The Index of Productive Syntax: Psychometric Properties and Suggested Modifications

2021 ◽  
pp. 1-18
Author(s):  
Ji Seung Yang ◽  
Brian MacWhinney ◽  
Nan Bernstein Ratner
Keyword(s):  
Psychometric Properties ◽  
Data Exchange ◽  
Developmental Trajectories ◽  
Adult Child ◽  
Preschool Age ◽  
Analysis Tool ◽  
Sentence Structure ◽  
Typically Developing ◽  
Loss Of Information ◽  
Language Sample

Purpose The Index of Productive Syntax (IPSyn) is a well-known language sample analysis tool. However, its psychometric properties have not been assessed across a wide sample of typically developing preschool-age children and children with language disorders. We sought to determine the profile of IPSyn scores by age over early childhood. We additionally explored whether the IPSyn could be shortened to fewer items without loss of information and whether the required language sample could be shortened from a current required number of 100 utterances to 50. Method We used transcripts from the Child Language Data Exchange System, including 1,051 samples of adult–child conversational play with toys within the theoretical framework of item response theory. Samples included those from typically developing children as well as children with hearing loss, Down syndrome, and late language emergence. Results The Verb Phrase and Sentence Structure subscales showed more stable developmental trajectories over the preschool years and greater differentiation between typical and atypical cohorts than did the Noun Phrase and Question/Negation subscales. A number of current IPSyn scoring items can be dropped without loss of information, and 50-utterance samples demonstrate most of the same psychometric properties of longer samples. Discussion Our findings suggest ways in which the IPSyn can be automated and streamlined (proposed IPSyn-C) so as to provide useful clinical guidance with fewer items and a shorter required language sample. Reference values for the IPSyn-C are provided. Trajectories for one subscale (Question/Negation) appear inherently unstable and may require structured elicitation. Potential limitations, ramifications, and future directions are discussed. Supplemental Material https://doi.org/10.23641/asha.16915690

scholarly journals A Developmental Examination of Narrative Writing in EL and EL1 School Children Who Are Typical Readers, Poor Decoders, or Poor Comprehenders

2019 ◽  
Vol 53 (1) ◽  
pp. 36-47
Author(s):  
Katherine E. D. Herbert ◽  
Angela Massey-Garrison ◽  
Esther Geva
Keyword(s):  
English Learners ◽  
Poor Reader ◽  
Reference Group ◽  
Developmental Trajectories ◽  
First Language ◽  
Sentence Structure ◽  
Typically Developing ◽  
Poor Comprehenders ◽  
Story Writing ◽  
Age Appropriate

This longitudinal study examined story-writing development of students from Grade 4 to Grade 6, comparing the developmental trajectories of English as a first language (EL1s; n = 43) and English learners (ELs; n = 108) in general, and in groups of EL1s and ELs with typically developing and poor reader profiles. In relation to their EL1 or EL reference group, students were classified in Grade 4 as typical readers ( n = 72), poor decoders ( n = 53), or poor comprehenders ( n = 26), with EL1s and ELs proportionally represented in each group. The effects of language, grade level, and reading group on story-writing measures were examined. Both EL1s and ELs developed story-writing skills in a similar manner, showing significant growth between Grades 4 and 6. Typically developing ELs attained age-appropriate story-writing levels. Poor decoders and poor comprehenders showed similar profiles of strengths and weaknesses, regardless of whether English was their first or second language. Both poor reader groups had significant difficulties in story-writing, struggling with the mechanics of writing, sentence structure, and story organization. Findings are discussed in terms of the interconnected relationship between reading and writing profiles, and the importance of a comprehensive understanding of sources of learning difficulties in ELs and EL1s.

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.

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

From a molar to a molecular approach to the developmental trajectory of syntax comprehension by persons with intellectual disability

2020 ◽  
Author(s):  
Bruno Facon
Keyword(s):  
Developmental Trajectories ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Cognitive Level ◽  
Cross Sectional ◽  
Test Items ◽  
Complex Sentences ◽  
Regression Curves ◽  
Cognitive Measure ◽  
Syntactic Skills

The aim was to investigate whether a progressive dissociation between the cognitive level and syntax comprehension occurs during the development of persons with intellectual disabilities (ID). Two cross-sectional developmental trajectory analyses were successively conducted. Study 1 comprised 615 typically developing participants and 615 participants with ID. Their total scores on a syntax comprehension test were regressed on a nonverbal cognitive measure and the slopes of the two groups’ regression lines were compared. In Study 2, logistic regression curves of the two groups for each of the 92 test items were compared. Results showed only negligible between-groups differences of developmental trajectories, whatever the level of analysis. The idea of a progressive dissociation between cognitive level and receptive syntactic skills of people with ID is not confirmed. However, a syntax test evaluating more complex sentences than those used in this study might show such a dissociation.

Syntactic Abilities of Neurologically Normal and Suspect Preterm Children

1996 ◽  
Vol 83 (2) ◽  
pp. 615-618 ◽  
Author(s):  
Gary Holdgrafer
Keyword(s):  
Language Skills ◽  
Preschool Age ◽  
Sentence Structure ◽  
Complex Sentence ◽  
Normal Children ◽  
Preterm Children ◽  
Verb Phrases ◽  
Neurologically Normal

This study examined the syntactic abilities of neurologically normal and suspect preterm children at preschool age to characterize their language skills and to assess specific differences between groups. The Index of Productive Syntax was used to score language transcripts. The children exhibited reduced syntactic performance, particularly in the use of questions, negatives, and complex sentence structure. Children considered to be neurologically suspect had more difficulty with development of verb phrases than did neurologically normal children.

JCAMP-DX for NMR

1993 ◽  
Vol 47 (8) ◽  
pp. 1093-1099 ◽  
Author(s):  
Antony N. Davies ◽  
Peter Lampen
Keyword(s):  
Spectral Data ◽  
Data Exchange ◽  
Data Transfer ◽  
Nmr Imaging ◽  
Successful Implementation ◽  
Independent Data ◽  
Imaging Data ◽  
Loss Of Information ◽  
Storage Media ◽  
Different Origin

Following the development and publication of the JCAMP-DX protocol 4.24 and its successful implementation in the field of infrared spectroscopy, data exchange without loss of information, between systems of different origin and internal format, has become a reality. The benefits of this system-independent data transfer standard have been recognized by workers in other areas who have expressed a wish for an equivalent, compatible standard in their own fields. This publication details a protocol for the exchange of Nuclear Magnetic Resonance (NMR) spectral data without any loss of information and in a format that is compatible with all storage media and computer systems. The protocol detailed below is designed for spectral data transfer, and its use for NMR imaging data transfer has not as yet been investigated.

scholarly journals Dissociable mechanisms for diverse prosocial behaviors: Counting skills predict sharing behavior, but not instrumental helping

2021 ◽  
Author(s):  
Sifana Sohail ◽  
Nadia Chernyak ◽  
Kristen Dunfield
Keyword(s):  
Numerical Cognition ◽  
Developmental Trajectories ◽  
Empirical Support ◽  
Helping Behavior ◽  
Preschool Age ◽  
Prosocial Behaviors ◽  
Theoretical Perspectives ◽  
Helping Others ◽  
Underlying Mechanisms ◽  
Sharing Behavior

By the preschool age, children exhibit a diversity of prosocial behaviors that include both sharing resources and helping others. Though recent work has theorized that these prosocial behaviors are differentiated by distinct ages of emergence, developmental trajectories and underlying mechanisms, the experimental evidence in support of the last claim remains scant. The current study focuses on one such cognitive mechanism - numerical cognition - seeking to replicate and extend prior work demonstrating the strong link between children’s numerical cognition and precise sharing behavior, and further examining its relationship to instrumental helping. In line with theoretical perspectives favoring the differentiation of varieties of prosocial behaviors, we hypothesize that numerical cognition underlies precise sharing, but not precise helping behavior. Eighty-five 3 to 6-year-old children completed two procedurally similar tasks designed to elicit sharing and instrumental helping behavior, in addition to a Give-N task measuring their symbolic counting skills. Despite the procedural similarity, and the implicit norm of providing half (5 out of 10) stickers in both tasks, children’s counting proficiency predicted precise sharing, but not precise helping. These results indicate a unique relationship between children’s developing numerical cognition and behavioral fairness, providing empirical support for claims that varieties of prosocial behavior are supported by distinct underlying mechanisms.

scholarly journals Development of Dynamic Functional Architecture during Early Infancy

2020 ◽  
Vol 30 (11) ◽  
pp. 5626-5638 ◽  
Author(s):  
Xuyun Wen ◽  
Rifeng Wang ◽  
Weiyan Yin ◽  
Weili Lin ◽  
Han Zhang ◽  
...  
Keyword(s):  
Cognitive Functions ◽  
Developmental Trajectories ◽  
Functional System ◽  
High Order ◽  
Typically Developing ◽  
Large Heterogeneity ◽  
The Moment ◽  
Stage 1 ◽  
First Time ◽  
The Brain

Abstract Uncovering the moment-to-moment dynamics of functional connectivity (FC) in the human brain during early development is crucial for understanding emerging complex cognitive functions and behaviors. To this end, this paper leveraged a longitudinal resting-state functional magnetic resonance imaging dataset from 51 typically developing infants and, for the first time, thoroughly investigated how the temporal variability of the FC architecture develops at the “global” (entire brain), “mesoscale” (functional system), and “local” (brain region) levels in the first 2 years of age. Our results revealed that, in such a pivotal stage, 1) the whole-brain FC dynamic is linearly increased; 2) the high-order functional systems tend to display increased FC dynamics for both within- and between-network connections, while the primary systems show the opposite trajectories; and 3) many frontal regions have increasing FC dynamics despite large heterogeneity in developmental trajectories and velocities. All these findings indicate that the brain is gradually reconfigured toward a more flexible, dynamic, and adaptive system with globally increasing but locally heterogeneous trajectories in the first 2 postnatal years, explaining why infants have rapidly developing high-order cognitive functions and complex behaviors.

scholarly journals Questionnaire for Assessing Preschoolers’ Organizational Abilities in Their Natural Environments: Development and Establishment of Validity and Reliability

2017 ◽  
Vol 2017 ◽  
pp. 1-9
Author(s):  
Gila Tubul-Lavy ◽  
Nirit Lifshitz
Keyword(s):  
Concurrent Validity ◽  
Reliability And Validity ◽  
Preschool Age ◽  
Intervention Programs ◽  
Natural Environments ◽  
Typically Developing ◽  
Validity And Reliability ◽  
Two Factors ◽  
Good Internal Consistency ◽  
Teachers And Parents

Despite the consensus in the literature regarding the importance of organizational abilities in performing daily tasks, currently there is no assessment that focuses exclusively on such abilities among young children. The study aims to develop a Questionnaire for Assessing Preschoolers’ Organizational Abilities (QAPOA), Parents’ and Teachers’ versions, and to examine their reliability and validity. QAPOA was distributed to preschool teachers and parents of 215 typically developing 4–5.6-year-old children. The teachers’ and parents’ versions demonstrated good internal consistency. Factor analysis performed to examine the tool’s content validity yielded two factors: motor-based and language-based OA. Furthermore, both versions of the questionnaire demonstrated significant differences between OA among boys and girls. Concurrent validity was demonstrated between the QAPOA total scores and the equivalent subscale of the BRIEF-P. Given these findings, different cut-off scores were established for identifying boys and girls with either motor-based and/or language-based OA. The results indicate that both the teachers’ and parents’ versions of the QAPOA are reliable and valid measures of children’s organizational abilities. The questionnaires can assess and identify risk for organizational disabilities as early as preschool age. Thus, it can contribute to the planning of appropriate intervention programs and the prevention of difficulties in the future.

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