Who Are the “Normal” Children of Divorce? On the Need to Specify Population

A group of sophisticated listeners judged the nasal resonance characteristics of normal children versus children evidencing selected rhinologic disorders under three speaking conditions. Results showed that perceptions of denasality are influenced by both speakers and speaking tasks. That is, children with allergic rhinitis and edemic adenoids were perceived as being denasal when they produced VCV utterances and recited sentences. However, their resonance characteristics were deemed normal for vowel productions. Interestingly, children with severely deviated septums were judged to have normal nasal resonance under all speaking conditions. Clinical implications are discussed.

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Responses of Language-Disordered Children to Wh-Questions

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1702.95 ◽

1986 ◽

Vol 17 (2) ◽

pp. 95-106 ◽

Cited By ~ 2

Author(s):

Martha M. Parnell ◽

James D. Amerman ◽

Roger D. Harting

Keyword(s):

Relative Difficulty ◽

Normal Children ◽

Cognitive Linguistic ◽

Wh Questions

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.

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

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5303.316 ◽

1988 ◽

Vol 53 (3) ◽

pp. 316-327 ◽

Cited By ~ 109

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.

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Facing the working memory challenge. ERPs during a CPT task in normal children

Electroencephalography and Clinical Neurophysiology ◽

10.1016/s0013-4694(97)89050-9 ◽

1997 ◽

Vol 103 (1) ◽

pp. 217

Author(s):

A González-Garrido

Keyword(s):

Working Memory ◽

Normal Children

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Behavioral and emotional differences between children of divorce and children from intact families: Clinical significance and mediating processes *This study is part of a dissertation () supported from the German research community.

Swiss Journal of Psychology ◽

10.1024//1421-0185.61.1.5 ◽

2002 ◽

Vol 61 (1) ◽

pp. 5-14 ◽

Cited By ~ 18

Author(s):

Andreas Schick

Keyword(s):

Self Esteem ◽

Research Community ◽

Children Of Divorce ◽

Group Differences ◽

Significant Group ◽

Intact Families ◽

Divorce Adjustment ◽

Theoretical Assumptions ◽

German Research ◽

Clinically Significant

The following study is based on a sample of 241 9-13-year-old children (66 children from divorced parents, 175 children from non divorced parents). They were examined for differences regarding anxiety, self-esteem, different areas of competence, and degree of behavior problems. With a focus on the children’s experiences, the clinically significant differences were examined. Clinically significant differences, revealing more negative outcomes for the children of divorce, were only found for social anxiety and unstable performance. The frequency of clinical significant differences was independent of the length of time the parents had been separated. The perceived destructiveness of conflict between the parents one of four facets of interparental conflict in this study functioned as a central mediator of the statistically significant group differences. The children’s perception of the father’s social support was a less reliable indicator of variance. Further studies should try to make underlying theoretical assumptions about the effects of divorce more explicit, to distinguish clearly between mediating variables, and to investigate them with respect to specific divorce adjustment indicators.

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