Development of Lexicon in Normal and Retarded Persons

1975 ◽  
Vol 37 (2) ◽  
pp. 391-402 ◽  
Author(s):  
John J. Winters ◽  
Mary Anne Brzoska
Keyword(s):  
Cognitive Development ◽  
Relative Efficiency ◽  
Verbal Learning ◽  
Age Of Acquisition ◽  
Chronological Age ◽  
Word Count ◽  
Expected Performance ◽  
Word Frequencies ◽  
Made In

One group of 24 noninstitutionalized retarded Ss and three groups of normal Ss ( ns = 26, 26, 21) labeled chromatic pictures of nouns in a study of the development of their lexicons. Lexical store development was related more to cognitive development (MA) than chronological age. This development was also more highly related with Carroll and White's measure of age of acquisition of words than to word frequencies in the Thorndike-Lorge word count. The retarded group's relative efficiency decreased as ease of labeling increased; this led to increasing decrement in performance below expected performance for that MA. This regress in lexical lag was discussed in terms of ages at which words are acquired and the earlier deficiencies of retarded children's lexicons. Comparisons of the several corpora were made in terms of their use in matching normal and retarded groups on experimental tasks in verbal learning.

Reading strategies of bilingual normally progressing and dyslexic readers in Hindi and English

2007 ◽  
Vol 28 (1) ◽  
pp. 47-68 ◽  
Author(s):  
ASHUM GUPTA ◽  
GULGOONA JAMAL
Keyword(s):  
Reading Strategies ◽  
Word Length ◽  
Word Reading ◽  
Age Of Acquisition ◽  
Chronological Age ◽  
Orthographic Transparency ◽  
Reading Accuracy

This study examined the reading accuracy of dyslexic readers in comparison to chronological age-matched normally progressing readers in Hindi and English using word reading tasks, matched for spoken frequency of usage, age of acquisition, imageability, and word length. Both groups showed significantly greater reading accuracy in Hindi than in English. For normally progressing readers, spoken frequency of usage had no significant effect in Hindi and a significant effect in English, whereas for dyslexic readers it had a significant effect in both languages. In Hindi, normally progressing readers produced only nonword errors; dyslexic readers produced a far greater percentage of nonword than word errors. In English, normally progressing readers produced greater percentage of word than nonword errors, whereas dyslexic readers produced greater percentage of nonword than word errors. Results are discussed in terms of orthographic transparency, sublexical, and lexical reading strategies.

scholarly journals Linking Norms, Ratings, and Relations of Words and Concepts Across Multiple Language Varieties

2020 ◽  
Author(s):  
Annika Tjuka ◽  
Robert Forkel ◽  
Johann-Mattis List
Keyword(s):  
Web Application ◽  
Age Of Acquisition ◽  
Data Curation ◽  
Data Sets ◽  
Data Types ◽  
Word Meanings ◽  
Language Varieties ◽  
Diverse Data ◽  
Multiple Languages ◽  
Word Frequencies

Psychologists and linguists have collected a great diversity of data for word and concept properties. In psychology, many studies accumulate norms and ratings such as word frequencies or age-of-acquisition often for a large number of words. Linguistics, on the other hand, provides valuable insights into relations of word meanings. We present a collection of those data sets for norms, ratings, and relations that cover different languages: ‘NoRaRe.’ To enable a comparison between the diverse data types, we established workflows that facilitate the expansion of the database. A web application allows convenient access to the data (https://digling.org/norare/). Furthermore, a software API ensures consistent data curation by providing tests to validate the data sets. The NoRaRe collection is linked to the database curated by the Concepticon project (https://concepticon.clld.org) which offers a reference catalog of unified concept sets. The link between words in the data sets and the Concepticon concept sets makes a cross-linguistic comparison possible. In three case studies, we test the validity of our approach, the accuracy of our workflow, and the applicability of our database. The results indicate that the NoRaRe database can be applied for the study of word properties across multiple languages. The data can be used by psychologists and linguists to benefit from the knowledge rooted in both research disciplines.

scholarly journals AGE OF MUSIC ACQUISITION IMPACTS MEMORY FUNCTIONING IN OLDER ADULT MUSICIANS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S651-S651
Author(s):  
Jessica V Strong ◽  
William Milberg ◽  
Regina McGlinchey ◽  
Elizabeth Leritz
Keyword(s):  
Free Recall ◽  
Older Adult ◽  
Verbal Memory ◽  
Cognitive Aging ◽  
Musical Training ◽  
Verbal Learning ◽  
Age Of Acquisition ◽  
Sensitive Period ◽  
Short Delay ◽  
Music Acquisition

Abstract Music playing is an involved activity, activating many areas of the brain and relying on integration of multiple cognitive processes simultaneously. Older adult musicians have been found to experience some cognitive benefits compared to non-musicians, seemingly related to their musical training. However, we still do not understand what factors of musical training may be driving these differences. The current study sought to isolate age of acquisition from “dose” of playing (i.e., amount of time spent playing) to explore music learning as a skill acquired during a sensitive period. Participants (n=48) were middle aged and older adults who self-reported on musical experiences, demographics, and underwent extensive neuropsychological assessment of all major domains. The sample was divided into Early Age of Acquisition (≤9 years old), Late Age of Acquisition (>9), and Non-Musicians. Results showed that musicians who began formal training at the age of 9 or younger, had significantly higher scores on tests of verbal memory (California Verbal Learning Test – II: Immediate Recall – p = 0.04, partial η2 = 0.14, Short-Delay Free Recall - p = 0.03, partial η2 = 0.16, Long-Delay Free Recall - p = 0.03, partial η2 = 0.15). Results are discussed in the context of a sensitive period for acquiring musical education, and implications of these results on cognitive aging.

An Analysis of Linguistic Styles by Inferred Age in TV Dramas

2006 ◽  
Vol 99 (2) ◽  
pp. 351-356 ◽  
Author(s):  
Chang H. Lee ◽  
Jongmin Park ◽  
Young Seok Seo
Keyword(s):  
Cognitive Development ◽  
Spoken Language ◽  
Analysis Program ◽  
Word Count ◽  
Negative Stereotypes ◽  
Psychological Variables ◽  
Language Analysis ◽  
Linguistic Inquiry ◽  
Aging People ◽  
The Relationship

A language analysis program, Linguistic Inquiry and Word Count (LIWC), was successful in identifying various psychological variables. This study investigated the relationship between spoken language and age inferred from drama scripts of 162 characters, analyzed by the Korean-LIWC across 4 age categories (10–19, 20–39, 40–59, and 60–79 years). Analysis indicated that younger characters use fewer phrases, morphemes, nouns, auxiliary words, and adverbs than older characters, suggesting less cognitive development of younger characters. In addition, younger characters used less positive words for emotion and achievement than older characters. These data appear contrary to the negative stereotypes of aging people.

Cognitive Development in Pediatric Epilepsy Surgery

2017 ◽  
Vol 49 (02) ◽  
pp. 093-103 ◽  
Author(s):  
Gitta Reuner ◽  
Georgia Ramantani
Keyword(s):  
Cognitive Development ◽  
Epilepsy Surgery ◽  
Verbal Learning ◽  
Pediatric Epilepsy ◽  
Seizure Freedom ◽  
Effective Treatment Option ◽  
Multicenter Studies ◽  
Assessment Protocol ◽  
Pediatric Epilepsy Surgery ◽  
Developmental Impairment

AbstractEpilepsy surgery is a very effective treatment option for children and adolescents with drug-resistant structural epilepsy, resulting in seizure freedom in the majority of cases. Beyond seizure freedom, the postsurgical stabilization or even improvement of cognitive development constitutes a fundamental objective. This study aims to address key features of cognitive development in the context of pediatric epilepsy surgery. Many surgical candidates present with severe developmental delay and cognitive deficits prior to surgery. Recent studies support that global cognitive development remains stable after surgery. Individual developmental trajectories are determined by the degree of presurgical developmental impairment, age at surgery, seizure freedom, antiepileptic drug tapering, and other case-specific factors. Compared with adults, children may better compensate for temporary postsurgical deficits in circumscribed cognitive functions such as memory. Particularly for left-sided temporal resections, children present a clear advantage in terms of postsurgical recovery with regard to verbal learning compared with adults. In the case of severe presurgical developmental impairment, minimal postsurgical improvements are often not measurable, although they are evident to patients' families and have a large impact on their quality of life. Multicenter studies with a standardized assessment protocol and longer follow-up intervals are urgently called for to provide deeper insights into the cognitive development after epilepsy surgery, to analyze the interaction between different predictors, and to facilitate the selection of appropriate candidates as well as the counseling of families.

scholarly journals Cognitive outcome in late preterm babies

2010 ◽  
Vol 50 (4) ◽  
pp. 239
Author(s):  
Ayu Setyorini ◽  
Soetjiningsih Soetjiningsih ◽  
Ekawaty L. Haksari
Keyword(s):  
Multivariate Analysis ◽  
Cognitive Development ◽  
Early Learning ◽  
General Assumption ◽  
Full Term ◽  
Cognitive Outcome ◽  
Late Preterm ◽  
Chronological Age ◽  
Preterm Babies ◽  
Average Development

Background Late preterm babies are at risk for delayed cognitive outcome, but little attention has been paid on this issue. There has been a general assumption that this group of babies will have the same development as full-term babies.Objective To compare the cognitive development between late preterm babies and full-term babies.Methods A prospective cohort study was conducted at the Department of Child Health Medical School of Udayana University/Sanglah Hospital. Babies with 34 to 42 weeks of gestational age who were born in Sanglah Hospital between November 1st 2007 and December 31st 2008, were recruited to the study. Cognitive development of each baby was measured by Mullen Scale’s of Early Learning twice, at 7 days and 3 months of age. We used corrected age for late preterm babies and chronological age for fullterm babies.Results The incidence of under-average development for late preterm babies at three months corrected age was 47.8% compared to 4.1% among fullterm babies (P < 0.0001). The relative risk for under-average development among late preterm babies was 11.8 (95%CI 9.95 to 13.75). Multivariate analysis revealed late preterm influenced cognitive significantly with OR 17.01 (95%CI 1.15 to 32.87).Conclusions Cognitive outcome of late preterm babies was delayed compared to full-term babies.

Distinguishing proximal from distal causes is useful and compatible with accounts of compensatory processing in developmental disorders of cognition

2002 ◽  
Vol 25 (6) ◽  
pp. 758-759 ◽  
Author(s):  
Nancy Ewald Jackson ◽  
Max Coltheart
Keyword(s):  
Cognitive Development ◽  
Developmental Disorders ◽  
Cognitive Systems ◽  
Made In

Models of the architecture of mature cognitive systems can inform the study of normal and disordered cognitive development, if one distinguishes between proximal and distal causes of performance. The assumption of residual normality need not be made in order to apply adult models to performance early in development, because these models can be modified to reflect the results of compensatory processing.

scholarly journals Preference for Infant-Directed Speech in Infants With Hearing Aids: Effects of Early Auditory Experience

2018 ◽  
Vol 61 (9) ◽  
pp. 2431-2439 ◽  
Author(s):  
Yuanyuan Wang ◽  
Tonya R. Bergeson ◽  
Derek M. Houston
Keyword(s):  
Hearing Loss ◽  
Cognitive Development ◽  
Language Development ◽  
Hearing Aids ◽  
Chronological Age ◽  
Early Interventions ◽  
Acoustic Cues ◽  
Auditory Experience ◽  
Fixation Preference ◽  
Central Fixation

Purpose It is well established that (a) infants prefer listening to infant-directed speech (IDS) over adult-directed speech (ADS), and (b) IDS facilitates speech, language, and cognitive development, compared with ADS. The main purpose of this study was to determine whether infants with hearing aids (HAs), similar to their peers with normal hearing (NH), show a listening preference for IDS over ADS. Method A total of 42 infants participated in the study. In Experiment 1, 9 infants with hearing loss, who had approximately 12 months of experience (mean chronological age of 17.57 months) with HAs, and 9 infants with NH, who had similar chronological age (17.54 months), were tested. In Experiment 2, 10 infants with hearing loss, who had approximately 4 months of experience (mean chronological age of 9.86 months) with HAs, and 14 infants with NH, who had similar chronological age (9.09 months), were tested. Infants were tested on their listening preference in 3 randomized blocks: IDS versus silence, ADS versus silence, and IDS versus ADS blocks, using the central fixation preference procedure. Results Experiment 1 showed that infants with HAs, similar to their peers with NH, listened longer to both IDS and ADS relative to silence; however, neither infants with HAs nor infants with NH showed a listening preference for IDS over ADS. In Experiment 2, both infants with HAs and infants with NH showed a listening preference for IDS and ADS relative to silence; in addition, both groups preferred listening to IDS over ADS. Conclusions Infants with HAs appear to have sufficient access to the acoustic cues in the speech that allow them to develop an age-equivalent IDS preference. This may be attributed to a combination of being able to use the hearing they do have before receiving HAs and early device fitting. Given previously demonstrated positive associations between IDS preference and language development, this research encourages early interventions focusing on maximizing early auditory experience in infants with hearing loss. Supplemental Material https://doi.org/10.23641/asha.6906365

Gesell Behavior Tests as Predictive of Later Grade Placement

1964 ◽  
Vol 19 (3) ◽  
pp. 719-722 ◽  
Author(s):  
Louise Bates Ames ◽  
Frances L. Ilg
Keyword(s):  
School Performance ◽  
Sixth Grade ◽  
Chronological Age ◽  
Optimal Time ◽  
Grade School ◽  
School Work ◽  
School Entrance ◽  
Grade Placement ◽  
Made In ◽  
Group 1

The present study tests the hypothesis that behavioral age is a more effective criterion for determining optimal time of school entrance than is chronological age or intelligence quotient. Fifty-two public school kindergarten pupils (judged ready for school entrance on the basis of their chronological age) were evaluated as to actual readiness on the basis of a battery of Gesell developmental tests, two projective techniques, and a battery of visual tests. Ss were divided into four groups on the basis of performance: those ready by all three tests, those ready on two tests, those whose readiness for kindergarten was questionable, and those clearly unready. Predictions, made in the fall of 1957, were checked against actual school performance when the children reached sixth grade and were divided into four groups (1 to 4) on the basis of the excellence of their school work. Children judged ready (either by two or by all three judges) in kindergarten were with few exceptions in Groups 1 or 2 in sixth grade. Those judged unready were without exception in the lower groups, 3 or 4. Correlation between sixth grade school performance and prediction of readiness based on behavior tests was .74. Correlation between sixth grade school performance and kindergarten IQ was .56. Children who were chronologically older at the time of school entrance appeared slightly more likely to be in Group 1 in sixth grade.

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