Facilitating Word-Finding Skills of Language-Impaired Children

1989 ◽  
Vol 54 (2) ◽  
pp. 141-147 ◽  
Author(s):  
Karla K. McGregor ◽  
Laurence B. Leonard
Keyword(s):  
Target Word ◽  
Treatment Effects ◽  
Therapeutic Regimen ◽  
Language Impaired ◽  
Word Finding ◽  
Preliminary Study ◽  
Impaired Children

Two language-impaired children and their controls participated in a preliminary study designed to examine the effects of treatment on word-finding skills. The 2 children participated in activities designed to improve the elaboration and/or retrieval of the training words, whereas their controls received a therapeutic regimen that did not target word-finding skills. Treatment effects were apparent, with the greatest gains associated with activities focusing on both elaboration and retrieval. Although the findings were promising, several procedural details complicated interpretation of the data.

Lexical storage and retrieval in language-impaired children

1984 ◽  
Vol 5 (1) ◽  
pp. 37-49 ◽  
Author(s):  
Robert Kail ◽  
Catherine A. Hale ◽  
Laurence B. Leonard ◽  
Marilyn A. Nippold
Keyword(s):  
Free Recall ◽  
Cued Recall ◽  
Lexical Acquisition ◽  
Lexical Retrieval ◽  
Normal Children ◽  
Retrieval Cues ◽  
Language Impaired ◽  
Storage And Retrieval ◽  
Word Finding ◽  
Impaired Children

ABSTRACTWe tested 20 language-impaired children, 20 age-matched normal children, and 20 language-matched normal children. In free recall, children simply remembered as many words possible; in cued recall, the experimenter provided the category names as retrieval cues; in repeated free recall, children recalled the list three times in succession. The principal results were that (1) language-impaired children recalled fewer words than their agemates in both free and cued recall, and (2) the pattern of repeated free recall suggested that language-impaired children were less likely than their agemates to store a word when presented, and were less consistent in their retrieval of words. Our discussion concerns the roles of lexical acquisition and lexical retrieval in language-impaired children's word-finding problems.

Picture Naming in Language-Impaired Children

1983 ◽  
Vol 26 (4) ◽  
pp. 609-615 ◽  
Author(s):  
Laurence B. Leonard ◽  
Marilyn A. Nippold ◽  
Robert Kail ◽  
Catherine A. Hale
Keyword(s):  
Picture Naming ◽  
Composite Index ◽  
Naming Task ◽  
Chronological Age ◽  
Frequency Of Occurrence ◽  
Naming Time ◽  
Normal Children ◽  
Language Impaired ◽  
Word Finding ◽  
Impaired Children

A picture-naming task was used to examine word-finding problems in language-impaired children. The subjects included 20 language-impaired children, 20 normal children matched to the language-impaired children for chronological age, and 20 normal children matched to the language-impaired children on a composite index of language age. Children were shown 64 pictures of objects and asked to name each as rapidly as possible. The principal findings were that (a) pictures of objects with more frequently occurring names were named more rapidly than pictures of objects with less frequently occurring names; (b) language-impaired children named pictures less rapidly than their chronological-age peers but more rapidly than their language-age peers; and (c) the effects of frequency of occurrence on naming time were comparable for all three groups of children. Factors that may have accounted for the findings are discussed.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

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.

Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children

1988 ◽  
Vol 53 (3) ◽  
pp. 316-327 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts ◽  
Daria Mauer ◽  
Kenn Apel ◽  
Betholyn F. Gentry
Keyword(s):  
Phonological Processing ◽  
Spatial Information ◽  
Normal Children ◽  
Language Impaired ◽  
Word Repetition ◽  
Paper Folding ◽  
Syllable Segmentation ◽  
Processing Abilities ◽  
Impaired Children ◽  
Better Than

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

Object Transformations in the Play of Language-Impaired Children

1988 ◽  
Vol 53 (4) ◽  
pp. 459-466 ◽  
Author(s):  
Brenda Y. Terrell ◽  
Richard G. Schwartz
Keyword(s):  
Normal Subjects ◽  
Play Behavior ◽  
Chronological Age ◽  
Standard Group ◽  
Language Impaired ◽  
Normal Language ◽  
Mean Length Of Utterance ◽  
Impaired Children

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.

Sentence processing in language-impaired children under conditions of filtering and time compression

1995 ◽  
Vol 16 (2) ◽  
pp. 137-154 ◽  
Author(s):  
Rachel E. Stark ◽  
James W. Montgomery
Keyword(s):  
Sentence Processing ◽  
High Frequency ◽  
Response Times ◽  
Language Impaired ◽  
Monitoring Task ◽  
Time Compression ◽  
Lower Accuracy ◽  
On Line ◽  
Impaired Children ◽  
Monitoring Performance

ABSTRACTNineteen language-impaired (LI) and 20 language-normal (LN) children participated in an on-line word-monitoring task. Words were presented in lists and in sentences readily comprehended by younger children. The sentences were unaltered, tow-pass filtered, and time- compressed. Both groups had shorter mean response times (MRTs), but lower accuracy, for words in sentences than words in lists. The LI children had significantly longer MRTs under sentence conditions and lower accuracy overall than the LN children. Filtering had an adverse effect upon accuracy and MRT for both subject groups. Time compression did not, suggesting that the reduction in high-frequency information and the rate of presentation exert different effects. Subject differences in attention, as well as in linguistic competence and motor control, may have influenced word-monitoring performance.

scholarly journals The acquisition of some dimensional adjectives by both normal and language-impaired children

1981 ◽  
Vol 28 (1) ◽  
Author(s):  
Susan G. Wright
Keyword(s):  
Quantitative Analysis ◽  
Language Skills ◽  
Pair Member ◽  
Language Impaired ◽  
Semantic Complexity ◽  
Speech Therapist ◽  
Dimensional Adjectives ◽  
Age Range ◽  
Adjective Acquisition ◽  
Impaired Children

The main aim of this study was to assess various predictions made by H. and E. Clark with respect to the acquisition of certain dimensional adjectives. In addition, the performance of children with impaired language skills was compared with that of children with normally developing language. Eighteen subjects in the age range 3,3 to 4 years were divided into two groups; those with adequate language (C group) and those with impaired language (E group). The dimensional adjective pairs of  "length", "tallness" and "width" were investigated on comprehension tasks of increasing dimensionality. A qualitative analysis of  the data, for  both C and Ε groups, revealed findings supporting the predictions concerning the order of dimensional adjective acquisition in terms of semantic complexity, the acquisition of  the unmarked pair member before the marked member, and the acquisition of the concept of polarity before dimensionality. A quantitative analysis of  the data revealed significant  differences between the C and Ε groups on a few tasks only. Implications for the researcher and speech therapist are considered.

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