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At least 19 recordsLinked to original sources
PubMed1987

[Infarct in the area of the left anterior cerebral artery. II. Language disorders].

Language disturbances and other neuropsychological dysfunctions were evaluated in 10 right-handed patients with left anterior cerebral artery (ACA) infarcts with CT correlation. Transcortical motor aphasia was present in 4 cases, related to involvement of the supplementary motor area (SMA) or the underlying and immediately anterior white matter. In 4 patients with sparing of the SMA but with involvement of the cingulate region, only alterations of verbal memory were found. Sensory or mixed transcortical aphasia was not observed, in any of the patients, including those in whom the supplementary sensory area (SSA) or the underlying white matter were involved, casting doubt upon the presumed receptive role in language function attributed to the SSA by some authors. Buccolingual-facial apraxia was related to subcortical lesions. A callosal disconnection syndrome was uncommon (2 patients) and no hemi-neglect was encountered, even in those cases with cingulate involvement.

Aphasia↗
PubMed1976

An examination of the semantic relations reflected in the language usage of normal and language-disordered children.

Language samples were obtained from 40 children in order to examine semantic relations reflected in language usage as a function of chronological age (three and five years) and linguistic status (normal and language disordered). Normal-disordered comparisons were made under both matched utterance length and matched age conditions. Results are interpreted as supporting the notion that the disordered-language usage reflected semantic relations consistent with an earlier level of development.

Age Factors↗
PubMed1987

Episode organization and cohesive conjunctives in narratives of children with and without language disorder.

Language-disordered children (chronological ages [CA] 7:6 [years:months] to 10:6) were compared with children who have normal language skills in their ability to cohere episode units in verbally produced narratives following a movie viewing. Cohesion across the episode boundaries was measured by judging the accuracy of conjunctives used to conjoin sentences. Each story was presented twice, once to an adult who had shared the movie viewing with the child, and once to an adult who had not seen the movie. Results indicated that age correlated with the frequency of complete episodes in both groups of children, only the children with normal language skills changed the number of complete episodes as a function of the listener's shared information, neither group altered the accuracy of conjunctive use as a function of the listener, and both groups used a higher frequency of accurate conjunctives to conjoin sentences within an episode than to conjoin sentences across episodes. Results are discussed in terms of the effects of age, language disorder, and listener context on the varying levels of narrative organization.

Age Factors↗
PubMed1978

The effects of pause time on auditory comprehension of language-disordered children.

Language-disordered children were presented with two types of commands in a sentence comprehension task. One 3-sec pause was placed at the same syntactic boundary in one-half of the sentences in Set I and Set II. Results indicate that the subjects' performance improved as a function of the pause in Sentence Set II but not in Sentence Set I.

Auditory Perception↗
PubMed1986

Teaching subjecthood to language-disordered children.

Four language-disordered children who had not learned subject properties such as agreement morphemes, nominative case, and question inversion were taught the function of subjects in sentences. After learning subject function, the children learned the subject properties without assistance. The findings suggest that subject properties can be taught as a unit and their acquisition follows the two-step pattern that is predicted by the functional theory of language. The findings suggest that the functional theory has diagnostic and treatment implications for clinical work with language-disordered children.

Child, Preschool↗
PubMed1985

Verbal rehearsal and memory in language-disordered children.

Twelve language-disordered (mean age 10:7) and 12 normal children (mean age 10:10) received a series of free-recall lists composed of pictorial items. They were instructed to rehearse aloud after each item. From the rehearsal periods and recalls 12 variables were calculated. They represented retention of item and order information, semantic organization, effects of primacy and recency in input order, repetition, and intrusion errors. These variables were submitted to factor and discriminant analyses and linear regression; the intrusion errors were also classified. The analyses suggest that rehearsal and recall reflect three components: capacity for item and order information, semantic organization, and susceptibility to non-list intrusion. The predominant differences between groups were in capacity and intrusions. The memory deficits of the language-disordered subjects are described as diminished verbal capacity, a description that has implications for the relationship between language and memory and the specific nature of the disorder.

Adolescent↗
PubMed1985

Word, syllable, and sound awareness in language-disordered children.

The present investigation evaluated language-disordered children's metalinguistic awareness of words, syllables, and sounds. Subjects were 15 language-disordered children matched for mental age to 15 normally developing children and for language age to another 15 normally developing children. In the first task, children were asked to divide sentences, bisyllabic words, and monosyllabic words into smaller units. In the second task, children were asked several questions designed to assess their word awareness. The language-disordered children performed significantly poorer than both groups of normally developing children in dividing sentences and words. The language-disordered children also did not show the same level of responses to the word-awareness questions as the normally developing children. These findings indicate that language-disordered children's metalinguistic deficit is not limited to difficulty making grammatical judgments. Importantly, these disordered children's lack of word, syllable, and sound awareness places them significantly at risk for future academic difficulties, in particular, learning how to read.

Awareness↗
PubMed1986

Handedness and sex of children with developmental language disorders.

The handedness and sex of 4- and 5-year-old children with developmental language disorders were studied through a comparison of language disordered children and a normal control group and through a comparison of six linguistically homogeneous subgroups of language disordered children. Differences between the handedness of a generalized language disordered group and a normal control group were not found, possibly due to the multiple etiologies of developmental language disorders. Children with severe language disorders, however, were non-right-handed more often than children with mild language disorders. Furthermore, certain types of linguistic deficits were associated with non-right-handedness, whereas age and cognitive abilities were not. Males were more often language disordered than females; however, sex ratios did not significantly differ among the subgroups, possibly due to the small number of language disordered females in this study. Implications for cerebral laterality in developmental language disorders are discussed.

Child, Preschool↗
PubMed1985

Constructive comprehension abilities exhibited by language-disordered children.

Constructive comprehension abilities were compared in a group of 12 language-disordered children (second graders) and two groups of children acquiring language normally (12 second graders matched to the language-disordered subjects on nonverbal cognitive skills and 12 kindergartners matched on language comprehension). Differences were examined in proficiency of the children in constructing spatial and causal inferences associated with short stories presented in a Verbal Task and Picture Task. The language-disordered group scored significantly lower on inference items than the cognitively matched control group of second graders on both tasks. A conditional analysis indicated that even when the language-disordered subjects appropriately answered the relevant premise items, they were significantly less likely than the second-grade controls to correctly respond to inference items on both tasks. There was no significant difference between the language-disordered and kindergarten children for either the overall or conditional analysis. The finding that language-disordered children evidenced difficulty in inference construction for both verbal and pictorial material was interpreted as being indicative of a cognitive deficit.

Child↗
PubMed1985

Use of abstracts, orientations, and codas in narration by language-disordered and nondisordered children.

In this study language-disordered and nondisordered children viewed a nonverbal film, wrote the story, and narrated it to language-disordered and nondisordered peers who were unfamiliar with the film. The narratives were analyzed for the use of abstracts, orientations (background information), and codas. Language-disordered children made fewer references to the orientation clauses of props and activities than nondisordered children. Neither group modified their language in the areas examined to take into account the communicative status of their listeners. Therapeutic implications for the language-disordered children are presented as are suggestions for future research.

Child↗
PubMed1985

Production and comprehension of narrative discourse in normal and language disordered children.

Children's use of cohesion in spoken narratives was compared across three groups: normal, language disordered with good story comprehension, and language disordered with poor story comprehension (CA: 7:6-10:6). Comprehension was defined by the children's responses to questions structured to assess both factual information and knowledge of episodic relationships. Results indicated that the good comprehending language disordered children and the normal children used similar linguistic cohesive structures, but both groups differed from the poor comprehending language disordered children. Both groups of language disordered children used less adequate cohesion than the normal children. Discussion and conclusions are presented on the various levels of language ability that contribute to narrative discourse.

Child↗
PubMed1985

Effects of presentation rate and divided attention on auditory comprehension in children with an acquired language disorder.

We examined why auditory comprehension in language-disordered children improves when the rate of presentation of speech is slowed. Seven children with an acquired language disorder associated with a convulsive disorder participated in two divided-attention tasks in which pairs of sentences were presented simultaneously. Subjects were instructed to respond first to the sentence produced by a male speaker (primary sentence) and then to the sentence produced by a female speaker (secondary sentence). In the first condition, both sentences were presented at a normal rate of speech. In the second condition, primary sentences were time expanded 75%, and secondary sentences were presented at a normal rate. We hypothesized that when the primary sentences were presented slowly, spare attention would be available for processing the secondary sentences. Results showed that slowing the presentation rate of the primary sentences significantly improved performance on the secondary sentences, even though secondary sentences were presented at a normal rate of speech. Hypotheses of generally slowed processing of auditory information in language-disordered individuals cannot account for these results. They are consistent, however, with a model of defective attention allocation.

Attention↗
PubMed1989

Pathophysiologic findings in nonretarded autism and receptive developmental language disorder.

In nonretarded autistic, receptive developmental language disordered, and normal subject groups, we recorded in auditory and visual target detection tasks two neurophysiological components of the event-related brain potential, Nc and P3b. Existent research shows that, in normals, Nc and P3b appear early in development, are associated with attention and memory processes, and are endogenous which means that they are triggered by internal, consciously initiated attentional and cognitive mechanisms and that they can be triggered even by the omission of sensory stimulation so long as it has meaning or importance for the subject. In this report, Nc and P3b were recorded in response to auditory and visual stimulation and to the omission of auditory and visual stimulation. Consistent with the hypothesis that non-retarded autism involves abnormal attentional and cognitive responses to important information, P3b was found to be smaller than normal and Nc was small and often absent in the nonretarded autistic group even under the condition when no auditory language or sensory processing was required. Receptive developmental language disorder has been linked with difficulties in processing sequences of auditory stimuli, and in this study P3b was found to be somewhat enlarged in this group even under the conditions when P3b was elicited by stimuli separated by 1 sec and also when P3b was elicited by the omission of stimulation.

Action Potentials↗
PubMed1992

Progressive language disorder due to lobar atrophy.

Sixteen patients with progressive language disorder have been studied longitudinally. Anomia was a prominent presenting characteristic and mutism ultimately occurred. Patients, however, were clinically heterogeneous. Some exhibited nonfluent, agrammatic features, whereas others demonstrated a fluent aphasia, with profound loss of word meaning. Although language disorder remained the sole symptom in a minority of patients, in others an associative agnosia or personality and behavioral changes, or both, emerged. Findings on computed tomography and single photon emission tomography mirrored the areas of dysfunction suggested by the neuropsychological profiles and demonstrated abnormalities restricted to the left hemisphere or involving bilateral frontotemporal cortices. Brains of 3 patients, with distinctive clinical pictures, have been examined at autopsy. Each revealed a focal distribution of atrophy, gliosis and spongiform change, and an absence of senile plaques and neurofibrillary tangles. There was clinical and pathological overlap with frontal lobe dementia. We argue that progressive language disorder is clinically heterogeneous and forms part of a spectrum of clinical presentations of non-Alzheimer lobar atrophy.

Aged↗
PubMed1991

Causes and associations of severe and persistent specific speech and language disorders in children.

Eighty-two school-age children with severe and persistent specific speech and language disorders were studied. 71 had specific developmental language disorders, three had structural malformations (cleft palate) and eight had disorders acquired after a period of normal language development, including five with Landau-Kleffner syndrome. The sex ratio was 3.8 boys to one girl. Nearly half had a family history of speech-language disorder, with one in 5.2 affected siblings. Aetiological factors were found in 26 per cent: 11 per cent prenatal, 3 per cent perinatal and 12 per cent postnatal. 21 per cent had had a seizure and 7 per cent had had seizures after the age of eight. 29 per cent were left-handed, 90 per cent were clumsy and 22 per cent first walked after 18 months. The complex origins of specific speech and language disorders are discussed.

Brain Damage, Chronic↗
PubMed1991

[Developmental language disorder in children of severely dysfunctional families].

Developmental language disorder (DLD) is the most common type of language disorder and involves difficulty in comprehending oral language (receptive type) or in expressing verbal language (expressive type). The relationship between DLD encountered in general practice and severe family dysfunction was evaluated. Severely dysfunctional families are characterized by chronic and persistent conflicts, absence of closeness and lack of trust between parents, bad relations between parents and children, and lack of parental support. 20 children, 3.6% of a study population of 550 children aged 3-5 years, were found to be suffering from DLD. The proportion of boys with this disorder from severely dysfunctional families was considerably higher than from control families (73.5% vs 9.5%, p less than 0.0001). In girls, the excess of those from severely dysfunctional families was smaller, and the difference was not significant (20.3% vs 6.6%, p greater than 0.3). Mean years of education of fathers of children with DLD was significantly less than that of fathers of control families (p = 0.04), and less than that of mothers of children with DLD (not significant, but control sample small). It was also less than that of mothers of control families (p = 0.02). In control families there was no difference between the education of fathers and of mothers. The excess of cases of DLD in dysfunctional families was significantly greater when there were more than 4 children in the families (p = 0.01). There was a predominance of the expressive as compared to the receptive type of DLD. Early detection of severely dysfunctional families and of children with DLD may promote early intervention and increase effectiveness of treatment.

Child, Preschool↗