scholarly journals Neural Bases of Phonological and Semantic Processing in Early Childhood

2020 ◽  
Vol 10 (5) ◽  
pp. 212-223
Author(s):  
Avantika Mathur ◽  
Douglas Schultz ◽  
Yingying Wang
Keyword(s):  
Early Childhood ◽  
Semantic Processing ◽  
Neural Bases

scholarly journals Neural bases of phonological and semantic processing in early childhood

2019 ◽  
Author(s):  
Avantika Mathur ◽  
Douglas Schultz ◽  
Yingying Wang
Keyword(s):  
Early Childhood ◽  
Phonological Processing ◽  
Reading Ability ◽  
Semantic Processing ◽  
Inferior Frontal Gyrus ◽  
Early Period ◽  
Semantic Knowledge ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Neural Bases

AbstractDuring the early period of reading development, children gain phonological (letter-to-sound mapping) and semantic knowledge (storage and retrieval of word meaning). Their reading ability changes rapidly, accompanied by their learning-induced brain plasticity as they learn to read. This study aims to identify the specialization of phonological and semantic processing in early childhood using a combination of univariate and multivariate pattern analysis. Nineteen typically developing children between the age of five to seven performed visual word-level phonological (rhyming) and semantic (related meaning) judgment tasks during functional magnetic resonance imaging (fMRI) scans. Our multivariate analysis showed that young children with good reading ability have already recruited the left hemispheric regions in the brain for phonological processing, including the inferior frontal gyrus (IFG), superior and middle temporal gyrus, and fusiform gyrus. Additionally, our multivariate results suggested that the sub-regions of the left IFG were specialized for different tasks. Our results suggest the left lateralization of fronto-temporal regions for phonological processing and bilateral activations of parietal regions for semantic processing during early childhood. Our findings indicate that the neural bases of reading have already begun to be shaped in early childhood for typically developing children, which can be used as a control baseline for comparison of children at-risk for reading difficulties.

Picture Naming by Children with Hearing Loss: I. Effect of Semantically Related Auditory Distractors

2002 ◽  
Vol 13 (09) ◽  
pp. 463-477 ◽  
Author(s):  
Susan Jerger ◽  
Lydia Lai ◽  
Virginia A. Marchman
Keyword(s):  
Early Childhood ◽  
Hearing Loss ◽  
Picture Naming ◽  
Semantic Processing ◽  
Time Course ◽  
Typically Developing ◽  
Semantic Interference ◽  
Categorical Knowledge ◽  
Children With Hearing Loss ◽  
Auditory Distractors

Thirty children with hearing loss (HL) and 129 typically developing (TD) children representing comparable ages, vocabulary ability, or phonology skills named pictures while attempting to ignore semantically related or unrelated auditory distractors. The timing relation between the onsets of the distractors and pictures varied. A significant semantic interference effect, that is, slowed naming in the presence of the semantically related distractor, was observed in all groups, suggesting similar categorical knowledge in the HL and TD groups. The time course of semantic interference, however, was protracted in some children with HL, primarily those with unusually slow baseline naming speeds and early ages of identification/amplification of the loss. Thus, children with HL seem to develop normal lexical semantic representations. At the same time, the dynamics of semantic processing appear to be altered by the presence of early childhood HL.

scholarly journals Neural Indices of Semantic Processing in Early Childhood Distinguish Eventual Stuttering Persistence and Recovery

2017 ◽  
Vol 60 (11) ◽  
pp. 3118-3134 ◽  
Author(s):  
Kathryn Kreidler ◽  
Amanda Hampton Wray ◽  
Evan Usler ◽  
Christine Weber
Keyword(s):  
Early Childhood ◽  
Semantic Processing ◽  
Event Related Potentials ◽  
Receptive Language ◽  
Positive Component ◽  
Late Positive Component ◽  
Scalp Distribution ◽  
Neural Processes ◽  
Related Potentials ◽  
Neural Maturation

Purpose Maturation of neural processes for language may lag in some children who stutter (CWS), and event-related potentials (ERPs) distinguish CWS who have recovered from those who have persisted. The current study explores whether ERPs indexing semantic processing may distinguish children who will eventually persist in stuttering (CWS-ePersisted) from those who will recover from stuttering (CWS-eRecovered). Method Fifty-six 5-year-old children with normal receptive language listened to naturally spoken sentences in a story context. ERP components elicited for semantic processing (N400, late positive component [LPC]) were compared for CWS-ePersisted, CWS-eRecovered, and children who do not stutter (CWNS). Results The N400 elicited by semantic violations had a more focal scalp distribution (left lateralized and less anterior) in the CWS-eRecovered compared with CWS-ePersisted. Although the LPC elicited in CWS-eRecovered and CWNS did not differ, the LPC elicited in the CWS-ePersisted was smaller in amplitude compared with that in CWNS. Conclusions ERPs elicited in 5-year-old CWS-eRecovered compared with CWS-ePersisted suggest that future recovery from stuttering may be associated with earlier maturation of semantic processes in the preschool years. Subtle differences in ERP indices offer a window into neural maturation processes for language and may help distinguish the course of stuttering development.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Lessons From the Neural Bases of Speech and Voice

2011 ◽  
Vol 21 (1) ◽  
pp. 5-14
Author(s):  
Christy L. Ludlow
Keyword(s):  
Brain Networks ◽  
Neural Substrates ◽  
Voice Behavior ◽  
Therapeutic Approaches ◽  
Neural Bases ◽  
Sound Foundation ◽  
The Brain ◽  
Normal Speech

The premise of this article is that increased understanding of the brain bases for normal speech and voice behavior will provide a sound foundation for developing therapeutic approaches to establish or re-establish these functions. The neural substrates involved in speech/voice behaviors, the types of muscle patterning for speech and voice, the brain networks involved and their regulation, and how they can be externally modulated for improving function will be addressed.

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