Developmental language learning impairments

2002 ◽  
Vol 14 (3) ◽  
pp. 559-579 ◽  
Author(s):  
PAULA TALLAL ◽  
APRIL A. BENASICH
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Unknown Origin ◽  
Written Language ◽  
Levels Of Analysis ◽  
Future Research ◽  
Social Emotional ◽  
Learning Impairments ◽  
Multiple Levels ◽  
Level Of Analysis

Developmental language learning impairments (LLI) are one of the most prevalent of all developmental disabilities, can occur in children for a wide variety of reasons, and have been shown to co-occur frequently with other developmental social, emotional and behavioral disorders, as well as with academic achievement problems. Research pertaining to developmental LLI of unknown origin, with an emphasis on the continuum between oral and written language impairment, is the focus of this review. Given the complexity of language learning, research has focused on multiple levels of analysis, including linguistic, neuropsychological, genetic, neurobiological, and remediation studies. To date, the vast majority of data on LLI derive from studies focused on a single level of analysis. Although attempts have been made to integrate data across studies and multiple levels of analysis, this has proven to be problematic, given the heterogeneity of the subject populations used to study LLI, as well as the differences in ages, degree of impairment, and types of impairment included in each study. Given that LLI is a complex developmental disability, it is suggested that future research would benefit from taking a multiple levels of analysis approach with the same individuals, incorporating mathematical models designed to analyze dynamically changing complex systems, and studying individual differences in language learning, prospectively and longitudinally, throughout the most dynamic stages of the process.

Resilience in developing systems: Progress and promise as the fourth wave rises

2007 ◽  
Vol 19 (3) ◽  
pp. 921-930 ◽  
Author(s):  
Ann S. Masten
Keyword(s):  
Dynamic Systems ◽  
Hot Spots ◽  
Adaptive Systems ◽  
Levels Of Analysis ◽  
Future Research ◽  
Systems Perspective ◽  
Gene Environment ◽  
Multiple Levels ◽  
Levels Of Functioning ◽  
Fourth Wave

Perspectives based on the first three waves of resilience research are discussed with the goal of informing the fourth wave of work, which is characterized by a focus on multilevel analysis and the dynamics of adaptation and change. Resilience is defined as a broad systems construct, referring to the capacity of dynamic systems to withstand or recover from significant disturbances. As the systems perspective on resilience builds strength and technologies of measuring and analyzing multiple levels of functioning and their interactions improve, it is becoming feasible to study gene–environment interactions, the development of adaptive systems and their role in resilience, and to conduct experiments to foster resilience or reprogram the fundamental adaptive systems that protect development in the context of adversity. Hot spots for future research to study and integrate multiple levels of analysis are delineated on the basis of evidence gleaned from the first waves of resilience research.

Taking Levels of Analysis in Humor more Seriously: Comment on Romero and Arendt

2012 ◽  
Vol 110 (2) ◽  
pp. 527-534 ◽  
Author(s):  
John J. Sosik
Keyword(s):  
Operational Definition ◽  
Self Report ◽  
Levels Of Analysis ◽  
Future Research ◽  
Humor Styles ◽  
Negative Effects ◽  
Individual Level ◽  
Team Cooperation ◽  
The Individual ◽  
Level Of Analysis

Humor is a phenomenon that can simultaneously coexist at the individual, dyadic, and group levels, making its measurement and conceptualization complex. In a recent field study, Romero and Arendt (2011) examined relationships between four humor styles (i.e., affiliative, self-enhancing, aggressive, self-defeating) and four outcomes (i.e., stress, satisfaction with co-workers, team cooperation, organizational commitment), however, the latter was apparently measured as a self-report at the individual level of analysis. Their interesting results indicated different humor styles can have either positive or negative effects on these outcome variables. However, if their operational definition—and hence their conceptualization—of humor is based on self-report by the initiator, it may be problematic to use it at the dyadic and group levels because it potentially mixes levels of analysis and may cause misalignment between data and theory. Cautions and implications for future research are discussed.

Emotion Generation, Regulation, and Dysregulation as Multilevel Transdiagnostic Constructs

2019 ◽  
pp. 84-97
Author(s):  
Sheila E. Crowell ◽  
Robert D. Vlisides-Henry ◽  
Parisa R. Kaliush
Keyword(s):  
Emotion Dysregulation ◽  
Developmental Perspective ◽  
Levels Of Analysis ◽  
Future Research ◽  
Emotion Regulation Strategies ◽  
Top Down ◽  
Regulation Strategies ◽  
Emotion Generation ◽  
Multiple Levels ◽  
Points Of View

Emotion generation, regulation, and dysregulation are complex constructs that are challenging to define and measure. This chapter reviews prevailing definitions and theories of these constructs and examines the literature across multiple levels of analysis. It adopts a developmental perspective, which guides interpretation of the literature and helps clarify discrepant points of view. The extent to which emotion generation and regulation are separable represents a significant controversy in the field. When viewed as cognitive constructs, it is virtually impossible to disentangle emotion generation and regulation. However, at the biological level, there are important differences in neural structures involved in bottom-up emotion generation processes versus those associated with top-down regulation of emotions. From a developmental perspective, emotions and emotion dysregulation emerge early in life, whereas emotion regulation strategies develop more gradually as a function of maturation and socialization. Future research should continue to reconcile different perspectives on emotion generation, regulation, and dysregulation.

Succession in Family Business: A Review of the Research

1994 ◽  
Vol 7 (2) ◽  
pp. 133-157 ◽  
Author(s):  
Wendy C. Handler
Keyword(s):  
Family Business ◽  
Business Management ◽  
Levels Of Analysis ◽  
Future Research ◽  
Next Generation ◽  
Research Directions ◽  
Future Research Directions ◽  
Multiple Levels ◽  
Succession In Family Business

This paper reviews the research to date on succession in the field of family business management. Five streams of research are highlighted: (1) succession as a process, (2) the role of the founder, (3) the perspective of the next generation, (4) multiple levels of analysis, and (5) characteristics of effective successions. Gaps in the literature and future research directions are also presented.

Specific Language Impairment: Preliminary Investigation of Factors Associated With Family History and With Patterns of Language Performance

1995 ◽  
Vol 38 (3) ◽  
pp. 643-657 ◽  
Author(s):  
Margaret Lahey ◽  
Jan Edwards
Keyword(s):  
Family History ◽  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Preliminary Investigation ◽  
Family Members ◽  
Receptive Language ◽  
Future Research ◽  
Language Performance ◽  
Specific Language

To examine patterns that might suggest etiologic subgroups of specific language impairment (SLI), information, including history of speech-language-learning (SLLD) problems in family members, was obtained on 53 children with SLI aged 4 to 9½ years. The results led to the generation of a number of hypotheses for future research. In particular, the findings suggested that family history is related to pattern of language performance. In comparison with children who had both expressive and receptive language deficits, children with deficits in only expressive language had a higher proportion of affected family members (.47 vs. .22), of affected mothers (.57 vs. .17), and of affected siblings (.53 vs. .27). These and other findings are discussed in terms of their consistency with other data, hypotheses relative to explanations of SLI, and their implications for further research.

Spoken and Written Language Relationships in Language/Learning-Impaired and Normally Achieving School-Age Children

1992 ◽  
Vol 35 (6) ◽  
pp. 1303-1315 ◽  
Author(s):  
Ronald B. Gillam ◽  
Judith R. Johnston
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Three Dimensional ◽  
Spoken Language ◽  
Written Language ◽  
School Age Children ◽  
Written Narratives ◽  
Normally Achieving ◽  
Analysis System ◽  
Learning Impairment

Students with language/learning impairment (LLI) and three groups of normally achieving children matched for chronological age, spoken language, and reading abilities wrote and told stories that were analyzed according to a three-dimensional language analysis system. Spoken narratives were linguistically superior to written narratives in many respects. The content of written narratives, however, was organized differently than the content of spoken narratives. Spoken narratives contained more local interconnections than global interconnections; the opposite was true for written narratives. LLI and reading-matched children evidenced speaking-writing relationships that differed from those of the age- and language-matched children in the way language form was organized. Further, LLI children produced more grammatically unacceptable complex T-units in their spoken and written stories than students from any of the three matched groups. The discussion focuses on mechanisms underlying the development of speaking-writing differences and ramifications of spoken-language impairment for spoken and written-language relationships.

The First Decade of the Canadian Journal of Community Mental Health: A Critical Review

1993 ◽  
Vol 12 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Leslea Peirson ◽  
Richard Walsh-Bowers
Keyword(s):  
Mental Health ◽  
Community Mental Health ◽  
Canadian Journal ◽  
Levels Of Analysis ◽  
Individual Level ◽  
Female Authors ◽  
Research Relationship ◽  
Academic Settings ◽  
Multiple Levels ◽  
Level Of Analysis

The purpose of our study is to describe the major features of the articles published in the first decade of the Canadian Journal of Community Mental Health (CJCMH). We examined all 194 articles published in 1982 through 1991 with respect to seven dimensions: authors' gender, authors' affiliation, collaboration, article categories, levels of analysis, populations of interest, and the research relationship. Our findings suggest that: (a) CJCMH has provided increasingly more opportunities for female authors over the years; (b) authors have typically been affiliated with academic settings; (c) the majority of articles were written collaboratively; (d) a minority of articles pertain to empirical research; (e) most empirically based articles employed an individual level of analysis methodologically, while overall authors' interpretations primarily reflect multiple levels of analysis; (f) consumers/survivors represent the population most often investigated; and (g) CJCMH authors are not providing much useful information regarding the research relationship. We conclude that CJCMH authors, reviewers, and editors must continue to consider and incorporate the key values and concepts of community mental health when preparing and soliciting articles for publication.

Prosodic Influences on Speech Production in Children With Specific Language Impairment and Speech Deficits

1999 ◽  
Vol 42 (6) ◽  
pp. 1499-1517 ◽  
Author(s):  
Lisa Goffman
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Motor System ◽  
Levels Of Analysis ◽  
Motor Systems ◽  
Specific Language ◽  
Production Factors ◽  
Articulatory Movements ◽  
Multiple Levels ◽  
Speech Motor

It is often hypothesized that young children's difficulties with producing weak-strong (iambic) prosodic forms arise from perceptual or linguistically based production factors. A third possible contributor to errors in the iambic form may be biological constraints, or biases, of the motor system. In the present study, 7 children with specific language impairment (SLI) and speech deficits were matched to same age peers. Multiple levels of analysis, including kinematic (modulation and stability of movement), acoustic, and transcription, were applied to children's productions of iambic (weak-strong) and trochaic (strong-weak) prosodic forms. Findings suggest that a motor bias toward producing unmodulated rhythmic articulatory movements, similar to that observed in canonical babbling, contribute to children's acquisition of metrical forms. Children with SLI and speech deficits show less mature segmental and speech motor systems, as well as decreased modulation of movement in later developing iambic forms. Further, components of prosodic and segmental acquisition develop independently and at different rates.

Despite Leaders’ Good Intentions?

2012 ◽  
Vol 220 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Claudia Peus ◽  
Susanne Braun ◽  
Dieter Frey
Keyword(s):  
Levels Of Analysis ◽  
Future Research ◽  
Leadership Theories ◽  
Implicit Leadership ◽  
Implicit Leadership Theories ◽  
Positive Effects ◽  
Stable Conditions ◽  
Multiple Levels ◽  
Negative Leadership

This article introduces the concept of adverse leadership. Adverse leadership arises when followers (1) perceive their leader to violate leadership prototypes or to concur with antiprototypes, and (2) attribute this violation to internal stable conditions within the leader (i.e., actor-observer bias), even though (3) the leader had no intention to cause harm. Adverse leadership goes above and beyond earlier leadership concepts because it focuses on (a) the role of followers’ implicit leadership theories and attributions in negative leadership, and on (b) leader behavior that is not intended to be harmful by the leader; it is conceptualized on (c) multiple levels of analysis, and posited to have (d) differential negative and positive effects on outcomes in organizations. Implications for future research and practice are discussed.

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