children and two groups of normally developing children, one matched for MA and the other for MLU to the language-imparied group. Each group consisted of ten children. Each child was administered six nonstandardized cognitive tasks from the Piagetian literature. These tasks were designed to assess developing nonlinguistic symbolic abilities and conceptual knowledge of class, number, and order relations. The language-impaired children consistently performed better than MLU-matched controls but more poorly than MA-matched peers. However, only one task--Haptic Recognition--uncovered a significant difference between the language-impaired and MA-matched groups. The difficulty that language-impaired children experienced on this task was taken as evidence that they had deficient nonlinguistic symbolic abilities. Some tentative conclusions are offered concerning the role representational abilities play in language development.

Age Factors↗

PubMed1995

Hierarchical planning abilities in children with specific language impairments.

The present study examined Cromer's (1983) claim that children with language impairments have a hierarchical planning deficit that affects language as well as performance on complex construction tasks. Subjects were 30 boys (ages 5-7 years), 15 with specific language impairments (SLI) and 15 with normally developing language. Children were asked to build four hierarchical structures: a block construction, a puzzle construction, a simple straw construction, and a complex straw construction. Children who failed to complete the complex straw construction were taught how to construct the model using a sequential strategy. The two groups tended to perform comparably on the block and complex straw construction, the easiest and hardest of the four constructions. The two groups performed least comparably on the puzzle, simple straw construction, and the training task. On the basis of these findings and recent work by Greenfield (1991), we concluded that it is time to reject the notion that a central hierarchical planning mechanism underlies language and non-language structures that contain hierarchical components. The possible exception is early in development before language and manual actions become more autonomous and modular in nature.

Child↗

PubMed1995

Parent questionnaire for screening early language development in children with cleft palate.

This study investigated the efficacy of a parent questionnaire as a component for screening early language development of children 16 to 30 months of age with cleft lip and palate. Thirty nonsyndromic children with cleft lip and palate and 30 children without clefts received the MacArthur Communicative Development Inventory: Toddler (CDI: Toddler), administered by a pediatrician. In addition, a speech-language screening was performed by a speech-language pathologist. Results of the two assessments indicated that the CDI:Toddler was a valid screener of language development when compared with a comprehensive speech-language screening. Language and speech characteristics of the subject populations are discussed. In particular, differences between the cleft and noncleft groups demonstrated evidence of delays in expressive language development in the children with cleft lip and palate.

Age Factors↗

PubMed1993

Profiles of language impairment in primary progressive aphasia.

OBJECTIVE: The profile of language impairment in patients with primary progressive aphasia in comparison with the language impairment in patients with Alzheimer's disease and after stroke. DESIGN: The Western Aphasia Battery and the Mattis Dementia Rating Scale evaluated the language and cognitive impairment. Follow-up studies were done 1 to 5 years after the initial testing in seven of 10 patients with primary progressive aphasia, and a postmortem examination of the brain was done in two patients. SETTING: All 10 patients with primary progressive aphasia were previously healthy, community-dwelling persons when first tested. PATIENTS AND OTHER PARTICIPANTS: All patients with primary progressive aphasia reported at least a 2-year history of slowly progressive aphasia without other signs of global dementia. The initial Western Aphasia Battery results of the 10 patients with primary progressive aphasia were compared with those of a sample of 10 patients with probable Alzheimer's disease and with those of a sample of 10 patients with aphasia due to a left hemispheric stroke. Both reference samples were matched for age and sex; the sample with stroke-caused aphasia was additionally matched for the aphasia type. RESULTS: Expressive language disability with reduced speech fluency and anomia but preserved language comprehension and nonverbal cognition were typical features in early stages of primary progressive aphasia. Spontaneous speech was significantly more impaired in patients with primary progressive aphasia in comparison with those with aphasia after left hemisphere stroke and with language impairment in patients with Alzheimer's disease. Follow-up examinations revealed continuous, often rapid deterioration of language impairment. The neuropathological examination showed Alzheimer's disease in one patient and Pick's disease in the other. CONCLUSION: The profile of aphasia suggests that primary progressive aphasia tends to affect anterior parts of the language-dominant cortex first.

Aged↗

PubMed1979

Language: perspectives from another modality.

Human languages have been forged in auditory-vocal channels throughout evolution. This paper examines the formal properties of a communication system that has developed in the absence of speech: the sign language of the deaf. The objective is to investigate to what extent the overall form and organization of language is determined by the articulatory and perceptual modality in which it has developed (its transmission system) and to what extent its form and organization represent more fundamental aspects of the human mind (intellect). Experimental and linguistic evidence is brought to bear on the analysis of the sign: studies of coding and processing of signs in memory; of slips of the hand; of historical change in signs over time; the heightened use of language in poetry and wit. American Sign Language differs dramatically from English and other spoken languages in the mechanisms by which its lexical units are modified. For the form of its morphological processes, the mode in which the language develops appears to make a crucial difference. Finally, the issue of cerebral specialization with respect to a visual-manual language is addressed.

Dominance, Cerebral↗

PubMed2003

Language impairment in dementia: impact on symptoms and care needs in residential homes.

BACKGROUND: Impairment of language skills affects the level of functioning of an individual, interferes with effective communication and can result in development of disruptive behaviour. Social skills and capacity for self care may be compromised. Few studies have evaluated the impact of language problems on symptoms and socialization in people with dementia in care environments. METHOD: 315 elderly residents with dementia (29% living in nursing homes, 71% in social care facilities) were assessed using standardized psychiatric schedules including the Sheffield Screening Test for Acquired Language Disorders and Neuropsychiatric Inventory. Dementia Care Mapping was undertaken at random in at least 50% of residents in each facility. RESULTS: Expressive language impairment was associated with the presence of delusions even when severity of dementia was controlled for (p=0.02) and showed a tendency of association with depression (p=0.06). Receptive language difficulties were strongly associated with presence of Aberrant Motor Behaviour, even controlling for severity of dementia (p=0.04). Decreased participation in social activities was correlated with both expressive (p=0.048) and receptive aspects of language (p<0.01) but social withdrawal was only correlated with receptive language difficulties (p=0.01). CONCLUSION: Language disorders are associated with both behavioural and psychological symptoms of dementia even when severity of dementia is controlled for. Patients' needs in communication skills should be addressed earlier to help them maintain social interactions and reduce the impact on behavioural problems and patients' quality of life.

Aged↗

PubMed2000

Diagnostic assessment of communicative and interactive behaviours in children with autism and receptive language disorder.

Children with autism and children with a severe specific receptive language disorder both show clear deficits in communicative language skills and in social relationships. In this study the usefulness of the Autism Diagnostic Observation Schedule (ADOS) in the differential diagnosis between these two groups of developmentally impaired children is assessed. 11 children with early infantile autism and 20 children with a specific receptive language disorder participated in the study. 18 children with an expressive language disorder were used as a control group. The ADOS was individually administered to all children by the same examiner. The results showed that on most of the ADOS measures the autistic children were clearly more deviant than the language impaired children. There were no significant differences between the two groups of language impaired children. Eight out of 11 autistic children reached the defined cut-off values on the measures "language and communication" and "social interaction" of the ADOS algorithm, whereas only three autistic children did so on the measure "stereotyped behaviour". None of the language-impaired children reached the cut-off values on more than one measure. The ADOS allowed for good assessment of certain types of behaviour. However, to confirm the diagnosis of infantile autism, additional information from parents is required.

Autistic Disorder↗

PubMed2006

High heritability of speech and language impairments in 6-year-old twins demonstrated using parent and teacher report.

Previous twin studies have demonstrated high heritability of specific language impairment (SLI) when the diagnosis is based on psychometric testing. The current study measured the effectiveness of parent and teacher ratings of communication skills in identifying heritable language impairment. The Children's Communication Checklist was completed by parents and teachers of 6-year-old twins recruited from a general population sample. One hundred and thirty twin pairs (65 MZ) were selected because at least one twin had low language skills at 4 years of age; a further 66 pairs (37 MZ) were a low risk group with no indication of language difficulties at 4 years. Internal consistency, inter-rater reliability, and validity in identifying language impairment were assessed for all CCC scales. CCC scales, especially those assessing structural language skills, were highly effective in identifying cases of language impairment, but agreement between parent and teacher ratings was modest. Genetic analysis revealed negligible environmental influence and substantial genetic influence on most scales. A rater-specific effects model was fit to the data to assess how far parents and teachers assess a common genetic factor on the CCC. Ratings of parents and teachers were influenced to some extent by the same child characteristics, but rater-specific effects were also evident, especially on scales measuring pragmatic aspects of communication. This study shows that there are strong genetic influences on both structural and pragmatic language impairments in children, and these can be detected using a simple checklist completed by parents or teachers.

Child↗

PubMed1992

Language comprehension in schizophrenics and their brothers.

Disturbances in language functioning may be associated with familial vulnerability to schizophrenia. Language comprehension, measured by the Luria-Nebraska Relational Concepts Factor Scale, was evaluated in 36 schizophrenic probands and their nonschizophrenic adult brothers (n = 41), and in 18 normal controls. Language comprehension performance was a function of psychiatric diagnosis in the brothers. Brothers who met criteria for schizophrenia-spectrum disorders showed significantly reduced language performance compared with unaffected brothers and normal controls. Moreover, abnormal language performance was exhibited by significantly more probands and spectrum-disordered brothers than by the normal controls and the brothers without schizophrenia-spectrum disorders. Finally, language performance was not significantly different for 31 pairs of schizophrenic probands and their brothers. Impaired language comprehension appeared comparatively specific in this sample of relatives, as groups were not significantly different on measures of nonlinguistic concept formation (Wisconsin Card Sorting Test) and general intellectual functioning (WAIS-R Information and Block design). Results suggest that impaired language comprehension is associated with familial vulnerability to schizophrenia, and that this disturbance may be most severe in relatives diagnosed with schizophrenia-spectrum disorders.

Adult↗

PubMed1990

Language development of very low birth weight infants and fullterm controls at 12 months of age.

Twenty-eight very low birth weight (VLBW) and 32 full term infants were prospectively assessed at one year of age for hearing, language development and neurological status. The prevalence of conductive hearing deficits was the same in both groups. Language scores in VLBW infants were significantly lower than in fullterm controls and 39% had significant language delays. VLBW infants exhibited a shorter attention span and were less likely to understand simple questions, to recognize objects or body parts when named, to initiate speech-gesture games, to follow simple commands and to imitate or use words consistently. Language quotients were directly associated with gestational age and five minute Apgar scores and inversely associated with severity of intraventricular hemorrhage, bronchopulmonary dysplasia and length of hospital stay. VLBW small for gestational age infants exhibited more advanced language skills than VLBW appropriate for gestational age infants. Language delays were more prevalent among, but not limited to, infants with mild to moderate neurological abnormalities. The influence of prematurity and VLBW on language development is complex and multifactorial and research is continuing to determine the predictive validity and long term significance of the early language delays described in this study.

Apgar Score↗

PubMed2005

Hemispheric specialization for language: Brain volume matters.

Increasing brain volume may impose constraints, through longer information transfer delays, on the distributed networks supporting language. Here, we assessed the relative effects of brain volume and other putative predictors of the functional variability of perisylvian language areas, as probed with PET, during both a language comprehension and a language production task. In the case of language comprehension (story listening), a linear combination of planum temporale surface, brain volume and handedness could explain almost 60% of the functional asymmetry observed in the perisylvian area. Without brain volume, the goodness of fit was significantly decreased (39%, P < 0.05), and furthermore, the effect of handedness was not detected anymore. This was due to the fact that in our sample, left-handers (n = 12) had a significantly larger brain volume as compared to right-handers (n = 8, P = 0.03). As for language production (verb generation), brain volume and the planum temporale also played a role. However, in this case, the main predictor of functional variability was handedness, where a greater degree of right-handedness was associated with larger activation of left inferior frontal regions. Depending on the language component of interest, these results support different (yet compatible) theories on hemispheric specialization. Left specialization for comprehension could be attributed to the constraints of processing speech stimuli, while a gestural origin of language is mostly supported by the relation we observed between left specialization for production and right-handedness.

Adult↗

PubMed2005

Language of publication restrictions in systematic reviews gave different results depending on whether the intervention was conventional or complementary.

OBJECTIVE: To assess whether language of publication restrictions impact the estimates of an intervention's effectiveness, whether such impact is similar for conventional medicine and complementary medicine interventions, and whether the results are influenced by publication bias and statistical heterogeneity. STUDY DESIGN AND SETTING: We set out to examine the extent to which including reports of randomized controlled trials (RCTs) in languages other than English (LOE) influences the results of systematic reviews, using a broad dataset of 42 language-inclusive systematic reviews, involving 662 RCTs, including both conventional medicine (CM) and complementary and alternative medicine (CAM) interventions. RESULTS: For CM interventions, language-restricted systematic reviews, compared with language-inclusive ones, did not introduce biased results, in terms of estimates of intervention effectiveness (random effects ration of odds rations ROR=1.02; 95% CI=0.83-1.26). For CAM interventions, however, language-restricted systematic reviews resulted in a 63% smaller protective effect estimate than language-inclusive reviews (random effects ROR=1.63; 95% CI=1.03-2.60). CONCLUSION: Language restrictions do not change the results of CM systematic reviews but do substantially alter the results of CAM systematic reviews. These findings are robust even after sensitivity analyses, and do not appear to be influenced by statistical heterogeneity and publication bias.

Complementary Therapies↗

PubMed2004

Productive and perceptive language reorganization in temporal lobe epilepsy.

The aim of this work was to determine whether productive and perceptive language functions are differentially affected in homogeneous groups of epilepsy patients with right and left temporal lobe epilepsy (TLE). Eighteen patients with left TLE, 18 with right TLE, and 17 healthy volunteers were studied using fMRI during performance of three tasks assessing the productive and perceptive aspects of language (covert semantic verbal fluency, covert sentence repetition, and story listening). Hemispheric dominance for language was calculated in the frontal and temporal regions using laterality indices (LI). Atypical lateralization was defined as a right-sided LI (LI<-0.20) in the frontal lobes during the verbal fluency task or in the temporal lobes during the story listening task. Control subjects and right TLE patients demonstrated a strong left lateralization for language in the frontal lobes during the fluency task, whereas activation was less lateralized to the left hemisphere in left TLE patients, although the difference did not reach significance. In the story listening and the repetition tasks, activation was significantly more right sided in the temporal lobes of patients with left TLE. Atypical language representation was found in 19% of TLE patients (five left and two right TLE). The shift toward the right hemisphere was significantly larger in the temporal than the frontal lobes in patients with atypical language lateralization compared to TLE patients with a typical language lateralization. Neuropsychological performances of patients with atypical language patterns were better than those of patients with typical patterns, suggesting that this reorganization may represent a compensatory mechanism.

Adolescent↗

PubMed2001

Language and number: a bilingual training study.

Three experiments investigated the role of a specific language in human representations of number. Russian-English bilingual college students were taught new numerical operations (Experiment 1), new arithmetic equations (Experiments 1 and 2), or new geographical or historical facts involving numerical or non-numerical information (Experiment 3). After learning a set of items in each of their two languages, subjects were tested for knowledge of those items, and new items, in both languages. In all the studies, subjects retrieved information about exact numbers more effectively in the language of training, and they solved trained problems more effectively than untrained problems. In contrast, subjects retrieved information about approximate numbers and non-numerical facts with equal efficiency in their two languages, and their training on approximate number facts generalized to new facts of the same type. These findings suggest that a specific, natural language contributes to the representation of large, exact numbers but not to the approximate number representations that humans share with other mammals. Language appears to play a role in learning about exact numbers in a variety of contexts, a finding with implications for practice in bilingual education. The findings prompt more general speculations about the role of language in the development of specifically human cognitive abilities.

Adult↗

PubMed2001

Spatial language and spatial representation: a cross-linguistic comparison.

We examined the relationship between spatial language and spatial memory by comparing native English, Japanese, and Korean speakers' naming of spatial locations and their spatial memory for the same set of locations. We focused on two kinds of spatial organization: axial structure of the reference object, and contact/support with respect to its surface. The results of two language (naming) tasks showed similar organization across the three language groups in terms of axial structure, but differences in organization in terms of contact/support. In contrast, the results of two memory tasks were the same across language groups for both axial structure and contact/support. Moreover, the relationship between spatial language and spatial memory in the two sets of tasks did not show a straightforward isomorphism between the two systems. We conclude that spatial language and spatial memory engage the same kinds of spatial properties, suggesting similarity in the foundations of the two systems. However, the two systems appear to be partially independent: the preservation of particular spatial properties was not mandatory across languages, nor across memory tasks, and cross-linguistic differences in spatial language did not lead to differences in the non-linguistic encoding of location. We speculate that the similarity in linguistic and non-linguistic representations of space may emerge as a functional consequence of negotiating the spatial world.

Analysis of Variance↗

PubMed1999

Language acquisition in the absence of explicit negative evidence: how important is starting small?

It is commonly assumed that innate linguistic constraints are necessary to learn a natural language, based on the apparent lack of explicit negative evidence provided to children and on Gold's proof that, under assumptions of virtually arbitrary positive presentation, most interesting classes of languages are not learnable. However, Gold's results do not apply under the rather common assumption that language presentation may be modeled as a stochastic process. Indeed, Elman (Elman, J.L., 1993. Learning and development in neural networks: the importance of starting small. Cognition 48, 71-99) demonstrated that a simple recurrent connectionist network could learn an artificial grammar with some of the complexities of English, including embedded clauses, based on performing a word prediction task within a stochastic environment. However, the network was successful only when either embedded sentences were initially withheld and only later introduced gradually, or when the network itself was given initially limited memory which only gradually improved. This finding has been taken as support for Newport's 'less is more' proposal, that child language acquisition may be aided rather than hindered by limited cognitive resources. The current article reports on connectionist simulations which indicate, to the contrary, that starting with simplified inputs or limited memory is not necessary in training recurrent networks to learn pseudonatural languages; in fact, such restrictions hinder acquisition as the languages are made more English-like by the introduction of semantic as well as syntactic constraints. We suggest that, under a statistical model of the language environment, Gold's theorem and the possible lack of explicit negative evidence do not implicate innate, linguistic-specific mechanisms. Furthermore, our simulations indicate that special teaching methods or maturational constraints may be unnecessary in learning the structure of natural language.

Artificial Intelligence↗

PubMed2006

Oscillatory neuronal dynamics during language comprehension.

Language comprehension involves two basic operations: the retrieval of lexical information (such as phonologic, syntactic, and semantic information) from long-term memory, and the unification of this information into a coherent representation of the overall utterance. Neuroimaging studies using hemodynamic measures such as PET and fMRI have provided detailed information on which areas of the brain are involved in these language-related memory and unification operations. However, much less is known about the dynamics of the brain's language network. This chapter presents a literature review of the oscillatory neuronal dynamics of EEG and MEG data that can be observed during language comprehension tasks. From a detailed review of this (rapidly growing) literature the following picture emerges: memory retrieval operations are mostly accompanied by increased neuronal synchronization in the theta frequency range (4-7 Hz). Unification operations, in contrast, induce high-frequency neuronal synchronization in the beta (12-30 Hz) and gamma (above 30 Hz) frequency bands. A desynchronization in the (upper) alpha frequency band is found for those studies that use secondary tasks, and seems to correspond with attentional processes, and with the behavioral consequences of the language comprehension process. We conclude that it is possible to capture the dynamics of the brain's language network by a careful analysis of the event-related changes in power and coherence of EEG and MEG data in a wide range of frequencies, in combination with subtle experimental manipulations in a range of language comprehension tasks. It appears then that neuronal synchrony is a mechanism by which the brain integrates the different types of information about language (such as phonological, orthographic, semantic, and syntactic information) represented in different brain areas.

Brain↗

PubMed2003

Language barriers between nurses and asylum seekers: their impact on symptom reporting and referral.

The objective of this study was to determine whether language barriers during the screening interview affected the reporting of asylum seekers' health problems and their referral to further health care. Seven hundred and twenty-three standard screening questionnaires, administered by nurses to asylum-seekers at the time of entry into Geneva/Switzerland between June and December 1998, were reviewed, as well as information pertaining to language use during the interview. Language concordance between nurses and asylum seekers was assessed by considering the presence/absence of an interpreter, the type of interpreter present (trained, untrained), and the nurse's self-assessed proficiency in the language used during the medical interview. Nurses also recorded their own subjective assessment of the overall quality of communication during the interview. More than half of the asylum seekers came from Europe, mainly the Balkan regions, and a third of them from Africa. Most asylum seekers were men (72%). The median age was 26.5 years, and 50% were younger than 25 years. Severe physical and psychological symptoms were reported by 19% and traumatic events prior to migration were reported by 63%. The nurses referred 36% of all refugees to further medical care and 6% to psychological care. Professional interpreters were used in 8% of the interviews and ad hoc interpreters in 16%. Adequate, partial and inadequate language concordance was reported for 54%, 27% and 18% of the consultations respectively. Adequate language concordance was significantly associated with higher reporting of past experience of traumatic events and of severe psychological symptoms, contrasting with much fewer referrals to psychological care when language concordance was inadequate. These results suggest the importance of addressing language barriers in primary care centres in order to adequately detect and refer traumatised refugees. To address this problem, the use of professional interpreters is recommended.

Adult↗