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PubMedDate not supplied

Assessing intonation and prosody in children with atypical language development: the PEPS-C test and the revised version.

A procedure for assessing prosody and intonation in children (PEPS-C: Profiling Elements of Prosodic Systems--Children), suitable for use by clinicians with both children and adults, is described. The procedure includes testing of four communication areas in which intonation/prosody has a crucial role: interaction, affect, boundary (chunking) and focus. Each area has parallel tasks for assessing understanding and expression of the functions and ability to discriminate and articulate the prosodic forms involved. The original and revised forms of the test are compared, with some discussion of procedural considerations. Past and present uses of the test and future applications are considered.

Adult↗
PubMedDate not supplied

The clinical utility of nonword repetition for children living in the rural south of the US.

Nonword repetition (NWR) tasks have been shown to minimize cultural biases in language assessment. In the current study, we further examined the clinical utility of NWR with 83 children who lived in the rural south of the US; 33 were African American and 50 were White, with 16 classified as specifically language impaired (SLI) 6-year-olds and 67 classified as either age-matched or younger controls. Main effects were found for group, with the children in the SLI group earning lower NWR scores than the controls. A main effect for syllable length but not race was also documented. The group and syllable length effects could not be explained by differences in the children's articulation abilities or by potential differences in the children's use of vernacular dialect. Discriminant analysis indicated that NWR had a diagnostic accuracy rate of 81% for the 6-year-olds, but sensitivity was low (56%). When combined with scores from one other nonbiased assessment tool, however, the diagnostic accuracy of NWR increased to 90%, with rates of sensitivity and specificity above 80%.

Black or African American↗
PubMedDate not supplied

Methodological adaptations for investigating the perceptions of language-impaired adolescents regarding the relative importance of selected communication skills.

This article describes the systematic and detailed processes undertaken to modify a research methodology for use with language-impaired adolescents. The original methodology had been used previously with normally achieving adolescents and speech pathologists to obtain their opinions about the relative importance of selected communication skills for adolescents' positive peer relationships. Modifications attempted to address language-impaired adolescents' characteristic metalinguistic, literacy, cognitive, and information processing weaknesses. Revising the original wording of the communication skills, reducing the reading level of the skills from grade 10 to 4.6, using a Q-sort approach to ranking the importance of the skills, and revising the instructions and administration procedures led to what pilot testing results indicated was a valid methodology for use with language-impaired adolescents. Results of a preliminary study using the revised methodology suggested that language-impaired adolescents may perceive the relative importance of some communication skills differently from their normally achieving peers.

Adolescent↗
PubMedDate not supplied

Qualitative research in literacy acquisition: a framework for investigating reading in children with language impairment.

Although much has been published in the literature concerning literacy in children with language impairments, little is known concerning the process that the individual language-impaired child must go through to become a proficient reader. One reason for this may lie within the focus and rigor dictated by the methodologies typically used in literacy-related studies. This paper addresses some of the limitations of the available literacy literature among language-impaired populations and discusses how recent advances in qualitative research hold potential for significant methodological and clinical contributions to our understanding of literacy, specifically reading. A case study is presented demonstrating the usefulness of this methodological approach to describing the process of reading acquisition in a language-impaired child.

Child↗
PubMedDate not supplied

Age and diabetes related changes in verbal fluency.

Non-insulin-dependent diabetes mellitus is present in 7-10% of the aged. This disease appears to be associated with an acceleration of the aging process and results in compromised performance on learning and memory tasks. The present study used a verbal fluency test to examine semantic memory performance in two age groups (55-64 and 65-74 years) of diabetic subjects and controls. In addition, immediate and secondary memory were also examined using the digit symbol and digit span tests and a serial learning task. Results showed that digit symbol performance was poorer for older subjects and diabetics while serial learning was poorer only for diabetic subjects. However, the number of words generated on the verbal fluency test was similar for all groups. Qualitative analyses of the verbal output revealed that older subjects and diabetics produced the greatest number of previously recited words (repetitions). Repetitions may signal a failure to adequately monitor behavior which in turn could contribute to cognitive decline.

Aged↗
PubMed2006

Use of aided language stimulation to improve syntactic performance during a weeklong intervention program.

This pilot study assessed the performance of nine children, aged 4;8-14;5, who used augmentative and alternative communication (AAC) systems before and after a weeklong aided language stimulation intervention program. Pre/post test data were analyzed to evaluate the participants' syntactic complexity when using (a) a manual communication board and (b) a dynamic display speech generating device (DD-SGD). Results indicate that most participants improved their syntactic performance and that these gains were more pronounced when the participants used a manual communication board as compared with a DD-SGD. There was considerable individual variation in performance.

Adolescent↗
PubMed2004

Dissociation of lexical syntax and semantics: evidence from focal cortical degeneration.

The question of whether information relevant to meaning (semantics) and structure (syntax) relies on a common language processor or on separate subsystems has proved difficult to address definitively because of the confounds involved in comparing the two types of information. At the sentence level syntactic and semantic judgments make different cognitive demands, while at the single word level, the most commonly used syntactic distinction (between nouns and verbs) is confounded with a fundamental semantic difference (between objects and actions). The present study employs a different syntactic contrast (between count nouns and mass nouns), which is crossed with a semantic difference (between naturally occurring and man-made substances) applying to words within a circumscribed semantic field (foodstuffs). We show, first, that grammaticality judgments of a patient with semantic dementia are indistinguishable from those of a group of age-matched controls, and are similar regardless of the status of his semantic knowledge about the item. In a second experiment we use the triadic task in a group of age-matched controls to show that similarity judgments are influenced not only by meaning (natural vs. manmade), but also implicitly by syntactic information (count vs. mass). Using the same task in a patient with semantic dementia we show that the semantic influences on the syntactic dimension are unlikely to account for this pattern in normals. These data are discussed in relation to modular vs. nonmodular models of language processing, and in particular to the semantic-syntactic distinction.

Cerebral Cortex↗
PubMed2005

Presymptomatic semantic impairment in a case of fronto-temporal lobar degeneration associated with the +16 mutation in MAPT.

We describe a patient who came to neurological attention because of his at-risk status for the +16 exon 10 splice mutation in the tau gene (microtubule associated protein tau, MAPT), which had given rise to progressive behavioural disturbances in two of his siblings. The patient began to exhibit early signs of behavioural disturbance at around the age of symptom onset in both of his siblings. Although he did not spontaneously complain of difficulties in the domain of language, he met clinical, radiological and neuropsychological criteria for semantic dementia. On the assumption that his illness is mediated by the same pathological process as those of his siblings, we propose that this clinical picture represents the earliest changes of a semantic impairment - a phase of the illness that is often retrospectively described by patients and their relations, but has never previously been documented at first hand. Although typical of semantic dementia in many respects, the illness had several interesting and atypical features that emerged on detailed testing: first, he exhibited no insight into his difficulties; secondly, progression over a twelve-month interval was unusually slow; thirdly, he evinced a striking and consistent advantage for nonliving over living concepts; fourthly, a differential impairment of distinctive over shared knowledge did not emerge except when items that he could still name were compared with those for which he was anomic. Finally, the availability of post mortem pathological analysis from the brains of both of his affected siblings allowed us to attribute his illness to a specific pathological process which is considered unusual for patients with this clinical phenotype.

Case-Control Studies↗
PubMed2006

Functional MRI of task switching in children with Specific Language Impairment (SLI).

The objective of this study was to examine executive functioning in children with Specific Language Impairment (SLI) using functional MRI. Six children with SLI and seven control children participated in this study and received a task-switching paradigm. No specific deficit in executive control was observed at the behavioral level in children with SLI. However, the neuroimaging data did show remarkable differences between the SLI and control children. The children with SLI recruited frontal and cingulate areas, normally associated with executive control, even when the task did not require them in the children without SLI. This might indicate that the task was more demanding for the SLI group and that compensatory mechanisms were engaged for successful task performance.

Analysis of Variance↗
PubMedDate not supplied

Giving the crucial information: performance on a referential communication task in Swedish children with language impairment.

The study focused on the performance of a group of Swedish children with language impairment (LI) on a referential communication task as a step in the investigation of their pragmatic skills. The task entailed choosing a single card from a selection of 16 depicting a face and describing it well enough for the opponent in order for him/her to pick the correct one from his/her identical array of cards laid out behind a barrier. To give an adequate description, the player had to understand that four dimensions had to be described in order for the other person to choose the correct card. The participating children had been part of a previous study on narrative skills in children with LI. A few of them with rather poor language comprehension had shown utterances during story generation judged to be irrelevant to both the listener and the task. In the present study, language comprehension did not significantly correlate to performance on the referential communication task. The participants performed at the level of their peers without LI and there was no significant difference between the amount of relevant or irrelevant information when the children with LI interacted with an adult or with a friend. The results are discussed in relation to recent research.

Case-Control Studies↗
PubMedDate not supplied

Specific language impairment in Italian: the first steps in the search for a clinical marker.

Recent studies of children with specific language impairment (SLI) have identified language measures that seem quite accurate in distinguishing preschool-age children with SLI from their normally developing peers. However, the studies have focussed exclusively on English, and it is clear from the literature that the SLI profile varies between languages. This paper reports on three studies designed to assess the utility of particular language measures for Italian. In the first two studies, it was found that a composite measure based on the use of definite singular articles and third-person plural inflections showed good sensitivity and specificity in distinguishing Italian-speaking children with SLI from their typically developing peers. The third study showed that the same composite can be applied successfully to individual cases of SLI. Some of the additional steps needed to evaluate this composite measure are discussed.

Case-Control Studies↗
PubMedDate not supplied

Variability in comprehension strategy use in children with SLI: a dynamical systems account.

The aim was to investigate the stability of comprehension strategy use in children with specific language impairment (SLI). According to principles of Dynamic Systems Theory, behaviour is both unstable and more easily affected by changes in external variables during developmental transitions. The study examined this prediction directly by comparing the comprehension strategy use of children with SLI in two different conditions. The subjects included 16 school-aged children with SLI (ages 6;8-8;5), and eight chronologically age-matched (CA) controls. One group of children with SLI (n = 8) was in a development transition between animacy and word-order comprehension strategy use, demonstrating the emerging use of word-order sentence comprehension strategies (SLI-T). The second group of children with SLI (n = 8) was not in a developmental transition (SLI-N), demonstrating the use of only animacy comprehension strategies characteristic of younger typically developing children. Children were asked to determine the agent in 54 sentences of the forms (NVN, NNV, VNN) with animacy of the noun as a second factor in each of two different conditions designed to vary external processing demands. Analysis of variance and maximum likelihood estimate analysis revealed that comprehension strategies for both groups of children with SLI differed qualitatively from CA controls. In particular, the findings revealed that comprehension strategy use in children with SLI was highly vulnerable to increases in external processing demands as compared with CA controls, suggesting that comprehension strategies in children with SLI are weakly represented regardless of the strategy they use. Findings from the study also illustrate the impact of intrinsic as well as extrinsic contextual factors on the stability and instability of language processing performance in children with SLI.

Case-Control Studies↗
PubMedDate not supplied

Children's grammatical categories of verb and noun: a comparative look at children with specific language impairment (SLI) and normal language (NL).

The study investigated the development of grammatical categories (noun and verb) in young language learners. Twenty-eight children with specific language impairment (SLI) with a mean language age of 35 months and 28 children with normal language (NL) with a mean language age of 34 months were exposed to four novel verbs and four novel nouns during 10 experimental child-directed play sessions. The lexical items were modelled with four experimentally controlled argument structures. Both groups of children showed little productivity with syntactic marking of arguments in the novel verb conditions. Thus, both groups of children mostly followed the surface structure of the model presented to them, regardless of the argument they were trying to express. Therefore, there was little evidence of verb-general processes. In contrast, both groups used nouns in semantic roles that had not been modelled for them. Importantly, however, children with SLI still appeared to be more input dependent than NL children. This suggests that children with NL were working with a robust noun schema, whereas children with SLI were not. Taken together, the findings suggest that neither group of children had a grammatical category of verb, but demonstrated a general knowledge of the grammatical category of noun. These findings are discussed in relation to current theories of normal and impaired language development.

Case-Control Studies↗
PubMedDate not supplied

Complex language functions and subcortical mechanisms: evidence from Huntington's disease and patients with non-thalamic subcortical lesions.

The neuropathological changes associated with Huntington's disease (HD) are most marked in the head of the caudate nucleus and, to a lesser extent, in the putamen and globus pallidus, suggesting that at least part of the language impairments found in patients with HD may result from non-thalamic subcortical (NTS) pathology. The present study aimed to test the hypothesis that a signature profile of impaired language functions is found in patients who have sustained damage to the non-thalamic subcortex, either focally induced or resulting from neurodegenerative pathology. The language abilities of a group of patients with Huntington's disease (n=13) were compared with those of an age- and education-matched group of patients with chronic NTS lesions following stroke (n=13) and a non-neurologically impaired control group (n=13). The three groups were compared on language tasks that assessed both primary and more complex language abilities. The primary language battery consisted of The Western Aphasia Battery and The Boston Naming Test, whilst the more complex cognitive-linguistic battery employed selected subtests from The Test of Language Competence - Expanded, The Test of Word Knowledge and The Word Test - Revised. On many of the tests of primary language function from the Western Aphasia Battery, both the HD and NTS participants performed in a similar manner to the control participants. The language performances of the HD participants were significantly more impaired (p<0.05 using modified Bonferroni adjustments) than the control group, however, on various lexico-semantic tasks (e.g. the Boston Naming Test and providing definitions), on both single-word and sentence-level generative tasks (e.g. category fluency and formulating sentences), and on tasks which required interpretation of ambiguous, figurative and inferential meaning. The difficulties that patients with HD experienced with tasks assessing complex language abilities were strikingly similar, both qualitatively and quantitatively, to the language profile produced by NTS participants. The results provide evidence to suggest that a signature language profile is associated with damage to the non-thalamic subcortex resulting from either focal neurological insult or a degenerative disease.

Aged↗
PubMedDate not supplied

Imitative production of regular past tense -ed by English-speaking children with specific language impairment.

BACKGROUND: Language intervention procedures often involve the speech-language pathologist highlighting or making more salient forms that are problematic for the child with a language impairment. According to limited processing accounts of specific language impairment (SLI), one way to increase the saliency of a form is to manipulate its sentence position. AIMS: The placement of verbs with past tense regular -ed, a morpheme documented to be significantly difficult to acquire for English-speaking children with SLI, was manipulated. Specifically, the accurate production of verbs with regular past tense -ed in the final position of sentences was evaluated in comparison with verbs with regular past tense -ed in the internal sentence position. METHODS & PROCEDURES: Ten English-speaking children with SLI (mean age 5;2) who were variable in the production of the regular past tense -ed morpheme participated in the study. A sentence imitation task that consisted of sentences with the past tense -ed in the sentence internal position, the sentence final position and foil sentences was presented. OUTCOMES & RESULTS: Overall, the data suggest that in an imitative context, errors of omission occurred only when regular past tense -ed occurred in the sentence internal position compared with the sentence final position. CONCLUSIONS: The results are consistent with the SA explanation for omitted tense marking in children with SLI and do not support the Extended Optional Infinitive Account. Assessment and intervention of past tense -ed may be improved by manipulating the sentence position of this morpheme.

Child↗
PubMedDate not supplied

The resolution of lexical ambiguity with reference to context in dementia of the Alzheimer's type.

The present study investigated how a dementing illness such as Alzheimer's disease, might affect an individual's recourse to higher order contextual information in the access and integration of lexical material in on-line discourse comprehension. More specifically, the experiment investigated the priming of homophones in a discourse context, by use of a cross-modal lexical decision task, and compared the performances of a group of six subjects with mild to moderate dementia of the Alzheimer's type (DAT) with those of a matched control group. The subjects listened to 2-sentence paragraphs and performed a lexical decision on visually presented targets that followed ambiguous prime words (or homophones) at two inter-stimulus intervals (ISIs): 330 and 1000 msec. When the target was a word, it was either an associate of the prime word, a probable inference suggested by the discourse, or an unrelated word. The control subjects primed both the discourse-appropriate and discourse-inappropriate associate of the homophone at short (330 msec) ISIs (but not an appropriate inference word), a finding which supports the exhaustive access model of ambiguity resolution. As the ISI was lengthened to 1000 msec, however, the discourse-appropriate inference word was primed, and reflects the operation of attention-dependent integrative strategies. The subjects with DAT primed both appropriate associates and inference words at the short ISI. At ISI of 1000 msec, the DAT subjects primed the appropriate associate and showed substantial inhibition priming of the inappropriate associate. These results point to disturbances in the selective automatic activation of lexical material, and in the conscious integration and elaboration of lexical material in ongoing discourse comprehension in persons with DAT.

Aged↗
PubMedDate not supplied

Characteristics of children attending language units in England: a national study of 7-year-olds.

The present investigation examined the characteristics of 7-year-old children attending language units in England. The study involved 242 participants who represented a randomized sample of all 7-year-old children spending 50% of more of the school week in a language unit. Results are discussed in terms of the following questions: what is the non-verbal ability of children attending language units?; do children attending language units fit the discrepancy criteria between verbal and non-verbal ability diagnostic of specific language impairment (SLI)?; and what types of language difficulties do children with SLI attending language units have?

Child↗