scholarly journals The comprehension of deictic terms in normal and language impaired children

1981 ◽  
Vol 28 (1) ◽  
Author(s):  
Michelle Mentis
Keyword(s):  
Qualitative Analysis ◽  
The Other ◽  
Developmental Sequence ◽  
Stages Of Development ◽  
Normal Children ◽  
Language Impaired ◽  
Semantic Complexity ◽  
Impaired Group ◽  
Age Range ◽  
Impaired Children

This study examined the comprehension of four pairs of deictic terms in a group of language impaired children and compared their interpretation of these terms with those of non-language impaired children of the same age range. Each group was comprised of ten subjects within the age range of 9,6 to 10,6 years. Two tasks were administered, one to assess the comprehension of the terms here, there, this, and that and the other to assess the comprehension of the terms, come, go, bring and take. The results showed that while the non-language impaired subjects comprehended the full deictic contrast between the pairs of terms tested, the language impaired group did not. A qualitative analysis of the data revealed that the language impaired subjects appeared to follow the same developmental sequence as normal children in their acquisition of these terms and responded by using the same strategies that younger non-language impaired children use at equivalent stages of development. Furthermore, the language impaired subjects appeared to comprehend the deictic terms in a predictable order based on their relative semantic complexity.

scholarly journals The acquisition of some dimensional adjectives by both normal and language-impaired children

1981 ◽  
Vol 28 (1) ◽  
Author(s):  
Susan G. Wright
Keyword(s):  
Quantitative Analysis ◽  
Language Skills ◽  
Pair Member ◽  
Language Impaired ◽  
Semantic Complexity ◽  
Speech Therapist ◽  
Dimensional Adjectives ◽  
Age Range ◽  
Adjective Acquisition ◽  
Impaired Children

The main aim of this study was to assess various predictions made by H. and E. Clark with respect to the acquisition of certain dimensional adjectives. In addition, the performance of children with impaired language skills was compared with that of children with normally developing language. Eighteen subjects in the age range 3,3 to 4 years were divided into two groups; those with adequate language (C group) and those with impaired language (E group). The dimensional adjective pairs of  "length", "tallness" and "width" were investigated on comprehension tasks of increasing dimensionality. A qualitative analysis of  the data, for  both C and Ε groups, revealed findings supporting the predictions concerning the order of dimensional adjective acquisition in terms of semantic complexity, the acquisition of  the unmarked pair member before the marked member, and the acquisition of the concept of polarity before dimensionality. A quantitative analysis of  the data revealed significant  differences between the C and Ε groups on a few tasks only. Implications for the researcher and speech therapist are considered.

Analogical Learning and Transfer in Language-Impaired Children

1990 ◽  
Vol 55 (1) ◽  
pp. 140-148 ◽  
Author(s):  
Alan G. Kamhi ◽  
Betholyn Gentry ◽  
Daria Mauer ◽  
Barry Gholson
Keyword(s):  
Analogical Reasoning ◽  
Transfer Task ◽  
The Other ◽  
Clinical Implications ◽  
School Age ◽  
Normal Children ◽  
Language Impaired ◽  
Analogical Learning ◽  
Impaired Children

In this study, the trial-by-trial acquisition procedures developed by Gholson, Eymard, Morgan, and Kamhi (1987) were used to examine analogical reasoning processes in school-age language-impaired (LI) children and normal age peers. Subjects were 16 LI and 16 normally developing children between the ages 6:4 and 8:9 years. Half of the subjects heard only verbal presentations of the problems, whereas the other half heard the verbal presentations while simultaneously viewing physical demonstrations of the problems. The LI children who heard only verbal presentations of the problems took significantly longer to acquire the problem solutions than the other LI children and the normal children in both conditions. There were no differences in children's performance on the transfer task. Theoretical and clinical implications of the findings are discussed.

The Use of an Invented Language Rule in the Differentiation of Normal and Language-Impaired Spanish-Speaking Children

1991 ◽  
Vol 34 (3) ◽  
pp. 596-603 ◽  
Author(s):  
Celeste A. Roseberry ◽  
Phil J. Connell
Keyword(s):  
Language Impairment ◽  
Limited English Proficiency ◽  
Bilingual Children ◽  
Normal Children ◽  
Specific Language ◽  
Language Impaired ◽  
Spanish Speaking ◽  
Teaching Procedure ◽  
Impaired Group ◽  
Impaired Children

The purpose of the present study was to determine whether the results of a language-teaching procedure could be used to identify specific language-impaired children in a group of bilingual children with limited English proficiency (LEP). An invented morpheme was taught to two groups of LEP children who had been previously identified as normal and specific language-impaired. The language-impaired group learned the morpheme at a slower rate than the normal children, thus allowing the two groups to be differentiated. The approach promises to circumvent many of the obstacles that impede current practices for identifying language impairment in the LEP population.

Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children

1988 ◽  
Vol 53 (3) ◽  
pp. 316-327 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts ◽  
Daria Mauer ◽  
Kenn Apel ◽  
Betholyn F. Gentry
Keyword(s):  
Phonological Processing ◽  
Spatial Information ◽  
Normal Children ◽  
Language Impaired ◽  
Word Repetition ◽  
Paper Folding ◽  
Syllable Segmentation ◽  
Processing Abilities ◽  
Impaired Children ◽  
Better Than

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

scholarly journals A therapy programme for pre-school language impaired children

1976 ◽  
Vol 23 (1) ◽  
Author(s):  
Linda Narun
Keyword(s):  
Language Learning ◽  
Discrimination Learning ◽  
Syntactic Analysis ◽  
Developmental Sequence ◽  
Language Impaired ◽  
Auxiliary Verbs ◽  
Impaired Children ◽  
Therapy Programme

This study aimed to establish effective language programmes for pre-school language impaired children based on psycholinguistic principles. Eight language-impaired children 6 males and 2 females between the ages of 3 and 6 years, were the subjects. Language samples were transcribed and subjected to syntactic analysis; semantic aspects were also considered and programmes developed for each subject, based on the information obtained from the language analyses. A developmental sequence was adopted as the basis for therapy A 'slot-method' was used in which language was taught as rule-operated behaviour Principles of discrimination learning were adopted for teaching some aspects of grammar. Auxiliary verbs are reported in detail as this was the most universal error and difficult to teach. The role of imitation in language learning and therapy is discussed.

scholarly journals Aspects of cohesion, tense and pronoun usage in the discourse of the older language-impaired child

1978 ◽  
Vol 25 (1) ◽  
Author(s):  
Hilary Berger ◽  
Aletta Sinoff
Keyword(s):  
Language Impairment ◽  
Impaired Child ◽  
Normal Children ◽  
Situational Context ◽  
Language Impaired ◽  
Diagnosis And Therapy ◽  
Significant Difference ◽  
Impaired Children

Aspects of the discourse of 5 language-impaired children and 5 children with no language impairment, aged approximately 9 years, were compared. A film and a story sequence were utilised to elicit narratives on which, measures of cohesion, tense and pronouns were appraised. Measures of cohesion refer  to the ability to indicate appropriately the relations of meaning with regard to situational context. Measures of tense include aspects of tense range and tense continuity. Measures of  pronouns refer  to the anaphoric use of  pronouns with non-ambiguous referents.  The group of language-impaired children was found  to be significantly poorer on measures of  cohesion and pronominal usage than the normal children, whereas a significant difference between the two groups was not revealed on measures of tense. Possible factors  accounting for  these findings  were discussed and implications for the diagnosis and therapy of the older language-impaired child were considered.

Conversational Responsiveness and Assertiveness in Language-Impaired Children

1987 ◽  
Vol 18 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Mary Kay Rosinski-McClendon ◽  
Marilyn Newhoff
Keyword(s):  
Language Ability ◽  
Normal Children ◽  
Language Impaired ◽  
Impaired Children

It has been suggested that language-disordered children may be less conversationally responsive and/or assertive than their normal matched counterparts. This investigation compared these abilities in 10 language-impaired children ranging in age from 4:1 to 5:9, and 10 normal children matched for language ability (2:8 to 4:2). Comparisons were based on subjects' responses to systematic probes that occurred within examiner-child dialogues. Total scores were derived from: (a) the number of questions answered, (b) the number of attempts to continue a topic following a no-response, and (c) the number of attempts to maintain the original topic after the examiner changed the topic. Results indicated that although language-impaired children responded to questions significantly less often than did their normal peers, they were equally assertive both in continuing a topic after no comment by the examiner and in maintaining the topic following a topical change.

Toward an Understanding of Developmental Language and Reading Disorders

1986 ◽  
Vol 51 (4) ◽  
pp. 337-347 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
School Age Children ◽  
Phonological Information ◽  
Normal Children ◽  
Language Impaired ◽  
Sentence Repetition ◽  
History Of ◽  
Reading Impairments ◽  
Impaired Children

The primary purpose of this study was to compare the ability of language-impaired and reading-impaired children to process (i.e., encode and retrieve) phonological information. Four measures of phonological awareness and several measures of word and sentence repetition abilities were used to evaluate phonological processing skills. Two additional measures assessed children's awareness of lexical and morphological information. Subjects were 12 language-impaired (LI), 12 reading-impaired (RI), and 12 normal children between the ages of 6 and 8 years. The findings supported previous claims that children with reading impairments have difficulty processing phonological information. To our surprise, however, the LI children performed significantly worse than the RI children on only three measures, all involving word and sentence repetition. These findings raise questions about the distinctiveness of school-age children with a history of language impairment and poor readers with no history of language impairment.

Melodic Memory Tests: A Comparison of Normal Children and Mental Defectives

1975 ◽  
Vol 23 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Arlette Zenatti
Keyword(s):  
Memory Test ◽  
Normal Group ◽  
The Other ◽  
Chronological Age ◽  
Normal Children ◽  
Memory Tests ◽  
Normal Intelligence ◽  
Mental Age ◽  
Mental Defectives ◽  
Age Range

A melodic memory test divided into two series, one tonal and the other atonal, was given to 480 children of normal intelligence and 396 mental defectives. The normal group ranged in age between 5 years, 6 months, and 16 years, 6 months. The defectives (IQs between 50 and 85) had an age range of 8 years, 4 months, to 16 years, 6 months. The results demonstrated that the acuity of perceptive discrimination in the defectives was clearly inferior to that of the normal children of the same chronological age and approximated that of normal children of the same mental age. Tonal acculturation was shown by a significantly easier discrimination in the tonal series, in relation to the mental age of the subjects.

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