scholarly journals Rječnička raznolikost pisanih tekstova osoba s razvojnim jezičnim poremećajem

2020 ◽  
Vol 55 (2) ◽  
pp. 14-30
Author(s):  
Gordana Hržica ◽  
Sara Košutar ◽  
Mateja Kramarić
Keyword(s):  
Language Production ◽  
Language Disorder ◽  
Moving Average ◽  
Written Language ◽  
Developmental Language Disorder ◽  
Written Discourse ◽  
Lexical Diversity ◽  
Written Narratives ◽  
Spoken Discourse ◽  
Age Range

Developmental language disorder (DLD) is one of the most common language disorders in preschool and school age, and it also persists later in life. Children with DLD show a range of expressive and/or receptive difficulties in language, including vocabulary acquisition. The goal of this research was to explore the differences between persons with developmental language disorder and persons with typical language development (TLD) in lexical diversity. Earlier research focused on spoken discourse of younger speakers. In the present research, written discourse of speakers covering a broad age range was explored. Twenty participants with DLD and 19 with TLD were selected from the Croatian Corpus of Non-professional Written Language (Kuvač Kraljević, Hržica and Kologranić Belić, in press). They produced narrative language samples based on the Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, 2004). To measure lexical diversity, four measures were calculated: the number of different words (NDW) and type-token ratio (TTR) on a restricted number of words, the moving average type-token ration (MATTR) and lexical diversity D on full-length samples. The independent samples t-test was used to compare the two groups. Participants with DLD had significantly lower results on all four measures. This leads to the conclusion that all four measures can differentiate groups of participants with different language status. Persons with DLD showed difficulties in using vocabulary when producing written narratives, which is a demanding language production task.

Properties of Lexical Diversity in the Narratives of Children With Typical Language Development and Developmental Language Disorder

2020 ◽  
Vol 29 (4) ◽  
pp. 1866-1882
Author(s):  
Monique Charest ◽  
Melissa J. Skoczylas ◽  
Phyllis Schneider
Keyword(s):  
Language Development ◽  
Language Disorder ◽  
Moving Average ◽  
Group Differences ◽  
Sample Length ◽  
Developmental Language Disorder ◽  
Lexical Diversity ◽  
Number Of Children ◽  
Story Generation ◽  
Study Support

Purpose We examined four measures of lexical diversity in the narratives of children with typical language development (TLD) and developmental language disorder (DLD) that comprised the normative sample of the Edmonton Narrative Norms Instrument (Schneider et al., 2005). The purpose was to document the properties of each measure with respect to variations in utterance and sample length, developmental trends, and group differences. Method The sample consisted of 377 picture-elicited, story generation transcripts from children with TLD ( n = 300) and DLD ( n = 77) aged 4–9 years. We extracted the moving-average type–token ratio (MATTR) and the number of different words from the full sample, from samples equated for the number of utterances, and from samples equated for the total number of words. Results MATTR was the only measure to show no relationships to utterance or sample length. All measures showed significant positive growth with age and significant groupwise differences between children with TLD and DLD. However, the magnitude of age effects and differentiation between groups varied considerably across measures. Across measures, there were significant differences in the number of children with DLD who were identified with low lexical diversity relative to their same-age peers in the TLD group. Conclusion The results of this study support the view that different measures of lexical diversity may be appropriate for different clinical purposes. It is important for clinicians to understand how measures of lexical diversity function in order to make educated choices among measures and ensure appropriate interpretation.

Nominal Number and Language Pathologies

2021 ◽  
pp. 290-304
Author(s):  
Britta Biedermann ◽  
Nora Fieder ◽  
Karen Smith-Lock
Keyword(s):  
Language Impairment ◽  
Language Production ◽  
Developmental Delays ◽  
Language Disorder ◽  
Number Processing ◽  
Developmental Language Disorder ◽  
Cognitive Neuropsychology ◽  
Underlying Mechanisms ◽  
Grammatical Number ◽  
Insight Into

This chapter provides an overview of the evidence on grammatical number processing taken from cognitive neuropsychology, including developmental delays and impairments of language (e.g. developmental language disorder, and Williams syndrome) and aphasia, an acquired language impairment after brain injury. These types of language impairment can give insight into the functional architecture of nominal number processing by looking at error patterns that arise in each of the aforementioned populations. By classifying observed responses in language production tasks into non-number and number errors, we are able to reveal underlying mechanisms of syntactic rules and their representations when they develop, but also learn about processes and representation of number when this information breaks down.

A minor issue?

2009 ◽  
Vol 32 (1) ◽  
pp. 33-54 ◽  
Author(s):  
Dulcie M. Engel
Keyword(s):  
Essential Elements ◽  
Written Language ◽  
Sentence Structure ◽  
Written Discourse ◽  
Spoken Discourse ◽  
Communicative Functions ◽  
Subject Noun ◽  
French Grammar ◽  
The Many ◽  
A Minor

‘Minor sentences’ is one of the many terms used in the literature to refer to a phenomenon usually relegated to an obscure paragraph of the grammar book, or treated principally as a spoken discourse feature. These forms are also referred to as sentence fragments, incomplete sentences, verbless sentences, and nominal sentences, to name but a few of the terms found. Despite the marginal status attributed to the forms, more detailed study is warranted. Minor sentences occur frequently in the written language, and perform important communicative functions in a range of contexts. The term is used to refer to apparently complete phrases which do not conform to canonical sentence structure. Typically, they lack a subject noun phrase, or a finite verb, i.e. one of the two ‘essential’ elements of the sentence. In this paper, we begin with an overview of English and French grammar book and discourse analysis approaches. We then discuss previous studies of minor sentence contexts, French recipes and newspaper headlines, before turning to a corpus consisting of public signs and notices, headlines, advertising slogans, and crossword clues, in an effort to determine whether certain minor sentence types can be associated with particular (written) discourse functions.

scholarly journals The Effects of Frequency and Predictability on Repetition in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (4) ◽  
pp. 1165-1180
Author(s):  
Justin B. Kueser ◽  
Laurence B. Leonard
Keyword(s):  
Language Production ◽  
Language Disorder ◽  
Low Frequency ◽  
Nonword Repetition ◽  
Developmental Language Disorder ◽  
Two Factors ◽  
High Predictability ◽  
Overall Performance ◽  
Mean Length Of Utterance ◽  
Repetition Task

Purpose Studies have shown that children with typical development (TD) respond to frequency and predictability when repeating nonidiomatic multiword sequences (e.g., go wash your hands ). We extended these findings by explicitly examining the interaction between frequency and predictability in a repetition task for children with developmental language disorder (DLD) and children with TD. Method We created 48 four-word phrases, manipulating two factors: the frequency of occurrence of the entire four-word phrase (e.g., look in the mirror vs. look in the basket ) and the predictability of the fourth word in the phrase given the preceding three words (e.g., corn on the ___ vs. look in the ___ ). These phrases were presented in a repetition task to 17 children with DLD ( M age = 58.89 months), 19 same-age children with TD ( M age = 59.79 months), and 17 younger children with TD matched to the DLD group on nonword repetition and mean length of utterance ( M age = 38.94 months). Children's repetitions were judged for the presence or absence of word and morphological errors. Only the first three words of the sequence were scored (e.g., look in the ). Results We found a main effect of sequence frequency, with high-frequency sequences being repeated more accurately than low-frequency sequences, modulated by a significant interaction with predictability, where the effect of sequence frequency was larger for sequences with high-predictability contexts than for sequences with low-predictability contexts. We also found a significant effect of group, with children with DLD demonstrating poorer overall performance, particularly when compared to the same-age group with TD. Conclusions Frequency and predictability are strong predictors of language production in children with TD. These factors also have effects for children with DLD, raising important clinical questions about the design of facilitative contexts for the teaching of difficult linguistic forms.

Toward a cross-linguistic comparison of lexical quanta in speech and writing

2002 ◽  
Vol 5 (1) ◽  
pp. 45-67 ◽  
Author(s):  
Sven Strömqvist ◽  
Victoria Johansson ◽  
Sarah Kriz ◽  
Hrafnhildur Ragnarsdóttir ◽  
Ravid Aisenman ◽  
...  
Keyword(s):  
Word Length ◽  
Dynamic Interaction ◽  
Age Group ◽  
Written Discourse ◽  
Lexical Diversity ◽  
Language Typology ◽  
Spoken Discourse ◽  
The Difference ◽  
Lexical Density ◽  
Task Oriented

The present study presents contrastive analyses of task-oriented spoken and written discourse in terms of lexical diversity, lexical density, and word length. In an age-matched within-language comparison (Swedish), written discourse consistently scored higher on these measures. It is suggested that the same type of differences will hold for any language, because of the difference between speech and writing in processing constraints. The absolute scores, however, can vary substantially for reasons of language typology. An extended, cross-linguistic analysis (English, Hebrew, Icelandic, Swedish), focusing on word length, was made to substantiate that claim. Further, cross-age-group comparisons of lexical quanta indicated a dynamic interaction between speech and writing in development. Spoken discourse eventually comes to “learn” from the development of writing.

Bilingualism and Attention in Typically Developing Children and Children With Developmental Language Disorder

2019 ◽  
Vol 62 (11) ◽  
pp. 4105-4118
Author(s):  
Jisook Park ◽  
Carol A. Miller ◽  
Teenu Sanjeevan ◽  
Janet G. van Hell ◽  
Daniel J. Weiss ◽  
...  
Keyword(s):  
Executive Control ◽  
Dual Language ◽  
Language Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Language Experience ◽  
Bilingual Advantage ◽  
Attentional Networks ◽  
Orienting Effect ◽  
Age Range

Purpose The aim of the current study was to investigate whether dual language experience modulates the efficiency of the 3 attentional networks (alerting, orienting, and executive control) in typically developing (TD) children and in children with developmental language disorder (DLD). Method We examined the attentional networks in monolingual and bilingual school-aged children (ages 8–12 years) with and without DLD. TD children (35 monolinguals, 23 bilinguals) and children with DLD (17 monolinguals, 9 bilinguals) completed the Attention Network Test ( Fan et al., 2002 ; Fan, McCandliss, Fossella, Flombaum, & Posner, 2005 ). Results Children with DLD exhibited poorer executive control than TD children, but executive control was not modified by bilingual experience. The bilingual group with DLD and both TD groups exhibited an orienting effect, but the monolingual group with DLD did not. No group differences were found for alerting. Conclusions Children with DLD have weak executive control skills. These skills are minimally influenced by dual language experience, at least in this age range. A potential bilingual advantage in orienting may be present in the DLD group.

scholarly journals Phonological and grammatical production in children with developmental language disorder and children with hearing impairment

2018 ◽  
Vol 34 (3) ◽  
pp. 289-302 ◽  
Author(s):  
Simon Sundström ◽  
Ulrika Löfkvist ◽  
Björn Lyxell ◽  
Christina Samuelsson
Keyword(s):  
Hearing Impairment ◽  
Language Production ◽  
Language Disorder ◽  
First Language ◽  
Naming Task ◽  
Nonword Repetition ◽  
Developmental Language Disorder ◽  
Increased Risk ◽  
Language Problems ◽  
Stress Patterns

Children with hearing impairment (HI) are at an increased risk of developing speech and language problems similar to those of children with developmental language disorder (DLD), including difficulties with phonology and grammar. This study investigated similarities and differences in phonological and grammatical production between children with bilateral sensorineural HI ( n = 14) and children with DLD ( n = 30) between 4-6 years of age and age-matched controls with typical language development and normal hearing (TLD) ( n = 29), all with Swedish as their first language. Production of consonants, vowels, stress patterns and tonal word accents was assessed in a picture naming task, and in a word and nonword repetition task. Grammatical production was assessed for verb and noun morphology, and syntax. While performance for both children with HI and DLD were generally significantly below that of the controls with TLD, production of accents and syntax emerged as relative strengths. There were few differences between the between the children with HI and DLD, but noun–adjective agreement in predicative was more challenging for the children with HI. The results have implications for language assessment and planning of intervention.

scholarly journals Developmental Language Disorder and Uninhibited Primitive Reflexes in Young Children

2021 ◽  
pp. 1-14
Author(s):  
Maria Matuszkiewicz ◽  
Tadeusz Gałkowski
Keyword(s):  
Young Children ◽  
Motor Development ◽  
Language Disorder ◽  
Nonword Repetition ◽  
Motor Deficits ◽  
Developmental Language Disorder ◽  
Targeted Interventions ◽  
Primitive Reflexes ◽  
Age Range ◽  
Tonic Neck Reflex

Purpose Developmental language disorder (DLD) is a developmental disorder where children fail to acquire language in the absence of a clear cause. Many studies have reported general motor deficits in children with DLD, but no studies have uncovered a cure. The purpose of our study is to better understand the underlying motor deficits in DLD, starting from uninhibited primary reflexes—which are the most basic stage of motor development. Knowledge of this motor–language relationship should lead to earlier and more targeted interventions in young children with DLD. Method Children with DLD ( n = 75, age range: 4–10 years) and 99 age-matched typically developing (TD) children completed a nonword repetition test to assess DLD and six other tests to assess primitive reflexes. Results Children with DLD demonstrated higher levels of persistent primitive reflexes compared to TD children. As the scores for neuromotor immaturity increased, nonword repetition test scores decreased ( r = −.44, p < .01). Results indicated that TD children exhibited lower neuromotor immaturity ( M = 7.63, SD = 3.75) compared to children with DLD ( M = 13.51, SD = 4.47). All primitive reflexes (the Moro reflex, the symmetrical tonic neck reflex in flexion and in extension, the asymmetrical tonic neck reflex, the tonic labyrinthine reflex, and the Galant reflex) turned out to be statistically significantly different for the TD and DLD groups ( p < .001). We also observed some differences between sexes. Conclusions Children with impaired language development underwent slower neuromotor development. However, further research is needed to determine whether motor intervention programs that inhibit primitive reflexes are helpful for children with DLD.

scholarly journals The Croatian adaptation of the Multilingual Assessment Instrument for Narratives*

2020 ◽  
Vol 64 ◽  
pp. 37-44
Author(s):  
Gordana Hržica ◽  
Jelena Kuvač Kraljević
Keyword(s):  
Assessment Tool ◽  
Language Disorder ◽  
Age Groups ◽  
Language Disorders ◽  
Assessment Instrument ◽  
Developmental Language Disorder ◽  
Research Projects ◽  
Narrative Skills ◽  
Bilingual Speakers ◽  
Age Range

This paper presents the Croatian version of the Multilingual Assessment tool for Narratives (MAIN), outlines its development and describes the research that has used it to assess narrative skills in monolingual and bilingual speakers. The Croatian version of MAIN has so far been used in three research projects and results have been presented in five peer-reviewed articles (published or in press) covering a total of 175 children in the age range from 5;0 to 9;0 (20 with developmental language disorder) and 60 adults, age range from 22 to 76. The accumulated results indicate that MAIN can differentiate narrative skills of speakers in distinct age groups and can distinguish children with language disorders form children with typical language development.

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