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PubMed2000

[The future of the German language in science].

The German language served the scientific community for decades during the 20th century. The shift to the English language was considered by some as a loss of cultural identity. A view difficult to support, since not only Germany but also countries like Switzerland and Austria are part of the cultural heritage. The development of the impact factor, which is derived predominantly from Anglo-American journals, has also contributed to this situation. This may be of concern, since it influences the scientific future of young scientists from German-speaking countries. At present, no exclusively German-language journal in obstetrics and gynecology is listed in the Index Medicus anymore. If this means that the German-language scientific journals are not needed for the transmission of scientific data, they may evolve as organs for postgraduation studies. Interest in postgraduate papers only recently became evident in academic circles. In American CVs a rubric of postgraduate studies is separately provided. These are highly esteemed. The need for such postgraduate journals will be established when postgraduate studies become mandatory also in German-speaking countries. A lack of postgraduate papers may be overcome by an impact factor for postgraduate studies to encourage young academics to write such papers. Until German-language postgraduate papers are submitted in larger numbers, the editors of German-language journals are referred to the Anglo-American literature where such articles are available. Since a scientific journal, even when there are large subscription numbers, requires advertisements of the pharmaceutical industry, there is a potential for a conflict of interest between physicians and advertisers. In general, it can be expected that the number of German-language journals will drastically decline.

Cultural Characteristics↗

PubMed2002

Electrophysiological measures of language processing in bilinguals.

The aim of the present study was to investigate how multiple languages are represented in the human brain. Event-related brain potentials (ERPs) were recorded from right-handed polyglots and monolinguals during a task involving silent reading. The participants in the experiment were nine Italian monolinguals and nine Italian/Slovenian bilinguals of a Slovenian minority in Trieste; the bilinguals, highly fluent in both languages, had spoken both languages since birth. The stimuli were terminal words that would correctly complete a short, meaningful, previously shown sentence, or else were semantically or syntactically incorrect. The task consisted in deciding whether the sentences were well formed or not, giving the response by pressing a button. Both groups read the same set of 200 Italian sentences to compare the linguistic processing, while the bilinguals also received a set of 200 Slovenian sentences, comparable in complexity and length, to compare the processing of the two languages within the group. For the bilinguals, the ERP results revealed a strong, left-sided activation, reflected by the N1 component, of the occipitotemporal regions dedicated to orthographic processing, with a latency of about 150 msec for Slovenian words, but bilateral activation of the same areas for Italian words, which was also displayed by topographical mapping. In monolinguals, semantic error produced a long-lasting negative response (N2 and N4) that was greater over the right hemisphere, whereas syntactic error activated mostly the left hemisphere. Conversely, in the bilinguals, semantic incongruence resulted in greater response over the left hemisphere than over the right. In this group, the P615 syntactical error responses were of equal amplitude on both hemispheres for Italian words and greater on the right side for Slovenian words. The present findings support the view that there are interand intrahemispheric brain activation asymmetries when monolingual and bilingual speakers comprehend written language. The fact that the bilingual speakers in the present study were highly fluent and had acquired both languages in early infancy suggests that the brain activation patterns do not depend on the age of acquisition or the fluency level, as in the case of late, not-so-proficient L2 language learners, but on the functional organization of the bilinguals' brain due to polyglotism and based on brain plasticity.

Adult↗

PubMed2006

Anatomical substrates of visual and auditory miniature second-language learning.

Longitudinal changes in brain activity during second language (L2) acquisition of a miniature finite-state grammar, named Wernickese, were identified with functional magnetic resonance imaging (fMRI). Participants learned either a visual sign language form or an auditory-verbal form to equivalent proficiency levels. Brain activity during sentence comprehension while hearing/viewing stimuli was assessed at low, medium, and high levels of proficiency in three separate fMRI sessions. Activation in the left inferior frontal gyrus (Broca's area) correlated positively with improving L2 proficiency, whereas activity in the right-hemisphere (RH) homologue was negatively correlated for both auditory and visual forms of the language. Activity in sequence learning areas including the premotor cortex and putamen also correlated with L2 proficiency. Modality-specific differences in the blood oxygenation level-dependent signal accompanying L2 acquisition were localized to the planum temporale (PT). Participants learning the auditory form exhibited decreasing reliance on bilateral PT sites across sessions. In the visual form, bilateral PT sites increased in activity between Session 1 and Session 2, then decreased in left PT activity from Session 2 to Session 3. Comparison of L2 laterality (as compared to L1 laterality) in auditory and visual groups failed to demonstrate greater RH lateralization for the visual versus auditory L2. These data establish a common role for Broca's area in language acquisition irrespective of the perceptual form of the language and suggest that L2s are processed similar to first languages even when learned after the "critical period." The right frontal cortex was not preferentially recruited by visual language after accounting for phonetic/structural complexity and performance.

Acoustic Stimulation↗

PubMed1999

Language development in children implanted with the CLARION cochlear implant.

This study examined the development of language skills in 23 prelingually, profoundly deaf children following implantation with the CLARION Multi-Strategy Cochlear Implant. Language skills were assessed with the Reynell Developmental Language Scales (RDLS) preoperatively with hearing aids, and compared to postoperative performance after 6 months of Clarion use. The RDLS was administered in each child's preferred mode of communication, either spoken English alone or simultaneous spoken and signed English. Significant improvements were observed in average age-equivalent scores over time, both for receptive and expressive skills, although the absolute language levels of the implanted children remained delayed relative to those of hearing peers of the same chronological age. The children's rate of language growth in the first 6 months of implant use also was calculated. The results from this analysis showed that the Clarion children, on average, progressed at a rate that exceeded that of normal-hearing children of the same language age. There was no significant difference between the language performance of children who used oral versus total communication.

Aging↗

PubMedDate not supplied

Genetic influences on specific versus nonspecific language impairment in 4-year-old twins.

The present study addresses the distinction between specific (SLI) and nonspecific (NLI) language impairment at an etiological level by estimating the relative genetic and environmental contributions to language impairment in children with SLI and NLI. Drawing on a large longitudinal twin study, we tested a sample of 356 four-and-a-half-year-old children with low language ability and their twin partners at home on a range of language and nonverbal measures. For children whose language and nonverbal abilities were both low (NLI), genetic influence on language impairment was moderate and shared environmental influence was substantial. A similar pattern emerged for children whose language difficulties occurred in apparent isolation (SLI), although there was a trend for the genetic effects to be smaller for SLI than for NLI: Group heritability was .18 for SLI and .52 for NLI. Probandwise cross-concordances were suggestive of some genetic overlap between these two groups, but not with a subgroup of children with more severe cognitive delay.

Child, Preschool↗

PubMedDate not supplied

Base-language effects on word identification in bilingual speech: evidence from categorical perception experiments.

The categorical perception paradigm was used to investigate whether French-English bilinguals categorize a code-switched word as French or English on the basis of its acoustic-phonetic information alone or whether they are influenced by the base-language context in which the word occurs, that is, by the language in which the majority of words are spoken. Subjects identified stimuli from computer-edited series that ranged from an English to a French word as either the English or the French endpoint. The stimuli were preceded by either an English or a French context sentence. In accord with previous studies (Grosjean, 1988), it was found that the base language had a contrastive effect on the perception of a code-switched word when the endpoints of the between-language series were phonetically marked as English and French, respectively. When the endpoints of the series were phonetically unmarked and thus compatible with either language, however, no effect of the base language was found; in particular, we failed to find the assimilative effect that has been observed with other paradigms (Grosjean, 1988; Soares and Grosjean, 1984; Macnamara and Kushnir, 1971). The current results provide confirming evidence that the perception of a code-switched word is influenced by the base-language context in which it occurs and, moreover, that the nature of the effect depends on the acoustic-phonetic characteristics of the code-switched word. In addition, the finding that a contrastive effect occurs across all paradigms used to date, but that an assimilative effect occurs in only some paradigms, suggests that these two context effects may arise at different stages of processing.

Humans↗

PubMed1985

Therapeutic considerations with the language impaired preschool child.

This paper examines the relevance of language impairment to the development of psychiatric disorders of childhood. The literature showing a relationship between language impairment and psychiatric disorders is briefly reviewed. Although deficiencies of both expressive and receptive language have been associated with psychiatric disorder, this discussion focuses on disturbances of "receptive language". Some cases are described which illustrate the connections between deficient receptive language and disturbances of development. These disturbances of development range from excessive temper tantrums, with defiant and oppositional behavior, to mannerisms, the insistence on sameness and frank autistic symptoms. These disorders are understood in a developmental context in which deficiencies of receptive language are seen to interfere with the normal unfolding of the child's developing individuation, autonomy and independence. Depending on the severity of the language disorder and the responsivity of the environment, this results in a continuum of behavioral problems with oppositional and defiant behaviour at one end, and mannerisms and autistic symptoms on the other end. The implications for therapy and long term development are discussed.

Autistic Disorder↗

PubMed2001

Language dominance in children as determined by magnetic source imaging and the intracarotid amobarbital procedure: a comparison.

This study evaluated the validity of data derived from magnetic source imaging regarding hemispheric dominance for language in children and adolescents with intractable seizure disorder by comparison with results of the intracarotid amobarbital procedure. Functional imaging of the receptive language cortex using a whole-head neuromagnetometer was performed in 19 consecutive epilepsy patients, ages 8 to 18 years, who also underwent the intracarotid amobarbital procedure. During magnetic source imaging recordings, patients engaged in a continuous recognition memory task for words in visual and auditory modalities. This task has previously been shown to be valid for the purpose of lateralization and localization of language cortex in adult epilepsy patients who undergo the intracarotid amobarbital procedure and intraoperative language mapping allowing confirmation of magnetic source imaging findings. Results indicated that language laterality indices formed for the intracarotid amobarbital procedure and magnetic source imaging procedures were highly correlated (R = .87). In addition, clinical judgments regarding cerebral dominance for language made by independent raters using the two methods were in excellent agreement. We conclude that magnetic source imaging is a promising method for determination of cerebral dominance for language in children and adults.

Adolescent↗

PubMed2006

Evaluation of PROforma as a language for implementing medical guidelines in a practical context.

BACKGROUND: PROforma is one of several languages that allow clinical guidelines to be expressed in a computer-interpretable manner. How these languages should be compared, and what requirements they should meet, are questions that are being actively addressed by a community of interested researchers. METHODS: We have developed a system to allow hypertensive patients to be monitored and assessed without visiting their GPs (except in the most urgent cases). Blood pressure measurements are performed at the patients' pharmacies and a web-based system, created using PROforma, makes recommendations for continued monitoring, and/or changes in medication. The recommendations and measurements are transmitted electronically to a practitioner with authority to issue and change prescriptions. We evaluated the use of PROforma during the knowledge acquisition, analysis, design and implementation of this system. The analysis focuses on the logical adequacy, heuristic power, notational convenience, and explanation support provided by the PROforma language. RESULTS: PROforma proved adequate as a language for the implementation of the clinical reasoning required by this project. However a lack of notational convenience led us to use UML activity diagrams, rather than PROforma process descriptions, to create the models that were used during the knowledge acquisition and analysis phases of the project. These UML diagrams were translated into PROforma during the implementation of the project. CONCLUSION: The experience accumulated during this study highlighted the importance of structure preserving design, that is to say that the models used in the design and implementation of a knowledge-based system should be structurally similar to those created during knowledge acquisition and analysis. Ideally the same language should be used for all of these models. This means that great importance has to be attached to the notational convenience of these languages, by which we mean the ease with which they can be read, written, and understood by human beings. The importance of notational convenience arises from the fact that a language used during knowledge acquisition and analysis must be intelligible to the potential users of a system, and to the domain experts who provide the knowledge that will be used in its construction.

Antihypertensive Agents↗

PubMed2004

Stress during pregnancy affects general intellectual and language functioning in human toddlers.

Prenatal maternal stress has been shown to impair functioning in nonhuman primate offspring. Little is known about the effects of prenatal stress on intellectual and language development in humans because it is difficult to identify sufficiently large samples of pregnant women who have been exposed to an independent stressor. We took advantage of a natural disaster (January 1998 ice storm in Québec, Canada) to determine the effect of the objective severity of pregnant women's stress exposure on general intellectual and language development of their children. Bayley Mental Development Index (MDI) scores and parent-reported language abilities of 58 toddlers of mothers who were exposed to varying levels of prenatal stress were obtained at 2 y of age. The hierarchical multiple regression analyses indicated that the toddlers' birth weight and age at testing accounted for 12.0% and 14.8% of the variance in the Bayley MDI scores and in productive language abilities, respectively. More importantly, the level of prenatal stress exposure accounted for an additional 11.4% and 12.1% of the variance in the toddlers' Bayley MDI and productive language abilities and uniquely accounted for 17.3% of the variance of their receptive language abilities. The more severe the level of prenatal stress exposure, the poorer the toddlers' abilities. The level of prenatal stress exposure accounted for a significant proportion of the variance in the three dependent variables above and beyond that already accounted for by non-ice storm-related factors. We suspect that high levels of prenatal stress exposure, particularly early in the pregnancy, may negatively affect the brain development of the fetus, reflected in the lower general intellectual and language abilities in the toddlers.

Birth Weight↗

PubMed2005

Executive dysfunction and its relation to language ability in verbal school-age children with autism.

This study examined executive dysfunction and its relation to language ability in verbal school-age children with autism. Participants were 37 children with autism and 31 nonautistic comparison participants who were matched on age and on verbal and nonverbal IQ but not on language ability, which was lower in the autism group. Children with autism exhibited deficits compared to the comparison group across all 3 domains of executive function that were assessed including working memory (Block Span Backward; Isaacs & Vargha-Khadem, 1989), working memory and inhibitory control (NEPSY Knock-Tap; Korkman, Kirk, & Kemp, 1998), and planning (NEPSY Tower; Korkman et al., 1998). Children with autism were less developed than the comparison group in their language skills, but correlational analyses revealed no specific association between language ability and executive performance in the autism group. In contrast, executive performance was positively correlated with language ability in the comparison group. This pattern of findings suggest that executive dysfunction in autism is not directly related to language impairment per se but rather involves an executive failure to use of language for self-regulation.

Autistic Disorder↗

PubMed2006

Myelination of language-related areas in the developing brain.

BACKGROUND: The rapid development of language abilities in early childhood coincides with a similarly accelerated progression in brain maturation. OBJECTIVE: To quantitate myelination in the lateral part of the verbal left hemisphere from birth to 3 years in the living human brain. METHODS: One hundred children (mean age 16.6 months) were examined using three-dimensional MRI, and a subgroup of 40 children were also evaluated behaviorally. The volume of myelinated white matter was measured in language-related temporal and frontal regions and in the central sensorimotor region. A method was developed to compose a movie sequence for all the myelination process using volumetric data. RESULTS: A plot of age against relative volume of myelinated white matter graphically detailed the myelination progress in the lateral brain. The changes started in sensorimotor white matter and the Heschl gyrus and ultimately extended to the language-related areas. Both comprehension and production regions showed a very similar myelination course, suggesting simultaneous maturation of the temporofrontal language network. The movie sequence of white matter images dynamically displayed the anatomic details of myelin deposition in this part of the brain. The analysis of language performance showed acceleration in children's vocabulary after 18 months, once a rapid myelination phase was attained in the language brain. CONCLUSIONS: This volumetric study may contribute to further characterize the early stages of brain maturation by showing the fine progression of myelin deposition in the language domains and illustrating its relationship to children's vocabulary acquisition.

Brain↗

PubMed1994

MRI asymmetries and language dominance.

OBJECTIVE: To examine the relationship between language dominance, as measured by Wada testing, and hemispheric asymmetries on MR brain images. BACKGROUND: A previous report that did not include verification of language dominance compared the length of the planum temporale with hemispheric asymmetries seen on CT and inferred that occipital lobe asymmetry is related to language dominance. METHODS: Language dominance was identified by the Wada test in 57 patients evaluated for surgical treatment of epilepsy. Fifty-five had an MRI scan that allowed accurate measurement. In a blinded fashion, two examiners independently measured bilateral frontal, parietal, and occipital lobe lengths on MR scan for each patient. Measurements of asymmetries were compared with language dominance established by the Wada test. RESULTS: Reliability of measurement between the examiners was 97%. Asymmetry of the occipital lobe length on MR scan 10 mm above the tentorium was the only measurement significantly related to language dominance (p < 0.01). Occipital lobe length was longer on the left in 19 (40%) and on the right in 10 (21%) patients with left dominance. The right lobe was longer in six of seven (86%) patients with bilateral dominance. One patient with right hemisphere dominance had a longer left lobe. None of the measurements significantly related to handedness. CONCLUSION: Asymmetries of occipital lobe length relate to language dominance, but such dominance cannot be reliably identified by MR in an individual patient.

Adolescent↗

PubMed1999

Language dominance determined by magnetic source imaging: a comparison with the Wada procedure.

OBJECTIVE: To evaluate the validity of data derived from magnetic source imaging (MSI) regarding cerebral dominance for language in patients with intractable seizure disorder. METHOD: The authors performed functional imaging of the receptive language cortex using a whole-head neuromagnetometer in 26 consecutive epilepsy patients who also underwent the intracarotid amobarbital (Wada) procedure. During MSI recordings, patients engaged in a word recognition task. This task was shown previously to activate language areas in normal adults as well as in patients who undergo intraoperative language mapping, allowing confirmation of MSI findings. Language laterality indices were formed for both the Wada and the MSI procedures. In addition, clinical judgments regarding cerebral dominance for language were made using the two methods by independent raters. RESULTS: Cluster analysis indicated excellent agreement between the quantitative MSI and Wada indices. Rater judgments showed almost complete agreement as well. CONCLUSION: MSI is a promising method for determining cerebral dominance for language.

Adolescent↗

PubMed2001

Language and spatial attention can lateralize to the same hemisphere in healthy humans.

BACKGROUND: Disorders of language classically occur after left brain lesions, and disorders of spatial attention after right brain lesions. It is unclear whether the hemispheric dissociation of functions is a fixed pattern of brain organization. OBJECTIVE: The authors determined whether lateralization of language and lateralization of spatial attention also dissociate in people with atypical (i.e., right hemispheric) language dominance. METHODS: The authors selected 10 subjects with typical, i.e., left hemispheric, and 10 with atypical, i.e., right hemispheric, language representation on a random basis from a sample of 326 healthy volunteers examined with functional transcranial Doppler sonography (fTCD) for language dominance. In these subjects, hemispheric lateralization of cerebral perfusion during a line bisection task was determined with fTCD. RESULTS: The authors found a dissociation between dominance for language and spatial attention in all but four subjects. In the latter subjects, there was a significant lateralization to the right hemisphere for both tasks. The four subjects showed normal intellectual, linguistic, and spatial performance, with normal EEG and MRI scans of the brain. CONCLUSION: Even in the absence of brain pathology, the same hemisphere can be dominant in control of both language and spatial attention.

Adult↗

PubMed2002

Language lateralization in left-handed and ambidextrous people: fMRI data.

BACKGROUND: It is generally accepted that most people have left-hemispheric language dominance, though the actual incidence of atypical language distribution in non-right-handed subjects has not been extensively studied. The authors examined language distribution in these subjects and evaluated the relationships between personal handedness, family history of sinistrality, and a language laterality index (LI) measured with fMRI. METHODS: The authors used whole-brain fMRI to examine 50 healthy, non-right-handed subjects (Edinburgh Handedness Inventory quotient between -100 and 52) while they performed language activation and nonlinguistic control tasks. Counts of active voxels (p < 0.001) were computed in 22 regions of interest (ROI) covering both hemispheres and the cerebellum. LI were calculated for each ROI and each entire hemisphere using the formula [L - R]/[L + R]. RESULTS: Activation was predominantly right hemispheric in 8% (4/50), symmetric in 14% (7/50), and predominantly left hemispheric in 78% (39/50) of the subjects. Lateralization patterns were similar for all hemispheric ROI. Associations were observed between personal handedness and LI (r = 0.28, p = 0.046), family history of sinistrality and LI (p = 0.031), and age and LI (r = -0.49, p < 0.001). CONCLUSIONS: The incidence of atypical language lateralization in normal left-handed and ambidextrous subjects is higher than in normal right-handed subjects (22% vs 4-6%). These whole-brain results confirm previous findings in a left-handed cohort studied with fMRI of the lateral frontal lobe. Associations observed between personal handedness and LI and family history of handedness and LI may indicate a common genetic factor underlying the inheritance of handedness and language lateralization.

Adult↗

PubMed2000

The behaviour and self-esteem of children with specific speech and language difficulties.

BACKGROUND: Children with specific speech and language difficulties (SSLD) may have associated difficulties that impair their access to the curriculum, and their social relationships at home and in school. AIMS: (i) To identify the range of additional problems experienced by children with SSLD in different educational contexts; (ii) to consider the relationship between these problems and the child's current language status and (iii) to consider the child's self-esteem and the extent to which self-esteem is associated with the primary language problem or other associated difficulties. SAMPLE: Sixty-nine children (17 girls, 52 boys) aged 7-8 years (Year 3) who had been identified as having SSLD, 59 from two local education authorities and 10 from regional special schools for children with severe speech and language difficulties. METHOD: The children were assessed on a range of cognitive, language and educational measures; children and teachers completed a measure of the children's self-esteem (Pictorial Scale of Perceived Competence and Social Acceptance); teachers and parents completed a behavioural questionnaire (Strengths and Difficulties Questionnaire (SDQ); teachers also completed a further rating scale which included a behaviour subscale (Junior Rating Scale: JRS). RESULTS: The children's behaviour was rated as significantly different from the norm on both the SDQ and JRS, with the parents more likely to rate the child as having problems, but also as having prosocial behaviour. Both teachers and parents tended to rate the boys as having more problems than girls on the SDQ, with significant differences for the parents' ratings occurring on the total score and the hyperactivity and conduct problems scales. The children had positive self perceptions, which were comparable to the standardisation sample, and generally significantly higher than those of the teachers. The language and educational attainment scores of the children in special and mainstream schools were generally not significantly different, but parents rated the latter group as having more behaviour difficulties. Multiple regression analyses identified language comprehension and reading comprehension as the only predictors of the parents' rating of behaviour (on the SDQ). No relationship was found with the teachers' ratings. CONCLUSIONS: Behavioural difficulties, but not low self-esteem, are common in children of 7-8 years with SSLD, but the differences in patterns of relationship between parents and teachers, and with respect to children attending mainstream and special schools, challenge simple interpretations of comorbidity.

Child↗

PubMed1998

Why is learning American Sign Language a challenge?

In recent years there has been an explosion of interest in American Sign Language (ASL), the language used by Deaf Americans. As a result, an unprecedented number of schools and agencies now offer ASL classes. This welcome development signals growing awareness of and respect for the American Deaf community and ASL. Unfortunately, misconceptions persist about ASL. One major misconception is that it is an easily learned, picture-like language. This understanding is due partly to the fact that some of the first basic signs learned may be thought of as iconic (e.g., signs for eat, sleep, and drink). This even leads some new ASL learners to believe they can become instructors after one or two classes. This mistake is not made among people learning a spoken language. ASL is a complete and complex language, with all the nuances and subtleties of a spoken language. Like all languages, it is not mastered easily beyond a basic level. Mastery requires extensive exposure and practice. Presently, there is no consensus on where ASL might fall on a learnability continuum for native English speakers. Nonetheless, this article posits that learning ASL should be approached with respect and with the knowledge that mastery only occurs over a substantial period of time.

Humans↗