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.

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.

Children's referential understanding of novel words and parent labeling behaviors: similarities across children with and without autism spectrum disorders

2012 ◽  
Vol 40 (5) ◽  
pp. 971-1002 ◽  
Author(s):  
HANADY BANI HANI ◽  
ANA MARIA GONZALEZ-BARRERO ◽  
APARNA S. NADIG
Keyword(s):  
Autism Spectrum Disorder ◽  
Word Learning ◽  
Autism Spectrum ◽  
Social Cues ◽  
Language Ability ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Age Range

ABSTRACTThis study examined two facets of the use of social cues for early word learning in parent–child dyads, where children had an Autism Spectrum Disorder (ASD) or were typically developing. In Experiment 1, we investigated word learning and generalization by children with ASD (age range: 3;01–6;02) and typically developing children (age range: 1;02–4;09) who were matched on language ability. In Experiment 2, we examined verbal and non-verbal parental labeling behaviors. First, we found that both groups were similarly able to learn a novel label using social cues alone, and to generalize this label to other representations of the object. Children who utilized social cues for word learning had higher language levels. Second, we found that parental cues used to introduce object labels were strikingly similar across groups. Moreover, parents in both groups adapted labeling behavior to their child's language level, though this surfaced in different ways across groups.

The relationship of delay of gratification and time comprehension in 4-year-old children

2017 ◽  
Vol 42 (4) ◽  
pp. 434-438 ◽  
Author(s):  
Norbert Zmyj
Keyword(s):  
Delay Of Gratification ◽  
Receptive Language ◽  
Language Ability ◽  
Chance Level ◽  
Running Time ◽  
Comprehension Task ◽  
Prepotent Response ◽  
Relationship Of ◽  
To Receive ◽  
The Relationship

In a typical delay-of-gratification task, children have the choice between eating a small amount of treats immediately and waiting in order to receive a larger number of treats. To date, it has not been investigated whether children’s time comprehension is related to the ability to wait for the larger number of treats. Time comprehension can be tested by presenting children with three hourglasses containing different amounts of sand and asking them about the running time of the hourglasses (e.g., “Which hourglass will finish first?”). In this study, 75 four-year-old children were tested with a delay-of-gratification task, a time comprehension task, and a receptive language task. Children who ate the treat immediately in the delay-of-gratification task did not perform above chance level in the time comprehension task. In contrast, children who waited in the delay-of-gratification task, either for some time or until the end of the task, did perform above chance level. Correlation analyses revealed that performance in the time comprehension task and in the delay-of-gratification task correlated even after controlling for receptive language ability. Thus, children’s time comprehension is related to their ability to delay a prepotent response. The nature of this correlation is discussed.

From action to language through gesture

Gesture ◽  
2005 ◽  
Vol 5 (1-2) ◽  
pp. 155-177 ◽  
Author(s):  
Olga Capirci ◽  
Annarita Contaldo ◽  
Maria Cristina Caselli ◽  
Virginia Volterra
Keyword(s):  
Language Development ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Main Hypothesis ◽  
Data Analyses ◽  
Spontaneous Interaction ◽  
Changes Over Time ◽  
The Relationship ◽  
Over Time ◽  
First Words

The present study reports empirical longitudinal data on the early stages of language development. The main hypothesis is that the output systems of speech and gesture may draw on underlying brain mechanisms common to both language and motor functions. We analyze the spontaneous interaction with their parents of three typically-developing children (2 M, 1 F) videotaped monthly at home between 10 and 23 months of age. Data analyses focused on the production of actions, representational and deictic gestures and words, and gesture-word combinations. Results indicate that there is a continuity between the production of the first action schemes, the first gestures and the first words produced by children. The relationship between gestures and words changes over time. The onset of two-word speech was preceded by the emergence of gesture-word combinations. The results are discussed in order to integrate and support the evolutionary and neurophysiological views of language origins and development.

scholarly journals Development of Speech Intelligibility Between 30 and 47 Months in Typically Developing Children: A Cross-Sectional Study of Growth

2020 ◽  
Vol 63 (6) ◽  
pp. 1675-1687 ◽  
Author(s):  
Katherine C. Hustad ◽  
Tristan Mahr ◽  
Phoebe E. M. Natzke ◽  
Paul J. Rathouz
Keyword(s):  
Speech Intelligibility ◽  
Growth Curves ◽  
Cross Sectional Study ◽  
Typically Developing ◽  
Single Word ◽  
Typically Developing Children ◽  
Linear Change ◽  
Cross Sectional ◽  
Number Of Children ◽  
Normative Growth

Purpose We sought to establish normative growth curves for intelligibility development for the speech of typically developing children as revealed by objectively based orthographic transcription of elicited single-word and multiword utterances by naïve listeners. We also examined sex differences, and we compared differences between single-word and multiword intelligibility growth. Method One hundred sixty-four typically developing children (92 girls, 72 boys) contributed speech samples for this study. Children were between the ages of 30 and 47 months, and analyses examined 1-month age increments between these ages. Two different naïve listeners heard each child and made orthographic transcriptions of child-produced words and sentences ( n = 328 listeners). Average intelligibility scores for single-word productions and multiword productions were modeled using linear regression, which estimated normal-model quantile age trajectories for single- and multiword utterances. Results We present growth curves showing steady linear change over time in 1-month increments from 30 to 47 months for 5th, 10th, 25th, 50th, 75th, 90th, and 95th percentiles. Results showed that boys did not differ from girls and that, prior to 35 months of age, single words were more intelligible than multiword productions. Starting at 41 months of age, the reverse was true. Multiword intelligibility grew at a faster rate than single-word intelligibility. Conclusions Children make steady progress in intelligibility development through 47 months, and only a small number of children approach 100% intelligibility by this age. Intelligibility continues to develop past the fourth year of life. There is considerable variability among children with regard to intelligibility development. Supplemental Material https://doi.org/10.23641/asha.12330956

Mean length of utterance among Mandarin-speaking children with and without DLD

2020 ◽  
Vol 36 (3) ◽  
pp. 165-179
Author(s):  
Shang-Yu Wu
Keyword(s):  
Language Disorders ◽  
Language Ability ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Developmental Language Disorders ◽  
Mean Length Of Utterance

This study explored the differences in mean length of utterance (MLU) and mean length of the five longest utterances (MLU5) between 5–6-year-old Mandarin-speaking children, and between typically developing children and children with developmental language disorders (DLD). Eighty-nine typically developing children and 35 children with a DLD participated in this study. The researchers collected, transcribed, and analysed language samples from these children. MLU and MLU5 were analysed and compared between the groups. The results showed that MLU and MLU5 were significantly higher for 6-year-olds than 5-year-olds. Also, both MLU measures were significantly lower for children with DLD than for typically developing children. The findings demonstrate that MLU and MLU5 can be used to evaluate language ability and to identify children with DLD among Mandarin-speaking children aged 5 and 6 years.

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