scholarly journals A BIBLIOMETRIC ANALYSIS OF COHESIVE SPEECH RESEARCH OF PRESCHOOLERS FROM 1970 TO 2020

2021 ◽  
Vol 79 (4) ◽  
pp. 611-625
Author(s):  
Ly Thi Bac La ◽  
Nga Thi Thu Nguyen ◽  
Anh Thi Thuy Truong ◽  
Thu-Giang Tran ◽  
The-Thang Nguyen

Cohesive speech has commonly become regarded as one of the essential aspects of language development, especially for pre-schoolers. This study aimed to shed light on the cohesive speech of pre-schoolers (CSP) knowledge base. Three hundred ninety-five publications close related cohesive speech research of 5-6-year-old children were collected from the Scopus database. By using the bibliometric approach, the results showed the growth rate of publications over time from 1970 to 2020. In this period, the top five countries, the United States, the United Kingdom, Australia, Brazil and France, have published over 60% of total documents. Besides, four main interests of authors in this field were discovered: “language development”, “speech pathology outcomes”, “speech therapy”, “language intervention”. Among these themes, “speech pathology outcomes” was the most relevant one. Another finding, in recent years, scholars focused on aspects of autism spectrum disorder of pre-schoolers. More importantly, the achievements of this discipline have considerably made positive contributions to various fields both in terms of theory and practice, especially in language and linguistics, speech and hearing, psychology, and medicine. Overall, these studies highlight the need for many other studies, particularly relevant to pre-schooling when new generations should be better prepared to be happy in school by their future cognitive developments. Keywords: language development, language intervention, speech pathology outcomes, speech therapy

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.


2014 ◽  
Vol 168 (8) ◽  
pp. 721 ◽  
Author(s):  
Ariane V. S. Buescher ◽  
Zuleyha Cidav ◽  
Martin Knapp ◽  
David S. Mandell

2005 ◽  
Vol 53 (2) ◽  
pp. 379-402 ◽  
Author(s):  
Sara Binzer Hobolt ◽  
Robert Klemmemsen

The ability of a political system to respond to the preferences of its citizens is central to democratic theory and practice; yet most empirical research on government responsiveness has concentrated on the United States. As a result, we know very little about the nature of government policy responsiveness in Europe and we have a poor understanding of the conditions that affect cross-national variations. This comparative study examines the relationship between public opinion and policy preferences in the United Kingdom and Denmark during the past three decades. We address two key questions: First, are the government's policy intentions driven by public opinion or vice versa? Second, do political institutions influence the level of government responsiveness? We suggest that public opinion tends to drive the government's policy intentions due to the threat of electoral sanction, and that this is more pronounced in proportional systems than in majoritarian democracies.


This edited collection surveys how non-Western states have responded to the threats of domestic and international terrorism in ways consistent with and reflective of their broad historical, political, cultural and religious traditions. It presents a series of eighteen case studies of counterterrorism theory and practice in the non-Western world, including countries such as China, Japan, India, Pakistan, Egypt and Brazil. These case studies, written by country experts and drawing on original language sources, demonstrate the diversity of counter-terrorism theory and practice and illustrate how the world ‘sees’ and responds to terrorism is different from the way that the United States, the United Kingdom and many European governments do. This volume – the first ever comprehensive account of counter-terrorism in the non-Western world – will be of interest to students, scholars, students and policymakers responsible for developing counter-terrorism policy.


Autism ◽  
2020 ◽  
pp. 136236132093244
Author(s):  
Andrew M Colombo-Dougovito ◽  
A Josephine Blagrave ◽  
Sean Healy

Background: Although a growing body of literature has explored the physical activity experiences from the perspective of children on the autism spectrum, the perspective of autistic adults remains largely unheard. Due to this absence of perspective, there exists limited knowledge of the appropriateness and generalizability of current models and theories of physical activity for this population. Methods: A constructivist grounded theory study was conducted to explore the experiences of adoption and maintenance of physical activity from the direct perspective of autistic adults. Autistic adults ( n = 23) from the United States and the United Kingdom were recruited. Results: A total of 29 codes emerged from the coding process. These codes were formed into four broad categories: (1) individual attributes; (2) environmental factors; (3) social relationships; and (4) social experiences. The interconnectedness of these four categories was explored. Conclusions: The findings and presented model highlight the importance of building successful experiences for young children on the autism spectrum, so that they are more likely to continue physical activity into their adult life. Furthermore, findings emphasize the importance of creating noncompetitive, sensory-friendly physical activity experiences for autistic adults that offer flexibility in social engagement. Lay abstract Little is known about how autistic adults experience physical activity. To begin to change this, we interviewed 23 autistic adults from the United State and the United Kingdom about their past and current experiences of physical activity participation. The interviewees told us about how their physical activity experiences were highly influenced by their individual strengths, the setting in which the activity took place, the presence of people to support their physical activities, and the sensory experiences they had while in physical activity. Through these interviews, we were able to create a model that represented the physical activity experiences discussed. Based on the model that emerged from this study, we recommend physical activity opportunities are made available that are noncompetitive, sensory-friendly, and that allow for participants to socialize as they prefer.


2020 ◽  
pp. 1-10
Author(s):  
Byoung-Doo Oh ◽  
Yoon-Kyoung Lee ◽  
Hye-Jeong Song ◽  
Jong-Dae Kim ◽  
Chan-Young Park ◽  
...  

Speech pathology is a scientific study of speech disorders. In this field, the study also analyzes and evaluates language abilities for the purpose of improving speech and hearing. Speech therapy first performs evaluation of speech ability, which is expensive. In order to solve this problem, software methodologies have been applied to language analysis, but most of them have been applied to only part of the whole process. In this study, the degree of language development is judged by determining the age group of the speaker (Pre-school children, Elementary school, Middle and high school, Adults, and Senior citizen) using deep learning and simple statistics. We use transcription data from the counseling contents and multi-kernel CNN model. At this time, in order to understand the characteristics of Korean language belonging agglutinative languages, experiments are carried out in words, morphemes, characters, jam, and Jamo with POS tag-level. And we analyze the distribution of the results for each sentence of the speakers to predict their age groups and to check the degree of language development. The proposed model shows an average accuracy of about 74.6 %.


2020 ◽  
pp. 1-18
Author(s):  
Tereza Teofilová ◽  
Jana Mironova Tabachová ◽  
Kateřina Vitásková

The article describes the experience of conducting speech therapy with a bilingual (sequential bilingualism) boy of Vietnamese origin in preschool age. The authors identify main differences between Czech and Vietnamese, and also point to specific linguistic interference occurring in the case of a Vietnamese-speaking person learning Czech. The aim of the authors is to describe the development of the boy’s language skills and the possibilities for his language development in kindergarten and during preparatory classes for school education. Speech therapy aimed at supporting the development of communication skills lasted seven months and involved the inclusion of multi-sensory games and activities to support various language levels. Particular emphasis was placed on auditory differentiation (including vowel quantity), auditory memory and phonological awareness (including the division of words into syllables and the analysis and synthesis of sounds).


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