scholarly journals Explicit and Implicit Verbal Response Inhibition in Preschool-Age Children Who Stutter

2017 ◽  
Vol 60 (4) ◽  
pp. 836-852 ◽  
Author(s):  
Julie D. Anderson ◽  
Stacy A. Wagovich
Keyword(s):  
Response Inhibition ◽  
Daily Life ◽  
Language Skills ◽  
Reaction Times ◽  
Preschool Age ◽  
Verbal Response ◽  
Group Differences ◽  
Dependent Variables ◽  
Preschool Age Children ◽  
The Relationship

Purpose The purpose of this study was to examine (a) explicit and implicit verbal response inhibition in preschool children who do stutter (CWS) and do not stutter (CWNS) and (b) the relationship between response inhibition and language skills. Method Participants were 41 CWS and 41 CWNS between the ages of 3;1 and 6;1 (years;months). Explicit verbal response inhibition was measured using a computerized version of the grass–snow task (Carlson & Moses, 2001), and implicit verbal response inhibition was measured using the baa–meow task. Main dependent variables were reaction time and accuracy. Results The CWS were significantly less accurate than the CWNS on the implicit task, but not the explicit task. The CWS also exhibited slower reaction times than the CWNS on both tasks. Between-group differences in performance could not be attributed to working memory demands. Overall, children's performance on the inhibition tasks corresponded with parents' perceptions of their children's inhibition skills in daily life. Conclusions CWS are less effective and efficient than CWNS in suppressing a dominant response while executing a conflicting response in the verbal domain.

Focus on the Outcomes of Communication Under Six: Validation of Language Skills in the Jamaican Context

2021 ◽  
pp. 152574012110681
Author(s):  
Leslie E. Kokotek ◽  
Karla N. Washington ◽  
Barbara Jane Cunningham ◽  
Rachel Wright Karem ◽  
Brittany Fletcher
Keyword(s):  
Outcome Measures ◽  
Representative Sample ◽  
Language Skills ◽  
Preschool Age ◽  
Focus Measure ◽  
Preschool Age Children ◽  
English Speaking ◽  
Psychometric Evidence ◽  
Creole English ◽  
Jamaican Creole

The Focus on the Outcomes of Communication Under Six (FOCUS) is one of a few validated outcome measures related to children’s communicative participation. Additional validation of the FOCUS measure could address the paucity of validated outcomes-based measures available for assessing preschool-age children, particularly for those who are multilingual. The data collected for this study, with a representative sample of Jamaican Creole-English speaking children, extend the applicability of the FOCUS to a broader range of preschoolers and expand psychometric evidence for the FOCUS to a multilingual and understudied context.

Assessment of Migrant and Minority Children

2008 ◽  
Vol 216 (3) ◽  
pp. 187-194 ◽  
Author(s):  
Axel Schölmerich ◽  
Birgit Leyendecker ◽  
Banu Citlak ◽  
Ulrike Caspar ◽  
Julia Jäkel
Keyword(s):  
Standardized Tests ◽  
Migrant Children ◽  
Preschool Age ◽  
Group Differences ◽  
Minority Status ◽  
Test Results ◽  
Normal Range ◽  
Minority Children ◽  
Significant Group ◽  
Preschool Age Children

Testing children with minority status or migration background poses particular challenges for educators and researchers. More obvious are language barriers, but there may also be more complex limitations based on cultural or contextual differences. The literature on testing migrant and minority children is summarized in a brief historical perspective, focusing on the use of standardized tests. Potential biases in testing minority and migrant children are discussed, and empirical results of testing two groups of preschool age children of nonmigrant (N = 50) and migrant status (N = 35) with the ET 6–6 in Germany are presented. Results indicate significant group differences to the disadvantage of the migrant children in some scales, however, both groups scored within the normal range of one standard deviation around the test norm. The migrant group children were tested in their dominant language, and they used more time to complete the test. Interpretation of test results should use caution, particularly when using tests to support placement in educational settings.

scholarly journals Evaluating English Morpheme Accuracy, Diversity, and Productivity Measures in Language Samples of Developing Bilinguals

2018 ◽  
Vol 49 (2) ◽  
pp. 260-276 ◽  
Author(s):  
Irina Potapova ◽  
Sophia Kelly ◽  
Philip N. Combiths ◽  
Sonja L. Pruitt-Lord
Keyword(s):  
Language Skills ◽  
Preschool Age ◽  
Group Differences ◽  
Morphological Development ◽  
Typically Developing ◽  
Case Examples ◽  
English Bilingual ◽  
Accuracy Measure ◽  
Language Measures ◽  
Language Sample

PurposeThis work explores the clinical relevance of three measures of morpheme use for preschool-age Spanish–English bilingual children with varying language skills. The 3 measures reflect accuracy, diversity (the tense marker total), and productivity (the tense and agreement productivity score [TAP score]) of the English tense and agreement system.MethodMeasures were generated from language samples collected at the beginning and end of the participants' preschool year. Participants included 74 typically developing Spanish–English bilinguals and 19 peers with low language skills. The morpheme measures were evaluated with regard to their relationships with other language sample measures, their ability to reflect group differences, and their potential for capturing morphological development at group and individual levels.ResultsAcross both groups, the tense marker total and TAP scores were associated with other language measures and demonstrated both group differences and growth over time. The accuracy measure met few of these benchmarks.ConclusionThe tense marker total and TAP score, which were designed to capture emerging morphological abilities, contribute valuable information to a comprehensive language assessment of young bilinguals developing English. Case examples are provided to illustrate the clinical significance of including these measures in assessment.

High proficiency across two languages is related to better mental state reasoning for bilingual children

2015 ◽  
Vol 43 (2) ◽  
pp. 407-424 ◽  
Author(s):  
KATHERINE R. GORDON
Keyword(s):  
Language Proficiency ◽  
Mental State ◽  
Past Research ◽  
Preschool Age ◽  
False Belief ◽  
Bilingual Children ◽  
English Bilingual ◽  
Preschool Age Children ◽  
And Performance ◽  
The Relationship

ABSTRACTPast research suggests that bilingualism positively affects children's performance in false belief tasks. However, researchers have yet to fully explore factors that are related to better performance in these tasks within bilingual groups. The current study includes an assessment of proficiency in both languages (which was lacking in past work) and investigates the relationship between proficiency and performance in a variety of mental state tasks (not just false belief). Furthermore, it explores whether the relationship between language proficiency and performance in mental state tasks differs between bilingual and monolingual groups. Twenty-six Spanish–English bilingual and twenty-six English monolingual preschool-age children completed seven mental state tasks. Findings provide evidence that high proficiency in English is related to better performance in mental state tasks for monolinguals. In contrast, high proficiency in both English and Spanish is related to better performance in mental state tasks for bilinguals.

An Investigation of the Relationship between Cognitive Tempo and Creativity in Preschool-Age Children

1975 ◽  
Vol 46 (3) ◽  
pp. 779 ◽  
Author(s):  
Robert W. Fuqua ◽  
Thomas W. Bartsch ◽  
Gary D. Phye
Keyword(s):  
Preschool Age ◽  
Preschool Age Children ◽  
The Relationship ◽  
Cognitive Tempo

scholarly journals Verbal Response Inhibition in Adults Who Stutter

2021 ◽  
pp. 1-16
Author(s):  
Shanley B. Treleaven ◽  
Geoffrey A. Coalson
Keyword(s):  
Lived Experience ◽  
Response Inhibition ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Verbal Response ◽  
Group Differences ◽  
Button Press ◽  
Significant Group ◽  
Adults Who Stutter ◽  
Inhibition Ability

Purpose Adults who stutter (AWS) often attempt, with varying degrees of success, to suppress their stuttered speech. The ability to effectively suppress motoric behavior after initiation relies on executive functions such as nonselective inhibition. Although previous studies found that AWS were slower to inhibit manual, button-press response than adults who do not stutter (AWNS), research has yet to confirm a consistent relationship between manual and verbal inhibition. No study has examined verbal inhibition ability in AWS. The purpose of this study, therefore, is to compare verbal response inhibition between AWS and AWNS, and compare verbal response inhibition to both the overt stuttering and the lived experience of stuttering. Method Thirty-four adults (17 AWNS, 17 AWS) completed one manual and three verbal stop-signal tasks. AWS were assessed for stuttering severity (Stuttering Severity Instrument–Fourth Edition: SSI-4) and experience with stuttering (Overall Assessment of the Speaker's Experience With Stuttering [OASES]). Results Results indicate no correlation between manual and verbal inhibition for either group. Generalized linear mixed-model analyses suggested no significant group differences in manual or verbal inhibition. Manual and verbal inhibition did not predict SSI-4 in AWS. However, verbal inhibition was uniquely associated with OASES scores. Conclusion Although underlying manual and verbal inhibition was comparable between AWS and AWNS, verbal inhibition may be linked to the adverse experience of stuttering rather than the overt symptoms of stuttering severity. Supplemental Material https://doi.org/10.23641/asha.15145185

scholarly journals Profiles of Violence and Use of Alcohol and Tobacco in Relation to the Impulsivity: Sustainable Consumption in Adolescents

2019 ◽  
Author(s):  
María del Carmen Pérez-Fuentes ◽  
María del Mar Molero Jurado ◽  
Ana Belén Barragán Martín ◽  
José Jesús Gázquez Linares
Keyword(s):  
High School Students ◽  
Physical Aggression ◽  
Random Sampling ◽  
Violent Behavior ◽  
Sustainable Consumption ◽  
Group Differences ◽  
School Students ◽  
Dependent Variables ◽  
The Relationship ◽  
Cluster Random Sampling

The purpose of this study was to identify different adolescent profiles identified by their use tobacco/alcohol and violent behavior repertoires as well as to analyze the extent to which they show impulsivity traits. Participants were selected by cluster random sampling. There was a total of 822 high school students in the sample aged 13 to 18 years with a mean of 14.84 (SD=.87). A cluster analysis with the following variables was done to form the groups: Use of tobacco, Use of alcohol, Physical aggression, Verbal aggression, Anger and Hostility. Three groups of adolescents resulted from these five variables. The multivariate comparison demonstrated the existence of significant between-group differences, and individual analysis for each of the dependent variables (impulsivity dimensions) showed that the relationship was statistically significant in all cases. In conclusion, analysis of factors possibly associated with adolescent’s risk behavior makes possible and orients intervention in different stages of development for sustainable consumption in adolescents.

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