From a molar to a molecular approach to the developmental trajectory of syntax comprehension by persons with intellectual disability

2020 ◽  
Author(s):  
Bruno Facon
Keyword(s):  
Developmental Trajectories ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Cognitive Level ◽  
Cross Sectional ◽  
Test Items ◽  
Complex Sentences ◽  
Regression Curves ◽  
Cognitive Measure ◽  
Syntactic Skills

The aim was to investigate whether a progressive dissociation between the cognitive level and syntax comprehension occurs during the development of persons with intellectual disabilities (ID). Two cross-sectional developmental trajectory analyses were successively conducted. Study 1 comprised 615 typically developing participants and 615 participants with ID. Their total scores on a syntax comprehension test were regressed on a nonverbal cognitive measure and the slopes of the two groups’ regression lines were compared. In Study 2, logistic regression curves of the two groups for each of the 92 test items were compared. Results showed only negligible between-groups differences of developmental trajectories, whatever the level of analysis. The idea of a progressive dissociation between cognitive level and receptive syntactic skills of people with ID is not confirmed. However, a syntax test evaluating more complex sentences than those used in this study might show such a dissociation.

Intelligibility, Articulation Rate, Fluency, and Communicative Efficiency in Typically Developing Children

2021 ◽  
pp. 1-11
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Stefanie Baumeister ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Speech Rate ◽  
Principal Component ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Articulation Rate ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Communicative Efficiency

Purpose This article describes the developmental trajectories of four communication-related parameters (i.e., intelligibility, articulation rate, fluency, and communicative efficiency) in a cross-sectional study of typically developing children between 3 and 9 years. The four target parameters were related to auditory-perceptual parameters of speech function. Method One hundred forty-four typically developing children (ages 3;0–9;11 [years;months]; 72 girls and 72 boys) participated. Speech samples were collected using the materials of the Bogenhausen Dysarthria Scales for Childhood Dysarthria, a German assessment tool for childhood dysarthria, and analyzed following established auditory-perceptual criteria on relevant speech functions. To assess intelligibility, naïve listeners transcribed sentences repeated by the children. Articulation rate and fluency were measured by acoustic analyses; communicative efficiency was determined by multiplying the proportion of correctly transcribed syllables by speech rate. Results Intelligibility showed a steep developmental trajectory, with the majority of children obtaining a proportion of intelligible syllables close to 1.0 at the age of 5 years. Articulation rate demonstrated a flatter trajectory, with high variability still within the older children. Disfluencies, on the contrary, occurred only in the youngest children. By definition, communicative efficiency shared the characteristics of intelligibility and rate curves. A principal component analysis revealed, among other findings, strong connections between intelligibility and articulation, as well as between communicative efficiency, articulation, and rate measures. Conclusions While children speak intelligibly, in terms of the applied assessment, at a comparably young age, other communication-relevant parameters show a slower developmental progress. Knowledge on the typical development of communication-related parameters and on their complex relationships with functional speech variables is crucial for the clinical assessment of childhood dysarthria. Supplemental Material https://doi.org/10.23641/asha.14880285

scholarly journals Functional reorganization in the developing lexicon: separable and changing influences of lexical and phonological variables on children's fast-mapping

2012 ◽  
Vol 40 (2) ◽  
pp. 307-335 ◽  
Author(s):  
CRISTINA MCKEAN ◽  
CAROLYN LETTS ◽  
DAVID HOWARD
Keyword(s):  
Word Learning ◽  
Developmental Trajectories ◽  
Developmental Trajectory ◽  
Fast Mapping ◽  
Lexical Knowledge ◽  
Phonotactic Probability ◽  
Cross Sectional ◽  
Functional Reorganization ◽  
Phonological Knowledge ◽  
English Speaking

ABSTRACTNeighbourhood Density (ND) and Phonotactic Probability (PP) influence word learning in children. This influence appears to change over development but the separate developmental trajectories of influence of PP and ND on word learning have not previously been mapped. This study examined the cross-sectional developmental trajectories of influence of PP and ND on fast-mapping in thirty-eight English-speaking children aged 3 ; 01–5 ; 02, in a task varying PP and ND orthogonally. PP and ND exerted separable influences on fast-mapping. Overall, low ND supported better fast-mapping. The influence of PP changed across the developmental trajectory, ‘switching’ from a high to a low PP advantage. A potential explanation for this ‘switch’ is advanced, suggesting that it represents functional reorganization in the developing lexicon, which emerges from changes in the developing lexicon, as phonological knowledge is abstracted from lexical knowledge, over development.

scholarly journals Rule-Based Category Learning in Down Syndrome

2014 ◽  
Vol 119 (3) ◽  
pp. 220-234 ◽  
Author(s):  
B. Allyson Phillips ◽  
Frances A. Conners ◽  
Edward Merrill ◽  
Mark R. Klinger
Keyword(s):  
Down Syndrome ◽  
Category Learning ◽  
Concept Formation ◽  
Developmental Trajectory ◽  
Typically Developing ◽  
Related Factors ◽  
Cross Sectional ◽  
Card Sort ◽  
Rule Based ◽  
Nonverbal Ability

Abstract Rule-based category learning was examined in youths with Down syndrome (DS), youths with intellectual disability (ID), and typically developing (TD) youths. Two tasks measured category learning: the Modified Card Sort task (MCST) and the Concept Formation test of the Woodcock–Johnson-III (Woodock, McGrew, & Mather, 2001). In regression-based analyses, DS and ID groups performed below the level expected for their nonverbal ability. In cross-sectional developmental trajectory analyses, results depended on the task. On the MCST, the DS and ID groups were similar to the TD group. On the Concept Formation test, the DS group had slower cross-sectional change than the other 2 groups. Category learning may be an area of difficulty for those with ID, but task-related factors may affect trajectories for youths with DS.

Emotion Knowledge in Children and Adolescents With Down Syndrome: A New Methodological Approach

2014 ◽  
Vol 119 (5) ◽  
pp. 405-421 ◽  
Author(s):  
Marie Moore Channell ◽  
Frances A. Conners ◽  
Joan M. Barth
Keyword(s):  
Down Syndrome ◽  
Developmental Trajectories ◽  
Methodological Approach ◽  
Emotion Knowledge ◽  
Typically Developing ◽  
Contextual Cues ◽  
Cross Sectional ◽  
Mental Age ◽  
Dynamic Expression ◽  
Context Cues

Abstract Emotion knowledge was examined in 19 youth with Down syndrome (DS) and compared to typically developing (TD) children of similar developmental levels. This project expanded upon prior research on emotion knowledge in DS by utilizing a measure that minimized the need for linguistic skills, presented emotion expressions dynamically, and included social context cues. In Study 1, participants with DS were as accurate as TD participants when judging emotions from static or dynamic expression stimuli and from facial or contextual cues. In Study 2, participants with DS and TD participants showed similar cross-sectional developmental trajectories of emotion knowledge across mental age. This project highlights the importance of measure selection when examining emotion knowledge in samples with intellectual and developmental disabilities.

scholarly journals Understanding Novel Metaphors: A Milestone in the Developmental Trajectory of Children with Agenesis of the Corpus Callosum?

2020 ◽  
Vol 10 (10) ◽  
pp. 753
Author(s):  
Sergio Melogno ◽  
Maria Antonietta Pinto ◽  
Chiara Pollice ◽  
Fausto Badolato ◽  
Guido Trasimeni ◽  
...  
Keyword(s):  
Early Detection ◽  
Corpus Callosum ◽  
Everyday Life ◽  
Developmental Trajectory ◽  
Future Research ◽  
Typically Developing ◽  
Cognitive Level ◽  
Metaphor Comprehension ◽  
The Way

This study explores novel metaphor comprehension in a 7.2-year-old child (conventionally called RJ) with complete and isolated agenesis of the corpus callosum (ACC). RJ’s cognitive level was adequate for his age as well as most of his linguistic competencies. The child’s performance was compared to typically developing (TD) controls on a test assessing novel metaphor comprehension for preschoolers. RJ’s performance showed a delay of about three years in relation to the expected level for his age, and also a significant gap compared to the TDs. The results highlighted the possibility to detect weaknesses in understanding novel metaphors in children with ACC, in spite of their apparently adequate linguistic capabilities. An early detection of a weakness in this area can pave the way to neurolinguistic treatment in order to enhance the understanding of nonliteral meaning, which, in the developmental trajectory, will be increasingly involved in everyday life communication. Future research should explore more in-depth a capability that intrinsically requires high interconnectivity, such as novel metaphor comprehension, in a brain in development where the major tract connecting the two hemispheres is missing.

scholarly journals Effects of personality on the developmental trajectories of academic burnout among Korean medical students

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e10362
Author(s):  
Han Chae ◽  
C. Robert Cloninger ◽  
Soo Jin Lee
Keyword(s):  
Medical Students ◽  
Profile Analysis ◽  
Developmental Trajectories ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Developmental Trajectory ◽  
Student Survey ◽  
Personality Profiles ◽  
Cross Sectional ◽  
Academic Burnout

Background Medical students have a high risk of burnout from tremendous academic stress, and previous cross-sectional studies have explained this risk from the personality perspective. However, the relationship between complex personality profiles and developmental trajectory of burnout has not been delineated yet. Methods The longitudinal changes in burnout were measured by the Maslach Burnout Inventory-Student Survey (MBI-SS) at baseline (1st week), mid-term (9th week), and end-term (17th week), and personality was examined at baseline using the Temperament and Character Inventory (TCI). Latent trajectory groups based on the MBI-SS total scores were extracted using the General Growth Mixture Model (GGMM), and significant differences in personality profiles among the latent groups were identified using profile analysis and Analysis of Variance. Results Three burnout trajectory groups of high-increasing (HI), moderate-increasing (MI), and low-stable (LS) were identified, and these groups had significantly different TCI subscale profiles. The HI group had the highest score in Harm-Avoidance (HA) and lowest score in Self-Directedness (SD), and the MI group had a higher score in HA and lower scores in SD and Cooperativeness (CO) when compared to the LS group with the lowest score in HA and highest scores in SD and CO. Conclusion The current study showed that the HA, SD, and CO subscales of the TCI might explain the longitudinal development of academic burnout in medical students. Prevention of burnout and promotion of well-being in medical education concerning personality are discussed.

On the Developmental Trajectories of Relational Concepts Among Children and Adolescents With Intellectual Disability of Undifferentiated Etiology

2020 ◽  
Vol 126 (1) ◽  
pp. 14-33
Author(s):  
Bruno Facon ◽  
David Magis ◽  
Yannick Courbois
Keyword(s):  
Logistic Regression ◽  
Intellectual Disability ◽  
Children And Adolescents ◽  
Developmental Trajectories ◽  
Typically Developing ◽  
Regression Analyses ◽  
Discriminative Power ◽  
Cognitive Level ◽  
Mixed Effect ◽  
Relational Concepts

Abstract The aim of this study was to examine the developmental trajectories of comprehension of relational concepts among 557 participants with intellectual disability (ID) of undifferentiated etiology (M age  =  12.20 years, SD  =  3.18) and 557 typically developing (TD) participants (M age  =  4.57 years, SD  =  0.80). Logistic regression analyses, with nonverbal cognitive level entered first in the equations, showed only negligible differences with regard to the discriminative power of each of the 72 concepts used as outcome variables, and moderate differences in difficulty for only three items. A moderate mixed effect (i.e., combining a group difference in difficulty and discriminative power) was observed for a fourth item. It is concluded that the developmental trajectories of relational concepts are similar for participants with or without ID. The implications and limitations of the study are discussed.

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

scholarly journals The Association between Difficulties with Speech Fluency and Language Skills in a National Age Cohort of Children with Down Syndrome

2021 ◽  
Vol 11 (6) ◽  
pp. 704
Author(s):  
Kari-Anne B. Næss ◽  
Egil Nygaard ◽  
Hilde Hofslundsengen ◽  
J. Scott Yaruss
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Exact Test ◽  
Children With Down Syndrome ◽  
Speech Fluency ◽  
Age Cohort ◽  
Student’S T

The present study (a) addressed difficulties in speech fluency in children with Down syndrome and typically developing children at a similar non-verbal level and (b) examined the association between difficulties with speech fluency and language skills in children with Down syndrome. Data from a cross-sectional parent survey that included questions about children’s difficulties with speech fluency, as well as clinical tests from a national age cohort of 43 six-year-olds with Down syndrome and 57 young typically developing children, were collected. Fisher’s exact test, Student’s t-test, linear regression, and density ellipse scatter plots were used for analysis. There was a significantly higher occurrence of parent-reported difficulties with speech fluency in the children with Down syndrome. Higher language scores were significantly associated with a lower degree of difficulties; this association was strongest for vocabulary and phonological skills. Although difficulties with speech fluency were not reported for all children with Down syndrome, a substantially higher occurrence of such difficulties was reported compared to that for typically developing children. The significant association between difficulties with speech fluency and the level of language functioning suggests that speech fluency and language skills should be taken into consideration when planning treatment for children with Down syndrome.

scholarly journals Maximum repetition rate in a large cross-sectional sample of typically developing Dutch-speaking children

2021 ◽  
pp. 1-11
Author(s):  
Leenke van Haaften ◽  
Sanne Diepeveen ◽  
Hayo Terband ◽  
Bert De Swart ◽  
Lenie Van Den Engel-Hoek ◽  
...  
Keyword(s):  
Repetition Rate ◽  
Typically Developing ◽  
Cross Sectional
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