A Drawing Task to Assess Emotion Inference in Language-Impaired Children

2015 ◽  
Vol 58 (5) ◽  
pp. 1563-1569 ◽  
Author(s):  
Nathalie Vendeville ◽  
Nathalie Blanc ◽  
Claire Brechet
Keyword(s):  
Language Impairment ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Free Response ◽  
Verbal Responses ◽  
Language Impaired ◽  
Response Range ◽  
Drawing Task ◽  
Impaired Children ◽  
Selection Of

Purpose Studies investigating the ability of children with language impairment (LI) to infer emotions rely on verbal responses (which can be challenging for these children) and/or the selection of a card representing an emotion (which limits the response range). In contrast, a drawing task might allow a broad spectrum of responses without involving language. This study used a drawing task to compare the ability to make emotional inferences in children with and without LI. Method Twenty-two children with LI and 22 typically developing children ages 6 to 10 years were assessed in school during 3 sessions. They were asked to listen to audio stories. At specific moments, the experimenter stopped the recording and asked children to complete the drawing of a face to depict the emotion felt by the story's character. Three adult study-blind judges were subsequently asked to evaluate the expressiveness of the drawings. Results Children with LI had more difficulty than typically developing children making emotional inferences. Children with LI also made more errors of different valence than their typically developing peers. Conclusion Our findings confirm that children with LI show difficulty in producing emotional inferences, even when performing a drawing task—a relatively language-free response mode.

Observing iconic gestures enhances word learning in typically developing children and children with specific language impairment

2017 ◽  
Vol 44 (6) ◽  
pp. 1458-1484 ◽  
Author(s):  
SUSANNE VOGT ◽  
CHRISTINA KAUSCHKE
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Iconic Gesture ◽  
Specific Language ◽  
New Words ◽  
Language Impaired ◽  
Impaired Children

AbstractResearch has shown that observing iconic gestures helps typically developing children (TD) and children with specific language impairment (SLI) learn new words. So far, studies mostly compared word learning with and without gestures. The present study investigated word learning under two gesture conditions in children with and without language impairment. Twenty children with SLI (age four), twenty age-matched TD children, and twenty language-matched TD children were taught words that were presented with either iconic or non-iconic gestures. Results showed that children of all groups benefited more successfully from observing iconic gestures for word learning. The iconic gesture advantage was similar across groups. Thus, observing iconic gestures prompts richer encoding and makes word learning more efficient in TD and language impaired children.

Morehead & Ingram (1973) Revisited

2002 ◽  
Vol 45 (3) ◽  
pp. 559-563 ◽  
Author(s):  
David Ingram ◽  
Donald Morehead
Keyword(s):  
Language Impairment ◽  
Research Note ◽  
Past Tense ◽  
Inflectional Morphology ◽  
Typically Developing ◽  
Methodological Issues ◽  
Typically Developing Children ◽  
Marked Contrast ◽  
Third Person ◽  
Selection Of

The finding in Morehead and Ingram (1973) that children with a language impairment do better in the use of inflectional morphology than MLU-matched typically developing children has been in marked contrast to several subsequent studies that have found the opposite relationship (cf. review in Leonard, 1998). This research note presents a reanalysis of a subset of the original Morehead and Ingram data in an attempt to reconcile these contradictory findings. The reanalysis revealed that the advantage on inflectional morphology for children with language impairment was only on the progressive suffix, not on plural and possessive or on the verbal morphemes third-person present tense and past tense. The results of the reanalysis are in line with more recent research (e.g., Rice, Wexler, & Cleave, 1995). The resolution of these discrepant results highlights the critical roles that methodological issues play—specifically, how subjects are matched on MLU, how inflectional morphology is measured, and the selection of subjects with regard to age.

Dative prepositions in children with specific language impairment

2004 ◽  
Vol 25 (4) ◽  
pp. 467-480 ◽  
Author(s):  
BERNARD GRELA ◽  
LULA RASHITI ◽  
MONICA SOARES
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Control Group ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Word Selection ◽  
Mean Length Of Utterance ◽  
Omission Errors ◽  
Selection Of

The purpose of this study was to evaluate children with specific language impairment (SLI) and their proficiency with the use of prepositions. Ten children with SLI were compared to 10 younger, normally developing children matched for mean length of utterance and 10 children matched for age. Each child was asked to produce 24 sentences containing locative (in, on) and dative (to) prepositions. Responses were coded for omission or word selection errors for the target prepositions. It was hypothesized that children with SLI would make more errors than the typically developing children. Omission errors would support a difficulty with syntax because of the role prepositions play in case marking. Word selection errors would support a deficit in the area of semantics. The results confirmed that children with SLI made more errors than the control group. The children with SLI made more errors in the selection of dative prepositions, indicating a difficulty linking the semantics of prepositions and verbs.

Selection of Children with Specific Language Deficits

1981 ◽  
Vol 46 (2) ◽  
pp. 114-122 ◽  
Author(s):  
Rachel E. Stark ◽  
Paula Tallal
Keyword(s):  
Language Impairment ◽  
Receptive Language ◽  
Behavioral Disorder ◽  
Exclusion Criteria ◽  
Specific Language ◽  
Language Impaired ◽  
Language Deficit ◽  
Definition Of ◽  
Impaired Children ◽  
Selection Of

A standard approach to the selection of children with specific language deficit was devised. The approach was based on a current definition of specific language deficit that depends heavily on exclusion criteria. Children with known language deficit who had hearing impairment, cognitive deficit, neurologic deficit, or emotional or behavioral disorder were excluded. Both the exclusion criteria and the criteria dealing with required extent of language impairment were specified in considerable detail. A total of 132 language-impaired children aged 4–8 1/2 years were assessed. Criteria for selection of a matched group of normal-language children were also specified. The language-impaired children were referred to the project by speech and language clinicians in accordance with a set of broadly defined criteria. Contrary to expectations, less than one third of the children from this group met the more precisely defined criteria employed in the project. In addition, those who were selected did not form a homogeneous group but showed considerable variation in expressive versus receptive language and in articulation skill. The selection approach and its effectiveness for the purposes of clinical research and intervention studies are discussed.

Procedural Motor Learning in Children With Specific Language Impairment

2017 ◽  
Vol 60 (11) ◽  
pp. 3259-3269 ◽  
Author(s):  
Teenu Sanjeevan ◽  
Elina Mainela-Arnold
Keyword(s):  
Motor Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Motor Adaptation ◽  
Typically Developing ◽  
Knot Tying ◽  
Typically Developing Children ◽  
Specific Language ◽  
Drawing Task ◽  
Visual Motor

Purpose Specific language impairment (SLI) is a developmental disorder that affects language and motor development in the absence of a clear cause. An explanation for these impairments is offered by the procedural deficit hypothesis (PDH), which argues that motor difficulties in SLI are due to deficits in procedural memory. The aim of this study was to test the PDH by examining the procedural motor learning abilities of children with and without SLI. Method Thirteen children with SLI and 14 age-matched typically developing children completed the following procedural measures: (a) a knot-tying task as a measure of motor sequencing and (2) a mirror-drawing task as a measure of visual–motor adaptation. Results Although children with SLI produced significantly more errors on certain knot-tying tasks, they performed comparably on others. Also, children with SLI performed comparably with typically developing children on the mirror-drawing task. Conclusions The PDH requires reframing. The sequence learning deficits in SLI are modest and specific to more difficult tasks. Visual–motor adaptation, on the other hand, appears to be unaffected in SLI.

Caregivers' suffix frequencies and suffix acquisition by language impaired, late talking, and typically developing children

2011 ◽  
Vol 39 (5) ◽  
pp. 1017-1042 ◽  
Author(s):  
ANNE S. WARLAUMONT ◽  
LINDA JARMULOWICZ
Keyword(s):  
Language Impairment ◽  
Relative Strength ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Language Impaired ◽  
Plural Noun ◽  
Grammatical Development ◽  
Late Talkers ◽  
Late Talker ◽  
Third Person

ABSTRACTAcquisition of regular inflectional suffixes is an integral part of grammatical development in English and delayed acquisition of certain inflectional suffixes is a hallmark of language impairment. We investigate the relationship between input frequency and grammatical suffix acquisition, analyzing 217 transcripts of mother–child (ages 1 ; 11–6 ; 9) conversations from the CHILDES database. Maternal suffix frequency correlates with previously reported rank orders of acquisition and with child suffix frequency. Percentages of children using a suffix are consistent with frequencies in caregiver speech. Although late talkers acquire suffixes later than typically developing children, order of acquisition is similar across populations. Furthermore, the third person singular and past tense verb suffixes, weaknesses for children with language impairment, are less frequent in caregiver speech than the plural noun suffix, a relative strength in language impairment. Similar findings hold across typical, SLI and late talker populations, suggesting that frequency plays a role in suffix acquisition.

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.

scholarly journals Developmental Language Disorder and Autism: Commonalities and Differences on Language

2021 ◽  
Vol 11 (5) ◽  
pp. 589
Author(s):  
Natasa Georgiou ◽  
George Spanoudis
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Autism Group ◽  
Developmental Conditions

Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two developmental conditions in the critical topic of language. Α total of 103 children (79 males, 24 females) participated in the present study. Specifically, the study’s sample consisted of 40 children with autism, 28 children with developmental language disorder, and 35 typically developing children between 6 and 12 years old. All children completed language and cognitive measures. The results showed that there is a subgroup inside the autism group of children who demonstrate language difficulties similar to children with developmental language disorder. Specifically, two different subgroups were derived from the autism group; those with language impairment and those without. Both autism and language-impaired groups scored lower than typically developing children on all language measures indicating a common pathology in language ability. The results of this study shed light on the relation between the two disorders, supporting the assumption of a subgroup with language impairment inside the autism spectrum disorder population. The common picture presented by the two developmental conditions highlights the need for further research in the field.

Lexical Imitation and Acquisition in Language-Impaired Children

1985 ◽  
Vol 50 (2) ◽  
pp. 141-149 ◽  
Author(s):  
Richard G. Schwartz ◽  
Laurence B. Leonard
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Lexical Acquisition ◽  
Specific Language ◽  
Language Impaired ◽  
Impaired Children ◽  
Novel Words

This investigation examined the influence of unsolicited lexical imitation on the comprehension and on the production of novel words by language-impaired children. Subjects were 13 children (2:8–3:1) exhibiting specific language impairment who were presented with 16 unfamiliar words referring to unfamiliar objects or actions over 10 experimental sessions. Unsolicited imitations appeared to facilitate subsequent production of these words on a posttest. This effect was greatest when these words were also produced spontaneously prior to the posttest. Words that were produced imitatively and spontaneously also appeared more frequently in spontaneous usage than words that were only produced spontaneously. No relationship between such imitations and comprehension was observed. These findings suggest that unsolicited imitations benefit children's lexical acquisition primarily by providing them with additional opportunities to produce words that are in the process of being established in their expressive lexicons.

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