Remediating Humor Comprehension Deficits in Language-Impaired Students

1992 ◽  
Vol 23 (1) ◽  
pp. 20-27 ◽  
Author(s):  
Cecile C. Spector

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.

1989 ◽  
Vol 10 (2) ◽  
pp. 179-202 ◽  
Author(s):  
Laurence B. Leonard

ABSTRACTTheories of language learnability have focused on “normal” language development, but there is a group of children, termed “specifically language-impaired,” for whom these theories are also appropriate. These children present an interesting learnability problem because they develop language slowly, the intermediate points in their development differ in certain respects from the usual developmental stages, and they do not always achieve the adult level of language functioning. In this article, specifically language-impaired children are treated as normal learners dealing with an input that is distorted in principled ways. When the children are viewed from this perspective, Pinker's (1984) theory can account for many of the features of their language.


1988 ◽  
Vol 53 (4) ◽  
pp. 459-466 ◽  
Author(s):  
Brenda Y. Terrell ◽  
Richard G. Schwartz

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.


1975 ◽  
Vol 40 (1) ◽  
pp. 59-68 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht

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.


1992 ◽  
Vol 25 (4) ◽  
pp. 205-219 ◽  
Author(s):  
Maria Adelaida Restrepo ◽  
Linda Swisher ◽  
Elena Plante ◽  
Rebecca Vance

1985 ◽  
Vol 50 (1) ◽  
pp. 21-30 ◽  
Author(s):  
Lynne E. Bernstein ◽  
Rachel E. Stark

A group of specifically language-impaired (SLI) children was compared with a matched group of non-SLI children (i.e., children displaying normal language) on tests of speech perception and language ability. The tests were administered longitudinally at times separated by an interval of 4 years. Initially (i.e., Time 1), the groups differed significantly in discrimination, sequencing, and rate processing of and serial memory for synthesized /ba/ and /da/ stimuli. At Time 1, age effects were also observed among both groups of children. That is, performance improved as a function of increased age. At follow-up (i.e., Time 2), performance was at or near ceiling for subjects in both groups, indicating that perceptual development occurred in both groups of children. Results are discussed in relation to the hypothesis that perceptual deficits play a causal role in specific language impairment.


1986 ◽  
Vol 29 (1) ◽  
pp. 114-119 ◽  
Author(s):  
Laurence B. Leonard

Conversational replies were examined in two groups of children with comparable vocabularies and speech limited to single-word utterances: children with specific language impairment, ages 2:10 to 3:6 (years:months); and children, ages 1:5 to 1:11, who were developing language normally. In interactions with adults the language-impaired children produced a greater number and variety of replies to both questions and statements than the normal-language children. The findings suggest that language-impaired children can serve as responsive conversationalists when syntactic skill is not a factor and that comprehension, world knowledge, and/or experience with conversations permit considerable variability in conversational skill even within the same level of expressive language ability.


1980 ◽  
Vol 1 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Paula Tallal ◽  
Rachel E. Stark ◽  
Clayton Kallman ◽  
David Mellits

ABSTRACTSix synthesized consonant-vowel syllables, three containing the phoneme /b/ in different vowel contexts and three the phoneme /d/, were presented randomly to developmental dysphasics and normal children. The ability to recognize that these six acoustically different stimuli shared two common phonemic categories (perceptual constancy) was investigated using nonverbal operantly conditioned response techniques. Results showed that although several children in both groups had difficulty with the task, the dysphasic group's performance was significantly poorer than the controls. Whereas the normal children improved significantly with age, the dysphasics did not. The results of this study suggest that speech perception, rather than being fully developed in infancy, changes throughout language development. By using procedures which have proven suitable for testing infants, with young children at various stages of language development, more might be learned about how the acoustic signal is encoded into speech and language and how this encoding changes throughout development or is disturbed in language disorders.


1981 ◽  
Vol 46 (2) ◽  
pp. 150-159 ◽  
Author(s):  
Jean M. Rizzo ◽  
M. Irene Stephens

The purpose of this study was to investigate the comprehension abilities of children with impaired expressive language and to obtain information on the interrelationships among tests of comprehension. Forty preschool children, 20 with normal language and 20 with impaired expressive language, were given a set of auditory comprehension tests. As a group, the language-impaired children demonstrated deficits in comprehension when compared to the normal-language children. However, both groups scored near the ceiling on several tests, and on most tests that did differentiate the two groups, the mean scores of both groups were above the norms. Standardization samples in a number of these tests may make corresponding norms of limited value when applied to performances of middle-class white children. An analysis of responses to selected groupings of analogous items revealed that a preschool child's correct response to a linguistic stimulus in one instance provides no assurance that the child will respond similarly to the stimulus in another linguistic environment with different task demands and different foil alternatives, In addition, the large majority of correlations among the tests were nonsignificant, indicating that it is not clinically appropriate to regard these measures of language comprehension as equivalent.


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.


Sign in / Sign up

Export Citation Format

Share Document