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PubMed1992

Linguistic imitation in children with Down syndrome.

Rate of linguistic imitation by 48 children with Down syndrome was compared to that of 57 children without mental retardation. Both groups were taken from different corpora within the Child Language Data Exchange System (CHILDES, MacWhinney, 1991). All speech data were collected from spontaneous speech samples of mothers interacting with their children. Three types of imitative utterances (exact, expanded, and reduced) were coded using an automatic data analysis program called CHIP (Sokolov & MacWhinney, 1990). Multiple regression was utilized to test for group differences while controlling for variability in MLU. The results indicated that children with Down syndrome imitated slightly less, but the exact nature of this difference was related to language level and the source of the imitation. As MLU increased, the rate of imitation decreased at a much steeper rate for children without mental retardation than for children with Down syndrome. In addition, children with Down syndrome showed a different pattern of results for imitations of their mothers than for self-repeated imitations. The results suggest that children with Down syndrome develop differently with respect to linguistic imitation.

Child↗
PubMedDate not supplied

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

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

Adolescent↗
PubMed1985

On the subject of subjects: suggestions for describing subjects in language intervention studies.

Recent child language intervention literature was analyzed to determine the content and consistency of subject descriptions. The amount and type of descriptive information varied widely both within and among journals. In view of the potential importance of such descriptions and the apparent lack of standards for acceptability, suggestions were developed and forwarded as a working model for describing language-handicapped children in intervention studies.

Adolescent↗
PubMed2007

Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: child and contextual factors.

BACKGROUND: The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability. METHODS: A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers and parents. Language abilities were assessed at 8 and 10 years. RESULTS: High levels of BESD were found at all three ages but with different patterns of trajectories for parents' and teachers' ratings. Language ability predicted teacher- but not parent-rated BESD. CONCLUSIONS: The study confirms the persistence of high levels of BESD over the period 8-12 years and the continuing comorbidity of BESD and language difficulties but also indicates a complex interaction of within-child and contextual factors over time.

Child↗
PubMed2003

Evolution of an optimal lexicon under constraints from embodiment.

Research in language evolution is concerned with the question of how complex linguistic structures can emerge from the interactions between many communicating individuals. Thus it complements psycholinguistics, which investigates the processes involved in individual adult language processing, and child language development studies, which investigate how children learn a given (fixed) language. We focus on the framework of language games and argue that they offer a fresh and formal perspective on many current debates in cognitive science, including those on the synchronic-versus-diachronic perspective on language, the embodiment and situatedness of language and cognition, and the self-organization of linguistic patterns. We present a measure for the quality of a lexicon in a population, and derive four characteristics of the optimal lexicon: specificity, coherence, distinctiveness, and regularity. We present a model of lexical dynamics that shows the spontaneous emergence of these characteristics in a distributed population of individuals that incorporate embodiment constraints. Finally, we discuss how research in cognitive science could contribute to improving existing language game models.

Biological Evolution↗
PubMed2006

Explaining errors in children's questions.

The ability to explain the occurrence of errors in children's speech is an essential component of successful theories of language acquisition. The present study tested some generativist and constructivist predictions about error on the questions produced by ten English-learning children between 2 and 5 years of age. The analyses demonstrated that, as predicted by some generativist theories [e.g. Santelmann, L., Berk, S., Austin, J., Somashekar, S. & Lust. B. (2002). Continuity and development in the acquisition of inversion in yes/no questions: dissociating movement and inflection, Journal of Child Language, 29, 813-842], questions with auxiliary DO attracted higher error rates than those with modal auxiliaries. However, in wh-questions, questions with modals and DO attracted equally high error rates, and these findings could not be explained in terms of problems forming questions with why or negated auxiliaries. It was concluded that the data might be better explained in terms of a constructivist account that suggests that entrenched item-based constructions may be protected from error in children's speech, and that errors occur when children resort to other operations to produce questions [e.g. Dabrowska, E. (2000). From formula to schema: the acquisition of English questions. Cognitive Liguistics, 11, 83-102; Rowland, C. F. & Pine, J. M. (2000). Subject-auxiliary inversion errors and wh-question acquisition: What children do know? Journal of Child Language, 27, 157-181; Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press]. However, further work on constructivist theory development is required to allow researchers to make predictions about the nature of these operations.

Child↗
PubMed1991

The validity of a parent report measure of vocabulary and syntax at 24 months.

Parent report can provide valuable information on early child language development for clinical and research purposes. Previous research has documented the validity of parent report as an overall assessment of child language and as a measure of expressive vocabulary. In this project, a newly revised questionnaire for the assessment of vocabulary and syntactic development, the MacArthur Communicative Development Inventory: Toddlers, is evaluated. Twenty-four children at 24 months were seen for a laboratory assessment including the Expressive One-Word Picture Vocabulary Test, the Memory for Sentences subtest of the Stanford-Binet Intelligence Scale: Fourth Edition, and selected items of the Sequenced Inventory of Communicative Development. In addition, a language sample was recorded, from which mean length of utterance and other measures were derived. Concurrent validity correlations demonstrate high validity for parent report in both domains (r = .73-.79), and some ability to differentially assess the two.

Child, Preschool↗
PubMed1983

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

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

Child Language↗
PubMed2003

Early syntactic creativity: a usage-based approach.

The aim of the current study was to determine the degree to which a sample of one child's creative utterances related to utterances that the child previously produced. The utterances to be accounted for were all of the intelligible, multi-word utterances produced by the child in a single hour of interaction with her mother early in her third year of life (at age 2;1.11). We used a high-density database consisting of 5 hours of recordings per week together with a maternal diary for the previous 6 weeks. Of the 295 multi-word utterances on tape, 37% were 'novel' in the sense that they had not been said in their entirety before. Using a morpheme-matching method, we identified the way(s) in which each novel utterance differed from its closest match in the preceding corpus. In 74% of the cases we required only one operation to match the previous utterance and the great majority of these consisted of the substitution of a word (usually a noun) into a previous utterance or schema. Almost all the other single-operation utterances involved adding a word onto the beginning or end of a previous utterance. 26% of the novel, multi-word utterances required more than one operation to match the closest previous utterance, although many of these only involved a combination of the two operations seen for the single-operation utterances. Some others were, however, more complex to match. The results suggest that the relatively high degree of creativity in early English child language could be at least partially based upon entrenched schemas and a small number of simple operations to modify them. We discuss the implications of these results for the interplay in language production between strings registered in memory and categorial knowledge.

Child↗
PubMed1989

Mothers' speech to autistic children: a preliminary causal analysis.

Changes over time in the language patterns of autistic children and their parents were examined during the course of a home-based intervention programme. Although the language used by parents to their autistic children was not deficient, language modification procedures were found to lead to rapid changes in the verbal interaction between parents and children. Parents in the non-intervention, control group showed little change in their communication style. In the experimental group, but not in the control group, a close relationship was found between increases in the use of language-eliciting utterances by their mothers and improvements in children's socialized language. The pattern of association between parent and child language suggested that the main effect was of the parent on the child but that the extent of the child's language handicap constrained what could be achieved by treatment.

Autistic Disorder↗
PubMed1989

The value of speech-language assessment in the diagnosis of child abuse.

Language deficits and developmental delays may be helpful clues in the diagnosis of child abuse and neglect. Speech-language assessment of 27 children burned through abuse or neglect identified 22 (81%) with language delays. Other significant trends included a decreased attention span, inappropriate affect, irritability, and withdrawn behavior. We recommend speech-language assessment for all burned children suspected to be victims of abuse or neglect as part of the abuse team investigation and to identify children who may benefit from intervention.

Affect↗
PubMed2004

Automatic parsing of parental verbal input.

To evaluate theoretical proposals regarding the course of child language acquisition, researchers often need to rely on the processing of large numbers of syntactically parsed utterances, both from children and from their parents. Because it is so difficult to do this by hand, there are currently no parsed corpora of child language input data. To automate this process, we developed a system that combined the MOR tagger, a rule-based parser, and statistical disambiguation techniques. The resultant system obtained nearly 80% correct parses for the sentences spoken to children. To achieve this level, we had to construct a particular processing sequence that minimizes problems caused by the coverage/ambiguity tradeoff in parser design. These procedures are particularly appropriate for use with the CHILDES database, an international corpus of transcripts. The data and programs are now freely available over the Internet.

Adult↗