scholarly journals The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach

2017 ◽  
Vol 60 (4) ◽  
pp. 912-923 ◽  
Author(s):  
Margarita Kaushanskaya ◽  
Ji Sook Park ◽  
Ishanti Gangopadhyay ◽  
Meghan M. Davidson ◽  
Susan Ellis Weismer
Keyword(s):  
Latent Variables ◽  
Receptive Language ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Language Performance ◽  
Typically Developing Children ◽  
Language Abilities ◽  
Language Measures ◽  
The Relationship

Purpose We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Method Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF components, inhibition, updating, and task-shifting, were each indexed using 2 nonverbal tasks. A latent variables approach was used to extract latent scores that represented each EF construct. Children were also administered common standardized language measures. Multiple regression analyses were conducted to examine the relationship between EF and language skills. Results Nonverbal updating was associated with the Receptive Language Index on the Clinical Evaluation of Language Fundamentals–Fourth Edition (CELF-4). When composites denoting lexical–semantic and syntactic abilities were derived, nonverbal inhibition (but not shifting or updating) was found to predict children's syntactic abilities. These relationships held when the effects of age, IQ, and socioeconomic status were controlled. Conclusions The study makes a methodological contribution by explicating a method by which researchers can use the latent variables approach when measuring EF performance in school-age children. The study makes a theoretical and a clinical contribution by suggesting that language performance may be related to domain-general EFs.

Language Performance in Low-Achieving Elementary School Students

1992 ◽  
Vol 23 (2) ◽  
pp. 169-175 ◽  
Author(s):  
Susan S. Hill ◽  
William O. Haynes
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Age Children ◽  
School Age ◽  
Language Performance ◽  
School Students ◽  
Elementary School Age ◽  
Normally Achieving ◽  
Wide Range ◽  
Language Measures

The purpose of the present study was to compare normally achieving and low-achieving (LA) elementary school-age children on a wide range of linguistic tasks. Over half of the LA group earned scores on the language measures that were low enough to suggest consideration for evaluation and/or treatment. Implications for referral and treatment of the LA population are discussed.

scholarly journals Properties of Spoken Persuasive Language Samples From Typically Developing Adolescents

2020 ◽  
Vol 51 (2) ◽  
pp. 441-456 ◽  
Author(s):  
John Heilmann ◽  
Thomas O. Malone ◽  
Marleen F. Westerveld
Keyword(s):  
Latent Variables ◽  
The United States ◽  
Spoken Language ◽  
Performance Data ◽  
Persuasive Communication ◽  
Typically Developing ◽  
Language Performance ◽  
Language Sampling ◽  
Persuasive Discourse ◽  
Language Measures

Purpose Persuasive communication skills are vital for achieving success in school, at work, and in social relationships. To facilitate assessment of persuasive discourse, we developed a clinically feasible persuasive speaking protocol and used it to compile a database of language samples. This database allowed us to describe the properties of adolescents' persuasive speaking skills. Method We collected spoken language samples from 179 typically developing students in Grades 8–12, recruited from the United States and Australia. Participants were asked to persuade an authority figure to make a change in a rule or policy. Results Language performance data reflecting both microstructural and macrostructural properties of spoken language were summarized and broken down by grade. We completed a factor analysis that documented three latent variables (syntax, discourse difficulties, and content). To test the validity of the persuasive measures, a subset of the participants completed an additional battery of assessments, which revealed weak to moderate relationships between the persuasive measures, general language ability, and working memory. There was no significant relationship between the persuasive language measures and an assessment of personality. Conclusion Our persuasive language sampling protocol facilitated the collection of valid language performance data. The summary data can be used as benchmarks for clinical evaluations of adolescents suspected of having language difficulties.

scholarly journals Electrophysiological Examination of Feedback-Based Learning in 8–11-Year-Old Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Yael Arbel ◽  
Annie B. Fox
Keyword(s):  
Learning Task ◽  
School Age Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Feedback Processing ◽  
Learning Retention ◽  
Electrophysiological Examination ◽  
Declarative Learning ◽  
The Relationship

The study aimed at evaluating the extent to which the feedback related negativity (FRN), an ERP component associated with feedback processing, is related to learning in school-age children. Eighty typically developing children between the ages of 8 and 11 years completed a declarative learning task while their EEG was recorded. The study evaluated the predictive value of the FRN on learning retention as measured by accuracy on a follow-up test a day after the session. The FRN elicited by positive feedback was found to be predictive of learning retention in children. The relationship between the FRN and learning was moderated by age. The P3a was also found to be associated with learning, such that larger P3a to negative feedback was associated with better learning retention in children.

Children with SLI exhibit delays resolving ambiguous reference

2014 ◽  
Vol 42 (1) ◽  
pp. 180-195 ◽  
Author(s):  
JULIE M. ESTIS ◽  
BRENDA L. BEVERLY
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Distinct Word ◽  
Phonological Activation ◽  
The Impact

ABSTRACTFast mapping weaknesses in children with specific language impairment (SLI) may be explained by differences in disambiguation, mapping an unknown word to an unnamed object. The impact of language ability and linguistic stimulus on disambiguation was investigated. Sixteen children with SLI (8 preschool, 8 school-age) and sixteen typically developing age-matched children selected referents given familiar and unfamiliar object pairs in three ambiguous conditions: phonologically distinct word (PD), phonologically similar word (PS), no word (NW). Preschoolers with SLI did not disambiguate, unlike typically developing age-matched participants, who consistently selected unfamiliar objects given PD. School-age children with SLI disambiguated given PD. Delays in disambiguation for young children with SLI suggest limitations in processes that facilitate word learning for typically developing children. School-age children with SLI consistently selected familiar objects for PS, unlike typically developing children, suggesting differences in phonological activation for word learning.

Bilingualism and Processing Speed in Typically Developing Children and Children With Developmental Language Disorder

2020 ◽  
Vol 63 (5) ◽  
pp. 1479-1493 ◽  
Author(s):  
Ji Sook Park ◽  
Carol A. Miller ◽  
Teenu Sanjeevan ◽  
Janet G. van Hell ◽  
Daniel J. Weiss ◽  
...  
Keyword(s):  
Processing Speed ◽  
Dual Language ◽  
Language Disorder ◽  
School Age Children ◽  
Vocabulary Test ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Language Experience ◽  
Language Abilities ◽  
Language Measures

Purpose The aim of the current study was to investigate whether dual language experience modulates processing speed in typically developing (TD) children and in children with developmental language disorder (DLD). We also examined whether processing speed predicted vocabulary and sentence-level abilities in receptive and expressive modalities. Method We examined processing speed in monolingual and bilingual school-age children (ages 8–12 years) with and without DLD. TD children (35 monolinguals, 24 bilinguals) and children with DLD (17 monolinguals, 10 bilinguals) completed a visual choice reaction time task. The Clinical Evaluation of Language Fundamentals, the Peabody Picture Vocabulary Test, and the Expressive Vocabulary Test were used as language measures. Results The children with DLD exhibited slower response times relative to TD children. Response time was not modified by bilingual experience, neither in children with typical development nor children with DLD. Also, we found that faster processing speed was related to higher language abilities, but this relationship was not significant when socioeconomic status was controlled for. The magnitude of the association did not differ between the monolingual and bilingual groups across the language measures. Conclusions Slower processing speed is related to lower language abilities in children. Processing speed is minimally influenced by dual language experience, at least within this age range. Supplemental Material https://doi.org/10.23641/asha.12210311

Signaling of Noncomprehension by Children and Adolescents With Mental Retardation

1997 ◽  
Vol 40 (1) ◽  
pp. 20-32 ◽  
Author(s):  
Leonard Abbeduto ◽  
Katherine Short-Meyerson ◽  
Glenis Benson ◽  
Joanna Dolish
Keyword(s):  
Mental Retardation ◽  
Speech Intelligibility ◽  
Receptive Language ◽  
Individual Variability ◽  
Language Ability ◽  
Typically Developing ◽  
Mild Mental Retardation ◽  
Typically Developing Children ◽  
Message Type ◽  
The Relationship

Previous research has demonstrated considerable within-individual and within- group variability in the signaling of noncomprehension by persons with mental retardation. The first purpose of this study was to determine whether within- individual variability in such signaling was related to differences in the nature of the inadequate message and the identity of the speaker. The second purpose was to evaluate the relationship between within-group variability in noncomprehension signaling and measures of cognition, receptive and expressive language ability, speech intelligibility, and social cognition. Participants were school-age individuals with mild mental retardation and typically developing children matched to them on nonverbal MA. Noncomprehension signaling was examined in a direction-following task in which inadequate message type and speaker were manipulated. It was found that message type, but not speaker, influenced noncomprehension signaling, with no difference between the two groups. We also found that performance on a test of receptive language ability was the best predictor of noncomprehension signaling for persons with mental retardation.

HUBUNGAN KOMUNIKASI TERAPEUTIK PERAWAT DENGAN KECEMASAN ANAK USIA PRASEKOLAH AKIBAT HOSPITALISASI

2019 ◽  
Vol 9 (2) ◽  
pp. 135-140
Author(s):  
Qurrotul Aeni ◽  
Andriyani Mustika Nurwijayanti ◽  
Muhammad Khabib Burhanuddin Iqomh
Keyword(s):  
Research Data ◽  
School Age Children ◽  
P Value ◽  
School Age ◽  
Therapeutic Communication ◽  
Cross Sectional ◽  
Communication Anxiety ◽  
Children’S Anxiety ◽  
The Relationship ◽  
Severe Anxiety

Introduction: anxiety is a condition that will be experienced by children who experience hospitalization and must get attention and management. Anxiety during hospitalization that is not properly addressed will hinder treatment and affect child development. The purpose of the study: to determine the relationship between therapeutic communication nurses and the anxiety of preschool children due to hospitalizationMethod: The study design used descriptive correlation with a cross-sectional approach. The number of samples is 31 with purposive sampling. Collecting research data using a questionnaire.Results: The results showed a majority of therapeutic communication was 61.3%, anxiety in children due to hospitalization of 100% with severe anxiety was 58.1%, there was a relationship between therapeutic communication and children's anxiety (p = 0.001). Suggestions need to be carried out further research on the factors that influence the low therapeutic communication in nurses.Discussion: The results of the statistical analysis using the Spearman's Rho test got p value 0.001 (p <0.05) the relationship between therapeutic communication and the anxiety of pre-school age children who experienced hospitalization, therapeutic communication can be used as an action to prevent anxiety due to hospitalization in pre-school age children.Suggestion: need to do further research on the factors that influence the low therapeutic communication in nurses Keywords: therapeutic communication, anxiety, hospitalization.  

scholarly journals The Relation between Physiological Parameters and Colour Modifications in Text Background and Overlay during Reading in Children with and without Dyslexia

2021 ◽  
Vol 11 (5) ◽  
pp. 539
Author(s):  
Tamara Jakovljević ◽  
Milica M. Janković ◽  
Andrej M. Savić ◽  
Ivan Soldatović ◽  
Gordana Čolić ◽  
...  
Keyword(s):  
Fixation Duration ◽  
Physiological Parameters ◽  
School Age Children ◽  
Control Group ◽  
School Age ◽  
Time Duration ◽  
The Relationship ◽  
White Colour ◽  
Saccade Duration ◽  
40 Hz

Reading is one of the essential processes during the maturation of an individual. It is estimated that 5–10% of school-age children are affected by dyslexia, the reading disorder characterised by difficulties in the accuracy or fluency of word recognition. There are many studies which have reported that coloured overlays and background could improve the reading process, especially in children with reading disorders. As dyslexia has neurobiological origins, the aim of the present research was to understand the relationship between physiological parameters and colour modifications in the text and background during reading in children with and without dyslexia. We have measured differences in electroencephalography (EEG), heart rate variability (HRV), electrodermal activities (EDA) and eye movements of the 36 school-age (from 8 to 12 years old) children (18 with dyslexia and 18 of control group) during the reading task in 13 combinations of background and overlay colours. Our findings showed that the dyslexic children have longer reading duration, fixation count, fixation duration average, fixation duration total, and longer saccade count, saccade duration total, and saccade duration average while reading on white and coloured background/overlay. It was found that the turquoise background, turquoise overlay, and yellow background colours are beneficial for dyslexic readers, as they achieved the shortest time duration of the reading tasks when these colours were used. Additionally, dyslexic children have higher values of beta (15–40 Hz) and the broadband EEG (0.5–40 Hz) power while reading in one particular colour (purple), as well as increasing theta range power while reading with the purple overlay. We have observed no significant differences between HRV parameters on white colour, except for single colours (purple, turquoise overlay, and yellow overlay) where the control group showed higher values for mean HR, while dyslexic children scored higher with mean RR. Regarding EDA measure, we found systematically lower values in children with dyslexia in comparison to the control group. Based on the present results, we can conclude that both pastel and intense background/overlays are beneficial for reading of both groups and all sensor modalities could be used to better understand the neurophysiological origins in dyslexic children.

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