Memory for stories in language-impaired children

1981 ◽  
Vol 2 (3) ◽  
pp. 269-283 ◽  
Author(s):  
Carolyn M. Graybeal

ABSTRACTMemory for content, or gist recall, was studied in groups of normal and language-impaired children, matched on age and sex, using a story recall task. The children were pretested for their ability to comprehend individual sentences in the stories. Following a practice session, two test stories were read to each child and oral recall was requested immediately after each story. The content of the recall protocols was analyzed into propositions and scored for accuracy, organization, and temporal ordering. The results showed that the groups differed primarily in the amount of accurate recall, with the language-impaired group recalling considerably less than the normal group. It was concluded that language-impaired children do exhibit deficits in gist recall for material which is within their linguistic grasp.

Author(s):  
Michelle Mentis

This study examined the comprehension of four pairs of deictic terms in a group of language impaired children and compared their interpretation of these terms with those of non-language impaired children of the same age range. Each group was comprised of ten subjects within the age range of 9,6 to 10,6 years. Two tasks were administered, one to assess the comprehension of the terms here, there, this, and that and the other to assess the comprehension of the terms, come, go, bring and take. The results showed that while the non-language impaired subjects comprehended the full deictic contrast between the pairs of terms tested, the language impaired group did not. A qualitative analysis of the data revealed that the language impaired subjects appeared to follow the same developmental sequence as normal children in their acquisition of these terms and responded by using the same strategies that younger non-language impaired children use at equivalent stages of development. Furthermore, the language impaired subjects appeared to comprehend the deictic terms in a predictable order based on their relative semantic complexity.


1988 ◽  
Vol 19 (4) ◽  
pp. 401-409 ◽  
Author(s):  
Holly J. Massey

The Token Test for Children was given in a synthesized-speech version and a natural-speech version to 11 language-impaired children aged 8 years, 9 months to 10 years, 1 month and to 11 control subjects matched for age and sex. The scores of the language-impaired children on the synthesized version were significantly lower than (a) the synthesized-speech scores of the control group and (b) their own scores on the natural-speech version. Task complexity was a significant factor for the experimental group. Language-impaired children may have difficulty understanding some synthesized voice commands.


2021 ◽  
Author(s):  
Remco Kort ◽  
Job Schlösser ◽  
Alan R. Vazquez ◽  
Prudence Atukunda ◽  
Grace K.M. Muhoozi ◽  
...  

ABSTRACTIntroductionThe metabolic activity of the gut microbiota plays a pivotal role in the gut-brain axis through the effects of bacterial metabolites on brain function and development. In this study we investigated the association of gut microbiota composition with language development of three-year-old rural Ugandan children.MethodsWe studied the language ability in 139 children of 36 months in our controlled maternal education intervention trial to stimulate children’s growth and development. The dataset includes 1170 potential predictors, including anthropometric and cognitive parameters at 24 months, 542 composition parameters of the children’s gut microbiota at 24 months and 621 of these parameters at 36 months. We applied a novel computationally efficient version of the all-subsets regression methodology and identified predictors of language ability of 36-months-old children scored according to the Bayley Scales of Infant and Toddler Development (BSID-III).ResultsThe best three-term model, selected from more than 266 million models, includes the predictors Coprococcus eutactus at 24 months of age, Bifidobacterium at 36 months of age, and language development at 24 months. The top 20 four-term models, selected from more than 77 billion models, consistently include Coprococcus eutactus abundance at 24 months, while 14 of these models include the other two predictors as well. Mann-Whitney U tests further suggest that the abundance of gut bacteria in language non-impaired children (n = 78) differs from that in language impaired children (n = 61) at 24 months. While obligate anaerobic butyrate-producers, including Coprococcus eutactus, Faecalibacterium prausnitzii, Holdemanella biformis, Roseburia hominis are less abundant, facultative anaerobic bacteria, including Granulicatella elegans, Escherichia/Shigella and Campylobacter coli, are more abundant in language impaired children. The overall predominance of oxygen tolerant species in the gut microbiota of Ugandan children at the age 24 months, expressed as the Metagenomic Aerotolerant Predominance Index (MAPI), was slightly higher in the language impaired group than in the non-impaired group (P = 0.09).ConclusionsApplication of the all-subsets regression methodology to microbiota data established a correlation between the relative abundance of the anaerobic butyrate-producing gut bacterium Coprococcus eutactus and language development in Ugandan children. We propose that the gut redox potential and the overall bacterial butyrate-producing capacity could be factors of importance as gut microbiota members with a positive correlation to language development are mostly strictly anaerobic butyrate-producers, while microbiota members that correlate negatively, are predominantly oxygen tolerant with a variety of known adverse effects.


1987 ◽  
Vol 30 (1) ◽  
pp. 105-113 ◽  
Author(s):  
Phil J. Connell

Following a treatment program in which an invented morpheme was taught through either imitation or modeling procedures, the generalization of 40 specific language-impaired children was compared to that of 40 children learning language normally. The results of the comparison indicated that the two teaching procedures have opposite relative effects on the two groups. The abnormal group generalized more extensively following imitation teaching while the normal group generalized more extensively following modeling teaching. The opposing results of the two procedures on the two groups suggest that language-impaired children will benefit more from teaching strategies that are adapted to their unique learning styles than from strategies fashioned after the styles of children who learn language normally.


2021 ◽  
Vol 12 ◽  
Author(s):  
Remco Kort ◽  
Job Schlösser ◽  
Alan R. Vazquez ◽  
Prudence Atukunda ◽  
Grace K. M. Muhoozi ◽  
...  

IntroductionThe metabolic activity of the gut microbiota plays a pivotal role in the gut-brain axis through the effects of bacterial metabolites on brain function and development. In this study we investigated the association of gut microbiota composition with language development of 3-year-old rural Ugandan children.MethodsWe studied the language ability in 139 children of 36 months in our controlled maternal education intervention trial to stimulate children’s growth and development. The dataset includes 1170 potential predictors, including anthropometric and cognitive parameters at 24 months, 542 composition parameters of the children’s gut microbiota at 24 months and 621 of these parameters at 36 months. We applied a novel computationally efficient version of the all-subsets regression methodology and identified predictors of language ability of 36-months-old children scored according to the Bayley Scales of Infant and Toddler Development (BSID-III).ResultsThe best three-term model, selected from more than 266 million models, includes the predictors Coprococcus eutactus at 24 months of age, Bifidobacterium at 36 months of age, and language development at 24 months. The top 20 four-term models, selected from more than 77 billion models, consistently include C. eutactus abundance at 24 months, while 14 of these models include the other two predictors as well. Mann–Whitney U tests suggest that the abundance of gut bacteria in language non-impaired children (n = 78) differs from that in language impaired children (n = 61). While anaerobic butyrate-producers, including C. eutactus, Faecalibacterium prausnitzii, Holdemanella biformis, Roseburia hominis are less abundant, facultative anaerobic bacteria, including Granulicatella elegans, Escherichia/Shigella and Campylobacter coli, are more abundant in language impaired children. The overall predominance of oxygen tolerant species in the gut microbiota was slightly higher in the language impaired group than in the non-impaired group (P = 0.09).ConclusionApplication of the all-subsets regression methodology to microbiota data established a correlation between the relative abundance of the anaerobic butyrate-producing gut bacterium C. eutactus and language development in Ugandan children. We propose that the gut redox potential and the overall bacterial butyrate-producing capacity in the gut are important factors for language development.


1991 ◽  
Vol 34 (3) ◽  
pp. 596-603 ◽  
Author(s):  
Celeste A. Roseberry ◽  
Phil J. Connell

The purpose of the present study was to determine whether the results of a language-teaching procedure could be used to identify specific language-impaired children in a group of bilingual children with limited English proficiency (LEP). An invented morpheme was taught to two groups of LEP children who had been previously identified as normal and specific language-impaired. The language-impaired group learned the morpheme at a slower rate than the normal children, thus allowing the two groups to be differentiated. The approach promises to circumvent many of the obstacles that impede current practices for identifying language impairment in the LEP population.


1981 ◽  
Vol 24 (3) ◽  
pp. 446-453 ◽  
Author(s):  
Alan G. Kamhi

This study was motivated in part by the claim that language-impaired children with normal nonverbal intelligence suffer from representational and symbolization deficits (Morehead & Ingram, 1973). The study also examined the developing concepts of class, number, and order in these children to evaluate the claim that their thinking and reasoning in the nonlinguistic domain were within normal limits. Subjects were language-impaired children and two groups of normally developing children, one matched for MA and the other for MLU to the language-impaired group. Each group consisted of ten children. Each child was administered six nonstandardized cognitive tasks from the Piagetian literature. These tasks were designed to assess developing nonlinguistic symbolic abilities and conceptual knowledge of class, number, and order relations. The language-impaired children consistently performed better than MLU-matched controls but more poorly than MA-matched peers. However, only one task—Haptic Recognition—uncovered a significant difference between the language-impaired and MA-matched groups. The difficulty that language-impaired children experienced on this task was taken as evidence that they had deficient nonlinguistic symbolic abilities. Some tentative conclusions are offered concerning the role representational abilities play in language development.


1982 ◽  
Vol 25 (3) ◽  
pp. 435-445 ◽  
Author(s):  
Alan G. Kamhi ◽  
Judith R. Johnston

The purpose of this study was to provide a more accurate description of the language pertbrmance of retarded children and, by doing so, to understand better how the general mental handicap affects language learning. Subjects were a group of 10 retarded children matched for MA to a group of 10 normal children and 10 language-impaired children. Various syntactic and semantic analyses were performed. The results indicated that the retarded group's language abilities were essentially comparable to those of the normal group, though differences between these groups were found. Notably, the retarded children did not demonstrate the same linguistic deficiencies as the language-impaired children. It was suggested that the MA-inconsistent language behaviors exhibited by the retarded children were quantitative in nature rather than qualitative and as such seemed to reflect deficits in adaptive (i.e., social) and motivational behaviors rather than deficits in linguistic or cognitive abilities.


1978 ◽  
Vol 43 (2) ◽  
pp. 227-241 ◽  
Author(s):  
Penelope K. Hall ◽  
J. Bruce Tomblin

Thirty-six subjects, 18 language-impaired and 18 articulation-impaired children, were followed up with respect to communication skills and educational performance 13 to 20 years after their initial contact with the Speech and Hearing Clinic. According to their parents, nine language-impaired subjects continued to exhibit communication problems as adults, compared to only one of the articulation-impaired subjects. Standardized educational testing conducted while the subjects were in elementary and secondary schools indicated that the language-impaired group consistently achieved at a lower level than the articulation-impaired group, particularly in reading. Differences between the groups were also exhibited in the types of postsecondary education attempted by the subjects. Clinical, educational, and research implications of these results are discussed.


1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.


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