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At least 1,405 records · Page 78Linked to original sources

PubMed2002

Brainstem auditory-evoked potentials of 8-year-old preterm children in relation to their psycholinguistic abilities and MRI findings.

BACKGROUND: Brainstem auditory potential (BAEP) has been used to demonstrate brainstem damage and to provide prognosis for the outcome for newborn children. There are contradictory results of its power to predict problems in language development or problems at school. It is well known that preterm children experience an excess of these problems. AIM: To study if BAEP findings of 8-year-old preterm children differ from those of the full-term born control children and whether there is correlation to their linguistic problems or to the findings in magnetic resonance imaging (MRI). STUDY DESIGN: Population-based cohort study. SUBJECTS: Forty-two preterm children aged 8 years born with birth weight <1750 g and their matched full-term control children with birth weight >2500 g, 24 of whom had BAEP recordings and MRI. OUTCOME MEASURES: Differences in BAEPs between the preterm and the control children. Correlation of BAEPs with linguistic problems and with MRI findings. RESULTS: No differences were found in the absolute latencies nor in the interpeak intervals and in the I/V amplitude ratio. Nor did the results differ even when cerebral palsy disabled preterm children, preterm children with mild neurodevelopmental dysfunction or healthy preterm children were compared to each other or to the control children. No correlation to the linguistic problems or to the findings of periventricular leukomalacia (PVL) in MRI or to the different measurements of the brainstem were found. CONCLUSION: If hearing impairment does not exist, BAEP does not give further information on neurodevelopmental nor linguistic problems of the preterm children.

Brain↗

PubMedDate not supplied

Waisman Center.

The Waisman Center MRDDRC supports behavioral, social, and biomedical research on human development, developmental disabilities, and neurodegenerative diseases. Examples of research conducted in each of the four MRDDRC units include: abnormalities in gene expression in human neuronal stem cells and progenitor cells from Down syndrome tissue (from the Molecular and Genetic Sciences Unit), language disorders in adolescents with Down syndrome and Fragile X syndrome (from the Communication Processes Unit); the development of selective visual attention during the first 6 months of life (from the Sensory and Cognitive Processes Unit); and the long-range effects of early intervention on special education placement, delinquency, and high school graduation rates (from the Social and Affective Processes Unit).

Academic Medical Centers↗

PubMed2001

[Quadriplegia secondary to potassium depletion].

Muscle paralysis due to potassium depletion are unusual. We report the case of a patient who developed quadriplegia and language disorders due to potassium depletion, following large intestinal resection. Potassium supplementation was given intravenously at a rate of 0.25 mmol.kg-1.h-1 during the first 48 h. This allowed complete total and rapid recovery from the paralysis.

Electroencephalography↗

PubMed1997

[Focalized multiple beam radiotherapy: an alternative in the treatment of deep cerebral arteriovenous malformations].

BACKGROUND: Cerebral arteriovenous malformations are usually treated by excision or selective embolization. Some untreatable malformations may be presently cured by radiosurgery. CASE REPORT: A 10-year-old girl without previous illness suffered from a sudden quadriventricular hemorrhage due to arteriovenous malformation. Initially the child recovered with symptomatic treatment. Neurosurgery and arterial embolization being impossible, Gamma-Unit treatment was performed. Treatment was first well tolerated but 8 months later, left hemiparesis and language disorders occurred, due to radionecrosis. These complications were dramatically improved by corticosteroids. CONCLUSION: Gamma-Unit treatment can be successfully proposed for treating those malformations that are inaccessible to surgery or embolization.

Anti-Inflammatory Agents↗

PubMed2003

Self-consciousness, self-agency, and schizophrenia.

Empirical approaches on topics such as consciousness, self-awareness, or introspective perspective, need a conceptual framework so that the emerging, still unconnected findings can be integrated and put into perspective. We introduce a model of self-consciousness derived from phenomenology, philosophy, the cognitive, and neurosciences. We will then give an overview of research data on one particular aspect of our model, self-agency, trying to link findings from cognitive psychology and neuroscience. Finally, we will expand on pathological aspects of self-agency, and in particular on psychosis in schizophrenia. We show, that a deficient self-monitoring system underlies, in part, hallucinations and formal thought (language) disorder in schizophrenia. We argue, that self-consciousness is a valid construct and can be studied with the instruments of cognitive and neuroscience.

Awareness↗

PubMed2001

Sign language in childhood epileptic aphasia (Landau-Kleffner syndrome).

Acquired epileptic aphasia (AEA, or Landau-Kleffner syndrome) is a unique condition in which children can lose oral language (OL) comprehension and expression for a prolonged period. These children can benefit from visual forms of language, mainly sign language (SL), but the quality of SL has never been analyzed. The case is reported here of a boy with AEA who lost speech comprehension and expression from 3 years 6 months to 7 years and was educated in SL from the age of 6 years. His SL was evaluated at the age of 13 years and 6 months and compared with a control child with congenital sensorineural deafness. It was found that: (1) our patient achieved the same proficiency in SL as the control child with deafness; (2) SL learning did not compete with, but perhaps even hastened, the recovery of OL. Intact ability to learn a new linguistic code such as SL suggests that higher-order language areas were preserved and received input from a separate visual route, as shown by neuropsychological and functional imaging research in deaf and hearing signers.

Adolescent↗

PubMed1995

Verbal auditory agnosia with focal EEG abnormality: an unusual case of a child presenting to an ENT surgeon with "deafness".

Verbal auditory agnosia implies the failure to recognize sounds in a patient who is nevertheless not deaf. We present a child referred to the ENT outpatients for suspected hearing loss investigation. At one point she had grommets inserted on the basis of a flat tympanogram but with no effect. All hearing tests, including electrocochleography and distraction tests, revealed normal hearing thresholds. At the age of three years and three months, and on direct questioning of the parents, we discovered that the child responded remarkably well to music. Paediatric neurologists made the diagnosis of verbal auditory agnosia. The condition is very similar to another acquired language disorder called Landau-Kleffner syndrome. It is unusual for such a case to present primarily to an ENT surgeon.

Agnosia↗

PubMed2005

Production of the English past tense by children with language comprehension impairments.

Three experiments investigated the ability of eight-year old children with poor language comprehension to produce past tense forms of verbs. Twenty children selected as poor comprehenders were compared to 20 age-matched control children. Although the poor comprehenders performed less well than controls on a range of tasks considered to tap verbal-semantic abilities, the two groups showed equivalent phonological skills. Poor comprehenders performed as well as control children when asked to inflect novel verbs and regular verbs. In contrast, poor comprehenders were less skilled than controls at inflecting both high frequency and low frequency irregular verbs. Although the predominant error pattern for all children was to over-regularize, this was most marked in the poor comprehenders; control children were more likely to produce errors that contained knowledge of the irregular form than poor comprehenders. In addition, the ability to inflect irregular verbs was related to individual differences in verbal-semantic skills. These findings are discussed within a framework in which verb inflection is related to underlying language skills in both the phonological and semantic domains.

Case-Control Studies↗

PubMed1997

What should be the focus of emotion regulation in children? A nonlinear dynamic mathematical model of children's peer interaction in groups.

This paper questions the assumption that children's social and emotional competence be placed within the developing child, rather than in the interaction of the child with the range of peer social ecologies in which the children might function. This paper presents a new nonstatistical mathematical approach to modeling children's peer social interaction in small groups using nonlinear difference equations in which both an uninfluenced and an influenced regulatory set point of positive minus negative interaction can be separately estimated. Using this model and the estimation procedure, it is possible to estimate what a focal child and the group initially brings to the group interaction and also how these regulatory set points are influenced by the interaction to determine two influenced regulatory set points. Six-person mainstreamed and specialized groups were established involving three types of unacquainted preschool boys: children with and without developmental delays and a language disordered but intellectually normally functioning group, using a methodology that ensured appropriate matching of child and family characteristics. For each 2-week play group, the social interactions of each child were observed during a designated free play period. Handicapped children were observed in either a specialized or mainstreamed setting. The application made of this modeling process in this paper is generating theory to attempt to understand influence processes. Parameters are introduced that reflect uninfluenced target child and group set points, emotional inertia, and influence functions.

Child, Preschool↗

PubMed2004

The perception of four basic emotions in human and nonhuman faces by children with autism and other developmental disabilities.

Children who experienced autism, mental retardation, and language disorders; and, children in a clinical control group were shown photographs of human female, orangutan, and canine (boxer) faces expressing happiness, sadness, anger, surprise and a neutral expression. For each species of faces, children were asked to identify the happy, sad, angry, or surprised expressions. In Experiment 1, error patterns suggested that children who experienced autism were attending to features of the lower face when making judgements about emotional expressions. Experiment 2 supported this impression. When recognizing facial emotion, children without autism performed better when viewing the full face, compared to the upper and lower face alone. Children with autism performed no better when viewing the full face than they did when viewing partial faces; and, performed no better than chance when viewing the upper face alone. The results are discussed with respect to differences in the manner that children with and without autism process social information communicated by the face.

Affect↗

PubMed2004

Presence of normal creatine in the muscle of a patient with a mutation in the creatine transporter: a case study.

To date, more than seven families have been reported who carry a mutation in the X-linked creatine-transporter (CrT) gene. The resulting lack of creatine in the brain is associated with mental retardation, severe expressive language disorder, mild epilepsy, and a complete absence of Cr in the brain (measured using MRS). Conversely, these patients had no observable cardiac or musculo-skeletal deficits. In this case study, a 22-year-old patient underwent surgical repair for scoliosis. Proton MRS of this patient's brain demonstrated the near-absence of creatine and phosphocreatine within the cerebral white and deep gray matter structures. Cerebral atrophy was noted with serial MRI examinations. Subsequent genetic and metabolic analysis showed some biochemical anomalies consistent with a CrT deficiency. The mutation in this patient was identified as a deletion at phenylalanine 107 (delF107). Control muscle biopsies were obtained from archived samples, which had been taken with informed consent during routine muscle biopsies for diagnostic purposes. We determined that the total Cr concentration in the skeletal muscle biopsy was 39.3 +/- 2.94 mmol/kg wet wt., which is not significantly different from non-CrT controls, n = 3 (43.3 +/- 3.57 mmol/kg wet wt.). We conclude that the brain appears to lack the ability to transport creatine when there is a mutation in the CrT gene. However, the muscle utilizes another mechanism for maintaining normal creatine levels. Identifying this alternative creatine-transport mechanism may be useful in treating the neurologic and cognitive impairments of patients with creatine-transporter deficiency.

Adult↗

PubMed2001

MCMI-II personality traits and symptom traits in parents of children with selective mutism: a case-control study.

The etiology of selective mutism (SM) in children is unknown but is regarded as multifactorial. SM is frequently associated with social anxiety and language disorder or delay. The present study addresses SM and social anxiety as a familial phenomenon by comparing self-reported personality traits and symptom traits (Millon Clinical Multiaxial Inventory) in parents of 50 SM children with control parents. Personality and symptom traits reflecting social anxiety are also explored separately in the parents of SM children with and without a comorbid communication disorder. The results confirm SM and social anxiety as a familial phenomenon. Assessment and treatment planning should take this into account. The family data also suggest different family transmissions of SM and social anxiety in the SM group with and without a comorbid communication disorder.

Case-Control Studies↗

PubMed1999

Visual confrontation naming following left anterior temporal lobectomy: a comparison of surgical approaches.

Change in visual confrontation naming was examined following left (speech dominant) anterior temporal lobectomy (ATL) as a function of surgical technique and patient characteristics. Two hundred seventeen patients with intractable left temporal lobe epilepsy were selected according to standard criteria across 8 centers, and combined into 4 surgical approaches to ATL: (a) tailored resections with intraoperative mapping of eloquent cortex, (b) tailored resections with extraoperative mapping, (c) standard resections with sparing of superior temporal gyrus, and (d) standard resections including excision of superior temporal gyrus. Changes in visual confrontation naming were examined with an index of reliable change derived from an independent sample of 90 nonsurgical patients with complex partial seizures. Results showed significant decline in visual confrontation naming following left ATL, regardless of surgical technique. Across surgical approaches, the risk for decline in visual confrontation naming was associated with a later age of seizure onset and more extensive resection of lateral temporal neocortex.

Adult↗

PubMed2005

Characteristics of verbal semantic impairment in left hemisphere epilepsy.

Fifty-two patients with partial epilepsy of left (n=30) or right (n=22) hemisphere origin were compared with 23 healthy subjects to explore the characteristics and mechanisms of verbal semantic deficits. Picture Naming, Picture Pointing, and the Semantic Questionnaire assessed semantic retrieval, comprehension, and judgment, respectively. In comparison with the controls and right hemisphere patients, the left hemisphere patients showed impairments on Picture Naming and the Semantic Questionnaire. On Picture Naming, the left hemisphere patients made significant omissions and intracategorical errors; on the Semantic Questionnaire, they made errors at superordinate and subordinate levels of information, they made more errors in relation to living than nonliving things, and there were significant associations between their Picture Naming and Semantic Questionnaire scores. In this population, the mixed profiles of semantic deficits suggests the coexistence of altered retrieval and information loss.

Adult↗

PubMed1988

Evidence for modality-specific meaning systems in the brain.

Patients with cerebral lesions offer a unique opportunity to investigate the organization of meaning systems in the brain. Clinical neurologists have long been aware that knowledge of particular classes or categories of information may be selectively impaired in some cases and selectively spared in others. For example knowledge of letters, colours, objects, or people may be lost as a consequence of damage to the left hemisphere of the brain. Recently there has been quantitative evidence for even more specific impairment and preservation of particular classes of knowledge. More recently the evidence for knowledge of living things as compared with inanimate objects is particularly striking. Such observations have suggested that our semantic knowledge base is categorical in its organization. In this preliminary report, we describe a patient whose semantic knowledge deficit was not only category specific, but also modality specific. Although his knowledge of the visual world was almost entirely normal, his knowledge of living things (but not objects!) was gravely impaired when assessed in the verbal domain. These findings call into question the widely accepted view that the brain has a single all-purpose meaning store.

Brain↗

PubMed2003

Neural regions essential for writing verbs.

Functional imaging data collected during cognitive tasks show which brain regions are active during those tasks, but do not necessarily indicate which regions are essential for those tasks. Here, in a study of two cases of selectively impaired written naming of verbs after focal brain ischemia, we combined imaging and behavioral testing to unambiguously identify brain regions that are crucial for a specific cognitive process. We used magnetic resonance perfusion imaging to show that the selective impairment in each case was due to hypoperfusion (low blood flow) in left posterior inferior frontal gyrus (PIFG) and precentral gyrus (PrG); the impairment was immediately reversed when blood flow was restored to these regions, indicating that parts of the left frontal lobe are crucial for representing and processing verbs.

Aged↗

PubMed2004

Description of a program for social language intervention: "if you can have a conversation, you can have a relationship".

Adolescents with impaired language comprehension and formulation skills often experience difficulty keeping up with the linguistic and social demands of peer interaction. This clinical exchange describes an individualized treatment program designed to increase the conversational skill of an adolescent male with language impairment. Treatment focused on increasing awareness of the listener's needs and on balancing the exchange of conversational turns. Clinical performance, parent report, and client report were used to assess outcomes.

Adolescent↗

PubMed2005

Literacy as a leisure activity: free-time preferences of older children and young adolescents.

PURPOSE: Literacy plays an important role in the development of language in school-age children and adolescents. For example, by reading a variety of books, magazines, and newspapers, students gain exposure to complex vocabulary, and reading becomes a prime opportunity for learning new words. Despite the importance of reading for lexical development, little is known about the pleasure reading habits of today's youth. The first goal of this investigation was to examine the preferences of older children and young adolescents with respect to reading as a leisure-time activity and its relationship to other free-time options that are likely to compete for their attention. The second goal was to examine the amount of time that young people spend reading for pleasure each day and the types of materials they most enjoy reading. The third goal was to determine if preferences for free-time activities and reading materials would evince age- and gender-related differences during the period of development from late childhood through early adolescence (ages 11-15 years). The findings could serve as a reference point for understanding what is reasonable to expect of students during this age range. METHOD: The participants were 100 sixth graders (mean age = 11;7 [years; months]) and 100 ninth graders (mean age = 14;8) attending public schools in western Oregon. Each group contained an equal number of boys and girls, all of whom spoke English as their primary language and were considered to be typical achievers. All participants completed a survey concerning their preferred free-time activities and reading materials. They also reported the average amount of time they spent reading for pleasure each day. RESULTS: The most popular free-time activities were listening to music/going to concerts, watching television or videos, playing sports, and playing computer or video games. Least preferred activities were cooking, running or walking, writing, and arts and crafts. Reading was moderately popular. The most popular reading materials were magazines, novels, and comics; least popular were plays, technical books, and newspapers. Interest in pleasure reading declined during this age range (11-15 years), and boys were more likely than girls to report that they spent no time reading for pleasure. CLINICAL IMPLICATIONS: Given the importance of reading to lexical development in school-age children and adolescents, reading should be promoted as a leisure activity during these years. School-based speech-language pathologists (SLPs), in their role as language consultants, can benefit from understanding the pleasure-reading patterns of today's youth. It is especially important for SLPs to monitor these patterns in students who have language disorders, as it is common for these young people to experience deficits in reading and in lexical development. Fortunately, much can be done in school settings to encourage strong literacy habits in all students if SLPs work collaboratively with teachers, principals, psychologists, librarians, parents, and students. Suggestions are offered for ways to encourage young people to spend more time reading for pleasure.

Adolescent↗