Relation between Language Development, Cognitive Skills and Play Skills

2019 ◽  
Vol 87 (March) ◽  
pp. 1037-1049
Author(s):  
DALIA M. OSMAN, M.D. AISHA F. ABD EL-HADY, M.D. ◽  
HEBA M. FARAG, M.D. AMANY AHMED SAKR, M.Sc.
Keyword(s):  
Language Development ◽  
Cognitive Skills ◽  
Play Skills

scholarly journals Similarities in Functional Play and Differences in Symbolic Play of Children With Autism Spectrum Disorder

2019 ◽  
Vol 124 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Kathy Thiemann-Bourque ◽  
Lynette K. Johnson ◽  
Nancy C. Brady
Keyword(s):  
Cognitive Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Typically Developing ◽  
Play Skills ◽  
Functional Play ◽  
Number Of Children ◽  
Children With Asd ◽  
Spectrum Disorders

Abstract Contradictory reports of play strengths and weaknesses for children with autism spectrum disorders (ASD) persist in the literature. We compared the play of 19 children with ASD to 19 typically developing (TD) children matched on language and cognitive skills. All children were verbal. Results revealed no differences in indiscriminate actions, functional play, and object interest. The children with ASD showed less symbolic play and a significantly fewer number of children met criteria for emerging or mastered symbolic play. A specific deficit was observed for “doll as agent” symbolic play. Outcomes suggest that compared to children without disabilities, children with ASD may have comparable functional play skills and struggle with the transition to some, but not all types of symbolic play.

Phonological Working Memory and Spoken Language Development in Young Children

1996 ◽  
Vol 49 (1) ◽  
pp. 216-233 ◽  
Author(s):  
Anne-Marie Adams ◽  
Susan E. Gathercole
Keyword(s):  
Working Memory ◽  
Language Development ◽  
Cognitive Skills ◽  
Memory Span ◽  
Average Length ◽  
Spoken Language ◽  
Standard Test ◽  
Vocabulary Knowledge ◽  
Phonological Working Memory ◽  
Unselected Sample

This study investigated the relationship between phonological working memory and spoken language development in a large unselected sample of 4- and 5-year old children. Assessments were made of the language produced by the children on the Bus Story (Renfrew, 1969), a standard test of continuous speech. In this test, children listen to a story, which they then recount with the aid of visual clues. The amount of information recalled and the average length of the five longest utterances are taken as indices of children's expressive language abilities. Phonological working memory skills were indexed by memory span and the ability to repeat non-words. The ability to repeat non-words made a significant contribution to the variance in the children's speech independently of age, vocabulary knowledge, and nonverbal cognitive skills. The possible mechanisms by which skills assessed by phonological memory tasks may be linked to the development of speech production abilities are considered.

scholarly journals Structural Differences of the Semantic Network in Adolescents with Intellectual Disability

2021 ◽  
Vol 5 (2) ◽  
pp. 25
Author(s):  
Karin Nilsson ◽  
Lisa Palmqvist ◽  
Magnus Ivarsson ◽  
Anna Levén ◽  
Henrik Danielsson ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Language Development ◽  
Cognitive Skills ◽  
Semantic Network ◽  
Semantic Networks ◽  
Clustering Coefficient ◽  
Verbal Fluency Task ◽  
School Activities ◽  
Development Processes ◽  
Language Environment

The semantic network structure is a core aspect of the mental lexicon and is, therefore, a key to understanding language development processes. This study investigated the structure of the semantic network of adolescents with intellectual disability (ID) and children with typical development (TD) using network analysis. The semantic networks of the participants (nID = 66; nTD = 49) were estimated from the semantic verbal fluency task with the pathfinder method. The groups were matched on the number of produced words. The average shortest path length (ASPL), the clustering coefficient (CC), and the network’s modularity (Q) of the two groups were compared. A significantly smaller ASPL and Q and a significantly higher CC were found for the adolescents with ID in comparison with the children with TD. Reasons for this might be differences in the language environment and differences in cognitive skills. The quality and quantity of the language input might differ for adolescents with ID due to differences in school curricula and because persons with ID tend to engage in different out-of-school activities compared to TD peers. Future studies should investigate the influence of different language environments on the language development of persons with ID.

The Influence of Language/Cognitive Profile on Discourse Intervention Outcome

1999 ◽  
Vol 30 (1) ◽  
pp. 61-67 ◽  
Author(s):  
Kevin N. Cole ◽  
Truman E. Coggins ◽  
Cheryl Vanderstoep
Keyword(s):  
Language Development ◽  
Cognitive Performance ◽  
Repeated Measures ◽  
Cognitive Skills ◽  
Policy Implications ◽  
Development Discourse ◽  
Language Performance ◽  
Pragmatic Development ◽  
Lower Priority ◽  
Communication Needs

Children with communication needs are often allocated intervention services as a result of the relationship between their cognitive ability and language performance. Children with higher cognitive skills relative to language skills are considered promising candidates for language services. In contrast, children who are delayed in both cognitive and language abilities are considered poor candidates for intervention and are often excluded from services, or given a lower priority for services. This study examines the effects of intervention on one aspect of pragmatic development (discourse skills) following intervention for two groups of young children with delayed language development: one group with measured cognitive performance above language performance, and the other group with similar delays in both language and cognitive performance. Repeated measures analyses of variance indicated significant differences between groups for two of 15 measures derived from language samples. Both favored the children with equivalent delays in language and cognition. These findings do not support the notion that children with equivalent delays in cognition and language development are poor candidates for language intervention. Service delivery and policy implications are discussed.

Reading and Metaphonological Outcomes in Late Talkers

1997 ◽  
Vol 40 (5) ◽  
pp. 1037-1047 ◽  
Author(s):  
Rhea Paul ◽  
Candace Murray ◽  
Kathleen Clancy ◽  
David Andrews
Keyword(s):  
Language Development ◽  
Cognitive Skills ◽  
Expressive Language ◽  
Language Impairments ◽  
Second Grade ◽  
Normal Range ◽  
Late Talkers ◽  
Specific Language Impairments ◽  
History Of ◽  
Expressive Language Development

Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed within the normal range on the measures collected. Relations among speech, reading, and metaphonology in the SELD cohort appeared to operate in a manner similar to that seen in groups with typical language development. The implications of these findings for understanding the nature of specific language impairments and for treating early circumscribed language delays are discussed.

scholarly journals Review of dissertation «A Comparison of Cognitive Play Skills Within a Natural and Manufactured Preschool Playground» by Kelly Groeber

2016 ◽  
Vol 5 (1) ◽  
pp. 46-52
Author(s):  
N.B. Florova
Keyword(s):  
Preschool Children ◽  
Qualitative Analysis ◽  
Cognitive Skills ◽  
General Knowledge ◽  
Play Skills ◽  
Natural Origin ◽  
Natural Components ◽  
Gaming Environment ◽  
Functional Capacities ◽  
Cognitive Play

The article examines the structure of the game space as a factor, providing formation of creativity which in its turn is regarded as personal competence in preschool children. The data obtained by the author contribute to the general knowledge about age dynamics and typology of skills that are gained by children in the process of shaping of their playing competences. They also demonstrate the deficit of child development in conditions of artificial gaming environment, lacking natural components. The article also contains a big number of pictures, showing the functional capacities of different playgrounds, tabular figures, and volumetric methodical applicationы. The present comparative qualitative analysis is aimed at mapping cognitive skills, formed in preschool children in case they spend more time on the playgrounds, equipped with the elements of natural origin (natural) or artificial ( metal) elements.

scholarly journals Finding Your “Spanish Voice” Through Popular Media: Improving Students’ Confidence and Fluency

2014 ◽  
pp. 110-131 ◽  
Author(s):  
Rebeca Maseda ◽  
Dayna Jean DeFeo
Keyword(s):  
Language Development ◽  
Interpersonal Communication ◽  
Classroom Environment ◽  
Cognitive Skills ◽  
Course Design ◽  
Affective Domain ◽  
Popular Media ◽  
Target Language ◽  
Authentic Texts ◽  
Cultural Connections

This article shares an innovative course design that incorporates cultural connections and comparisons, interpersonal communication, and a relaxing classroom environment to facilitate learning and language development. By using authentic texts as the medium for learning, it provides a case example of an upper-division curriculum that focused on cognitive skills, elicited conversational dialogues, exposed and promoted the use of different registers, and tapped students’ existing schema around stimulating topics to foster engagement, reflection and enthusiasm. We advance that a curriculum that focuses on the affective domain over discrete academic or grammatical objectives can develop students’ sense of linguistic creativity and language ownership, thus improving their confidence and level of competency in the target language.

scholarly journals Usage-based approaches to language development: Where do we go from here?

2016 ◽  
Vol 8 (3) ◽  
pp. 346-368 ◽  
Author(s):  
ELENA LIEVEN
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cognitive Skills ◽  
Uneven Development ◽  
Linguistic Representations ◽  
Learning Language ◽  
The Relationship ◽  
Linguistic Structures ◽  
Relative Type

abstractIn the usage-based approach to children’s language learning, language is seen as emerging from children’s preverbal communicative and cognitive skills. Children construct more abstract linguistic representations only gradually, and show uneven development in all aspects of their language learning. I will present results that show the relationship between children’s emerging linguistic structures and patterns in the speech addressed to them, and demonstrate the effects played by the consistency of markers, the complexity of the construction in question, and relative type and token frequencies within and across constructions. I highlight the contribution made by research that employs naturalistic, experimental, and modelling methodologies, and that is applied to a range of languages and to variability in the errors that children make. Finally, I will outline the outstanding issues for this approach, and how we might address them.

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