The spreen-benton aphasia tests, normative data as a measure of normal language development

1975 ◽  
Vol 2 ◽  
pp. 257-280 ◽  
Author(s):  
William H Gaddes ◽  
David J. Crockett
Keyword(s):  
Language Development ◽  
Normative Data ◽  
Normal Language

The Token and Reporter's Tests

1985 ◽  
Vol 16 (4) ◽  
pp. 244-255
Author(s):  
Penelope K. Hall ◽  
Linda S. Jordan
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Language Assessment ◽  
Assessment Instruments ◽  
Token Test ◽  
Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

Internal Consistency of the Northwestern Syntax Screening Test

1975 ◽  
Vol 40 (1) ◽  
pp. 59-68 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Language Development ◽  
Internal Consistency ◽  
Screening Test ◽  
Item Analysis ◽  
Language Impaired ◽  
Normal Intelligence ◽  
Mental Age ◽  
Normal Language ◽  
Mentally Retarded Children ◽  
Reliability Coefficients

This study was designed to evaluate the usefulness of the 40 receptive and 40 expressive items of the Northwestern Syntax Screening Test. Twenty preschoolers with normal language development, 20 preschoolers functioning within the range of normal intelligence diagnosed as language impaired, and 20 mentally retarded children comprised the three subject groups. The subjects were equated for mental age. Stable Hoyt’s reliability coefficients indicated that the Northwestern Syntax Screening Test assessed consistently the syntax and morphology used by children with atypical language development. Detailed item analysis revealed the strengths and weaknesses of both receptive and expressive items.

Cognition and Communication

1997 ◽  
Vol 40 (5) ◽  
pp. 964-974 ◽  
Author(s):  
Judith R. Johnston ◽  
Linda B. Smith ◽  
Peggy Box
Keyword(s):  
Content Analysis ◽  
Language Development ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Object Type ◽  
Attentional Capacity ◽  
Specific Language ◽  
Normal Language

Ten children with specific language impairment and 10 children with normal language development were asked to describe objects so that a listener could select them. Each trial targeted two out of a group of three toys. The targeted objects were identical or were similar in size or color. Children in the two groups did not differ in referential success, although children in both groups found the size items more difficult. Content analysis of the messages did reveal differences in the referential strategies used most frequently. Children with specific language impairment were more likely to mention the attributes of each object separately, rather than to describe the characteristics common to a pair of objects. Children in both groups talked about separate objects more often when talking about size than about color or object type. Use of this strategy could indicate the effects of attentional capacity on children's solutions to communication tasks.

Remediating Humor Comprehension Deficits in Language-Impaired Students

1992 ◽  
Vol 23 (1) ◽  
pp. 20-27 ◽  
Author(s):  
Cecile C. Spector
Keyword(s):  
Language Development ◽  
Children And Adolescents ◽  
Language Impaired ◽  
Normal Language ◽  
Impaired Children

Language-impaired children and adolescents, in general, have been found to have significantly poorer comprehension of humor than their peers with normal language development. This paper discusses sources of difficulty for these students in understanding the various aspects of humor and describes general and specific techniques for remediating comprehension deficits.

Is the Syntax Development of Dysphasic Children Deviant and Why? New Findings to an Old Question

1990 ◽  
Vol 33 (2) ◽  
pp. 220-228 ◽  
Author(s):  
Hannelore Grimm ◽  
Sabine Weinert
Keyword(s):  
Language Development ◽  
Empirical Evidence ◽  
Language Processing ◽  
Structural Characteristics ◽  
Language Deficits ◽  
Processing Strategies ◽  
New Findings ◽  
Normal Language ◽  
Language Input

The present study addresses three main issues: First, it considers whether the syntax development of dysphasic preschoolers is adequately described as being a purely quantitative retardation or whether there are qualitative differences as well. Second, the suggestion put forward by Grimm (1987) that the syntactic deficits of dysphasic children result from deficient language processing strategies is further explored. Third, it asks whether the language deficits are related to specific structural and interactional aspects of the language input. We examined two groups of children with comparable levels of language development: 8 dysphasic children, ages 3:9 to 4:8 years, and 8 control children, ages 2:1 to 2:11 years, who showed normal language development. The empirical evidence suggested that the dysphasic children’s syntax development was not only delayed but also deviant, and that the children’s deviant syntax structures were the result of insufficient language processing and could not be traced back to structural characteristics of the sentences used by their mothers.

Functional MRI of normal language development

NeuroImage ◽  
2001 ◽  
Vol 13 (6) ◽  
pp. 542 ◽  
Author(s):  
Scott Holland ◽  
Elena Plante ◽  
Anna Beyers ◽  
Richard Strawsburg ◽  
Vince Schmithorst ◽  
...  
Keyword(s):  
Language Development ◽  
Functional Mri ◽  
Normal Language

A Story Completion Approach as a Measure of Language Development in Children

1977 ◽  
Vol 20 (2) ◽  
pp. 358-372 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Kenneth W. Wrasse
Keyword(s):  
Language Development ◽  
Clinical Significance ◽  
Grammatical Structure ◽  
Language Behavior ◽  
Normal Language ◽  
Older Subjects ◽  
Story Completion ◽  
Grammatical Structures

A task employing a story completion approach was administered to 120 children who exhibited normal language development. Fifteen boys and 15 girls at four-, five-, six-, and seven-year age levels were tested. The test elicits 14 grammatical structures using 28 stories. Significant differences in structures did not occur between the sexes at any age level but males required more prompting. Significant differences in the total number of correct responses were established between the four and five year olds and between the five and six year olds but not between the six and seven year olds. Performance by age varied according to the grammatical structure. Simple structures were produced most accurately by the younger subjects while the more advanced ones were used by the older subjects. Discussion of results emphasized normal cognitive and language development as well as the clinical significance for the assessment of language behavior.

Play-Language Relationships in Young Children With Developmental Delays

1991 ◽  
Vol 34 (1) ◽  
pp. 112-122 ◽  
Author(s):  
Marianne D. Kennedy ◽  
Margaret K. Sheridan ◽  
Sara H. Radlinski ◽  
Marjorie Beeghly
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Language Development ◽  
Clinical Assessment ◽  
Developmental Delays ◽  
Free Play ◽  
Symbolic Play ◽  
Language Behavior ◽  
Normal Language

The purpose of this longitudinal study was to determine whether the reported parallels between symbolic play and normal language development were evidenced in 6 children with developmental delays of varying etiologies. Subjects’ play and language behavior over a 6-month period was videotaped and analyzed during free play and modeling tasks. Although results supported the correspondences previously reported between normal language development and symbolic play, the variability across observations in the present subjects was more marked than expected. Implications for clinical assessment are discussed.

scholarly journals COVID-19 first lockdown as a unique window into language acquisition: What you do (with your child) matters.

2021 ◽  
Author(s):  
Natalia Kartushina ◽  
Nivedita Mani ◽  
ASLI AKTAN-ERCIYES ◽  
Khadeejah Alaslani ◽  
Naomi Aldrich ◽  
...  
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Learning Environments ◽  
Normative Data ◽  
Vocabulary Development ◽  
Limited Access ◽  
Daycare Centers ◽  
Child Interaction ◽  
External Sources ◽  
At Home

The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries (from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their child’s development or vocabulary development benefited from intense caregiver-child interaction during lockdown.

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