Is early pragmatic development measurable?

1980 ◽  
Vol 7 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Philip S. Dale
Keyword(s):  
Pragmatic Development ◽  
Language Impaired ◽  
Second Year Of Life ◽  
Syntactic Development ◽  
Language And Cognition ◽  
Second Year ◽  
The One ◽  
Impaired Children ◽  
Language Sample

ABSTRACTMeasures of pragmatic development for children in the second year of life were developed, based on a brief (30 minute) language sample and on structured elicitation conditions. When age is partialled out, number of pragmatic functions expressed is not statistically related to MLU, due to the fact that the number of functions grows steadily during the one-word and very early two-word phases. Performance on the structured imperative tasks also reflects development during this period, though performance on the declarative tasks does not. We conclude that the range of pragmatic functions in the second year is measurable and contributes information not provided by a measure of syntactic development such as MLU. Such information should prove useful for research on language and cognition in normal and language-impaired children.

Proportional and Functional Analogical Reasoning in Normal and Language-Impaired Children

1988 ◽  
Vol 53 (4) ◽  
pp. 440-448 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Barbara J. Erskine ◽  
Donald B. Freed
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Analogical Reasoning ◽  
Control Group ◽  
Nonverbal Intelligence ◽  
Normal Children ◽  
Language Impaired ◽  
New Concepts ◽  
The One ◽  
Impaired Children

Teachers often use analogies in classroom settings to clarify new concepts for their students. However, analogies may inadvertently confuse the youngster who has difficulty identifying the one-to-one comparisons underlying them. Although analogical reasoning has been studied extensively in normal children, no information was available concerning this construct in children having a specific language impairment. Thus, it was unknown to what extent they might be deficient in analogical reasoning. Therefore, in the present study, 20 children ages 6--8 years (mean age = 7:6) having normal nonverbal intelligence but deficits in language comprehension were administered tasks of verbal and perceptual proportional analogical reasoning and a problem-solving task of functional analogical reasoning. Compared to a normal-language control group matched on the basis of chronological age and sex, the language-impaired group was deficient in all three tasks of analogical reasoning. However, when the factor of nonverbal intelligence was controlled statistically, the differences between the groups on each of the tasks were removed. Additional findings were that verbal proportional analogical reasoning was significantly correlated to perceptual proportional analogical reasoning and to functional analogical reasoning. Implications for assessment and intervention with young school-age language-impaired children are discussed.

Research on First Language Acquisition of Spanish Phonology

2008 ◽  
Vol 1 (2) ◽  
Author(s):  
Conxita Lleó
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Morphological Development ◽  
First Language Acquisition ◽  
Language Impaired ◽  
Spanish Phonology ◽  
The 1960S ◽  
The One ◽  
Impaired Children

AbstractThis paper deals with research on acquisition of Spanish phonology by young children. The beginnings of this discipline are placed within the model of Generative Grammar, at the end of the 1960s. The two main areas of phonology are considered: on the one hand segments, and certain chronological sequences of segment acquisition, and on the other hand prosody, i.e. syllables, stress, intonation and rhythm. The most important issues of acquisition research are presented, including the relationship between perception and production, the role of prosody in acquisition, underlying representations, and the dependency of morphology on prosody. The main models of the field are also discussed, namely rules, parameters and constraints. The beginnings of morphological development and its dependence on phonology are briefly discussed as well. Finally, the acquisition of Spanish phonology in bilingual contexts is also described. The paper deals exclusively with normal first language acquisition, and does not refer to speech language impaired children nor to second language acquisition.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

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.

Accuracy of Four Language Analysis Procedures Performed Automatically

2001 ◽  
Vol 10 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Steven H. Long ◽  
Ron W. Channell
Keyword(s):  
Automatic Identification ◽  
Published Data ◽  
Typically Developing ◽  
Language Impaired ◽  
Productivity Data ◽  
Language Analysis ◽  
Word Classes ◽  
Human Coder ◽  
Impaired Children ◽  
Metalinguistic Skills

Most software for language analysis has relied on an interaction between the metalinguistic skills of a human coder and the calculating ability of the machine to produce reliable results. However, probabilistic parsing algorithms are now capable of highly accurate and completely automatic identification of grammatical word classes. The program Computerized Profiling combines a probabilistic parser with modules customized to produce four clinical grammatical analyses: MLU, LARSP, IPSyn, and DSS. The accuracy of these analyses was assessed on 69 language samples from typically developing, speech-impaired, and language-impaired children, 2 years 6 months to 7 years 10 months. Values obtained with human coding and by the software alone were compared. Results for all four analyses produced automatically were comparable to published data on the manual interrater reliability of these procedures. Clinical decisions based on cutoff scores and productivity data were little affected by the use of automatic rather than human-generated analyses. These findings bode well for future clinical and research use of automatic language analysis software.

Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children

1988 ◽  
Vol 53 (3) ◽  
pp. 316-327 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts ◽  
Daria Mauer ◽  
Kenn Apel ◽  
Betholyn F. Gentry
Keyword(s):  
Phonological Processing ◽  
Spatial Information ◽  
Normal Children ◽  
Language Impaired ◽  
Word Repetition ◽  
Paper Folding ◽  
Syllable Segmentation ◽  
Processing Abilities ◽  
Impaired Children ◽  
Better Than

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

Object Transformations in the Play of Language-Impaired Children

1988 ◽  
Vol 53 (4) ◽  
pp. 459-466 ◽  
Author(s):  
Brenda Y. Terrell ◽  
Richard G. Schwartz
Keyword(s):  
Normal Subjects ◽  
Play Behavior ◽  
Chronological Age ◽  
Standard Group ◽  
Language Impaired ◽  
Normal Language ◽  
Mean Length Of Utterance ◽  
Impaired Children

The play behavior of 10 language-impaired children was observed. Their performances in play were compared to those of 10 normal-language children matched for chronological age as well as to those of 10 normal-language children matched for mean length of utterance. The children were observed as they played spontaneously with a standard group of toys and as they played with objects that required object transformations for successful play. The chronological age-matched normal subjects showed a trend toward performance of more object transformations in play than either the language-impaired or younger normal-language children. Additionally, although object transformations were observed in both segments, all children performed more object transformations with objects than with toys.

DEVELOPMENT OF VLBW PREMATURES IN THE SECOND YEAR OF LIFE

2006 ◽  
Vol 37 (S 1) ◽  
Author(s):  
E Rodríguez ◽  
M Bellotti ◽  
S Liendo ◽  
S Napoli ◽  
MM Contreras ◽  
...  
Keyword(s):  
Second Year Of Life ◽  
Second Year

Evaluation of Visuospatial Short-term and Working Memory from the First to Second Year of Life: A Novel Task

2021 ◽  
pp. 1-17
Author(s):  
C. Fernandez-Baizan ◽  
Miguel Angel Prieto ◽  
J. A. Martinez ◽  
J. L. Arias ◽  
M. Mendez
Keyword(s):  
Working Memory ◽  
Short Term ◽  
Second Year Of Life ◽  
Second Year

scholarly journals The effect of age at time of cochlear implantation on the pragmatic development of the prelingual hearing impaired children

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Mona Sameeh Khodeir ◽  
Dina Fouad El Sayed Moussa ◽  
Rasha Mohammed Shoeib
Keyword(s):  
Language Development ◽  
Cochlear Implantation ◽  
Study Groups ◽  
Hearing Impaired ◽  
Language Delay ◽  
Pragmatic Language ◽  
Language Abilities ◽  
Pragmatic Development ◽  
Impaired Children ◽  
Hearing Impaired Children

Abstract Background Pragmatics is the social use of language that draws on understanding human interactions in specific contexts and requires engagement with a communicative partner or partners. The hearing-impaired children are known to have a pragmatic language delay as hearing impairment deprived of exposure to natural communication interactions, in addition to the language delay they have. Since the age of implantation has emerged as an important predictor of language, hearing, and speech in children who use cochlear implants (CI), question aroused about the benefits of early cochlear implantation on pragmatic language development in those children. Thus, this study aims to compare the pragmatic language development of the prelingual hearing impaired children who cochlear implanted before the age of 3 years and those who cochlear implanted after the age of 3 years. Results The two study groups showed no significant differences regard their scores in the Egyptian Arabic Pragmatic Language Test (EAPLT). The two studied groups had pragmatic language scores below their 5th percentile. Among the studied groups, the scores of the EAPLT were positively correlated to the age of the children, the children’s language abilities, and the duration of the received language rehabilitation, with no significant correlation to the age of implantation. Conclusions The age of implantation has no impact on pragmatic language development in children with CI. The prelingual children with CI are susceptible to delays in the pragmatic language development that is primarily related to the age of those children and their language abilities, besides their experience in social interactions. These results should be considered in their rehabilitative plan and advocate the importance of early incorporation of pragmatic behaviors into their intervention programs.

Understanding Interest in the Second Year of Life

Infancy ◽  
2010 ◽  
Vol 15 (3) ◽  
pp. 324-335 ◽  
Author(s):  
Amy C. MacPherson ◽  
Chris Moore
Keyword(s):  
Second Year Of Life ◽  
Second Year
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