Integrated Communication System: Gesture and Language Acquisition in Typically Developing Children and Children With LD and DLD

A rather robust literature exists that views children's language development in the context of interactions with adults. This literature generally focuses on typically developing children and suggests that joint attention facilitates communication development whereas directives do not. In order to understand the crucial features of input supporting language acquisition, research must examine children in less than optimal conditions, including children with chronic otitis media (OM). Controversy exists regarding the outcomes of children with OM, and we argue that parental input is an important factor often neglected in research that may mediate language outcomes. The current study investigates whether parents interact differently with their 12-month-old children based upon children's OM status. The results indicate that parents of chronically affected children direct attention more often and engage in fewer joint attentional episodes than parents of nonchronically affected children. Findings suggest that chronic OM has a localized affect on attentional interactions, the forms of input consistently implicated in language acquisition. Thus, children with OM may receive less than optimal input than peers.

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PERSON, NUMBER AND GENDER MARKERS AMONG HINDI SPEAKING TYPICALLY DEVELOPING CHILDREN

Journal of Applied and Advanced Research ◽

10.21839/jaar.2017.v2i6.114 ◽

2017 ◽

Vol 2 (6) ◽

pp. 324

Author(s):

Ramandeep Kaur ◽

Jiji K.V. ◽

Subbarao T A

Keyword(s):

Language Acquisition ◽

Standardized Tests ◽

Word Order ◽

Native Speakers ◽

Typically Developing ◽

Correct Word ◽

Typically Developing Children ◽

Syntactic Skills ◽

And Gender ◽

Case Markers

Language is a human system of communication that uses arbitrary signal such as voice sounds, gestures and or written symbols. Language acquisition refers to the way the child acquires or learns a language. It is a hierarchical process which has specific age for achieving each process. Syntax, a component of language is defined as the study of principles and process by which sentences are constructed in particular languages. Understanding language development and syntax levels helps us determine the child’s language adequacy. Solid syntactic skills require an understanding and use of correct word order and organisation in phrases and sentences with appropriate morphosyntactic operations. The morpho syntactical language includes plural markers, case markers, PNG markers etc. the study focuses on development of PNG markers among children who are native speakers of Hindi language. The study highlights the need to carry out more research in this area for better understanding of language acquisition among these children in order to develop both assessments and intervention programmes. Presently, the lack of acquisition data has hinged the development of any standardized tests in Hindi. Thereby, the study aims to explore PNG markers in Hindi speaking typically developing children with the objective of analysing the data of among these children across 4 to 6yrs. The results show that most of these markers developed by 4years of age. Most importantly as age increased these markers also increased. By 6 years of age most of these markers developed completely. The study also discusses various studies supporting the results.

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Laterais do Português Europeu Contemporâneo: estruturação interna, robustez de traços e dados de aquisição

Revista da Associação Portuguesa de Linguística ◽

10.26334/2183-9077/rapln8ano2021a1 ◽

2021 ◽

pp. 1-9

Author(s):

Clara Amorim ◽

João Veloso

Keyword(s):

Language Acquisition ◽

The Other ◽

Typically Developing ◽

Typically Developing Children ◽

Distinctive Features ◽

European Portuguese

This work intends to discuss the distinctive features of the laterals in Contemporary European Portuguese, in particular the features [+lateral] and [+continuous], based on language acquisition data. For this purpose, the productions of 80 typically developing children aged between 3 and 4 years and eleven months were analyzed. The results show that, after the nasals, the lateral in onset position is the first sonorant to be acquired. If the laterals are distinguished from the rhotics by the marked feature [+lateral], it would be expected that the class of the rhotics would be acquired before the laterals, since the acquisition of segments is made by the gradual acquisition of marked features and by their combination with features already acquired. The fact that /l/ is acquired before the rhotics suggests that the feature [+lateral] is not responsible for establishing the contrast between the two classes. Based on the data analyzed, the feature [+approximant] is proposed to characterize the laterals and rhotics, distinguishing them from the other sonorants, and the feature [[±continuant] to differentiate the rhotics from the laterals, the latter being characterized by the negative value of this feature.

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Evaluating maturational parallels in second language children and children with specific language impairment

Applied Psycholinguistics ◽

10.1017/s014271640999049x ◽

2010 ◽

Vol 31 (2) ◽

pp. 320-327 ◽

Cited By ~ 7

Author(s):

Mabel L. Rice

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Impairment ◽

Specific Language Impairment ◽

Chronological Age ◽

Growth Trajectories ◽

Typically Developing ◽

Typically Developing Children ◽

Specific Language ◽

English Speaking

In her Keynote Article in this issue, Paradis explores the nature of bilingual language acquisition by examining the question of possible similarities between children learning a second language (L2) and children with specific language impairment (SLI) who are monolingual or bilingual. She evaluates the maturation model of Rice (2004), the extended optional infinitive (EOI) model, that focuses on children's acquisition of finiteness marking during the early childhood period. Paradis alludes to the issue of how to deal with the nonparallels between chronological age and acquisition in the comparison of L2 and SLI language acquisition within maturational models. I explore that issue further in this Commentary, using the available growth templates drawn from the work on English-speaking typically developing children and children with SLI for projected possible growth trajectories for bilingual and L2 children, with and without SLI.

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Caregiver linguistic alignment to autistic and typically developing children

10.31234/osf.io/ysjec ◽

2021 ◽

Author(s):

Riccardo Fusaroli ◽

Ethan Weed ◽

deborah fein ◽

Letitia Naigles

Keyword(s):

Language Acquisition ◽

Language Development ◽

Autistic Child ◽

Typically Developing ◽

Typically Developing Children ◽

Linguistic Differences ◽

Linguistic Input ◽

Linguistic Alignment ◽

Semantic Types ◽

Interactive Activity

Background: Language development is a highly interactive activity. However, most research on linguistic environment has focused on quantity and complexity of linguistic input to children, with current models showing that complexity facilitates language in both TD children and autistic children.Aims: We investigate the presence and sensitivity of caregivers’ active reuse of their children’s language (linguistic alignment), and how well it predicts language development beyond other measures of linguistic input, taking also into account the child’s cognitive, social and linguistic abilities.Methods: We measure lexical, syntactic and semantic types of caregiver alignment in a longitudinal corpus involving 32 adult-autistic child and 35 adult-TD child dyads, with children between 2 and 5 years of age. We assess the extent to which caregivers repeat their children’s word, syntax and semantics, and whether this predicts language development beyond more standard predictors. Results: Caregivers tend to re-use their child’s language in a way that is related to the child’s individual, primarily linguistic differences. Caregivers’ alignment provides unique information improving our ability to predict future language development in both typical and autistic children. Conclusions: We provide evidence that language acquisition also relies on interactive conversational processes, previously understudied. We share open-source scripts to systematically extend our approach to new contexts and languages.

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Comprehension asymmetries in language acquisition: a test for Relativized Minimality

Journal of Child Language ◽

10.1017/s0305000914000257 ◽

2014 ◽

Vol 42 (3) ◽

pp. 618-661 ◽

Cited By ~ 6

Author(s):

SPYRIDOULA VARLOKOSTA ◽

MICHAELA NERANTZINI ◽

DESPINA PAPADOPOULOU

Keyword(s):

Language Acquisition ◽

Young Children ◽

Internal Structure ◽

Typically Developing ◽

Typically Developing Children ◽

Relativized Minimality

ABSTRACTCross-linguistic studies have shown that typically developing children have difficulties comprehending non-canonical structures. These findings have been interpreted within the Relativized Minimality (RM) approach, according to which local relations cannot be established between two terms of a dependency if an intervening element possesses similar morphosyntactic features. In an extension of RM, Friedmann, Belletti, and Rizzi (2009) suggested that lexical NP restriction is the source of minimality effects in non-canonical sentences. The present study aimed at investigating whether the predictions of their account can be confirmed in Greek. Our results indicate that although lexical NP restriction is a crucial factor in generating minimality effects, it is not always sufficient to account for the comprehension difficulties that young children face with non-canonical sentences, since the internal structure (i.e. the feature specification) of the moved element and of the intervener affects their performance, as well.

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

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00114 ◽

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

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