Parents' Perceptions about the Role of Hearing in the Development of Language and Speech in Children

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Shukrije Baruti ◽  
Keyword(s):  
High Schools ◽  
Language Development ◽  
Primary Schools ◽  
Hearing Impairments ◽  
Development Of Language

The purpose of this research was to understand the perceptions of parents on the difficulties of children in language development and speech when they also have hearing impairments. The research focused on three cities in Kosovo, Gjilan, Prishtina and Prizren. Respondents of this research are 60 parents of children with hearing impairments, of the mentioned high schools. The questionnaire measured the opinions of parents regarding the topic we have for research, primary schools in the municipalities of Gjilan, Pristina and Prizren that are participants in this research. This questionnaire included 29 questions. In conclusion, it is understood that the lower the level of hearing in children, the lower is the development of language and speech in children, p <0.01, r = -531 **.

Word Learning in Two Modalities

2020 ◽  
Vol 22 ◽  
Author(s):  
Emily Anne McHugh
Keyword(s):  
Language Development ◽  
Word Learning ◽  
Response Times ◽  
Spoken Word ◽  
Presentation Modality ◽  
Picture Condition ◽  
Main Effect ◽  
Development Of Language ◽  
The Impact

           A majority of research on language development has focused on examining spoken word learning and its role in the development of language, but there has been more limited research investigating the role of gesture and signed words in language development. This study investigated the impact of modality of word presentation on the learning of an associated meaning, the impact of modality of meaning presentation on the learning of an associated word, as well as the impact of crossing modalities on the speed and accuracy of learned associations. Participants viewed short videos of a person saying a non-word or making a sign paired with either a picture or a written definition.  Outcome variables were accuracy and response times for recall of meanings.            The analysis of accuracy revealed a significant interaction between presentation modality and meaning modality. Accuracy in the nonword-picture condition was at ceiling and thus, significantly greater than accuracy in the nonword-definition condition and nonsign-picture condition. Analysis of response times found the main effect of meaning format to be statistically significant. Participants were significantly slower when meaning was presented as a definition compared to when it was presented as a picture. These results suggest that meaning associations with novel signs are learned equally fast and accurate as those associated with novel words. Additionally, they suggest that people recall imageable meanings faster than definitions. Finally, results also indicate that typically functioning adults maintain a robust ability for learning word-picture associations likely developed in childhood.

Learning discourse topic management in the preschool years

1986 ◽  
Vol 13 (2) ◽  
pp. 231-250 ◽  
Author(s):  
Susan H. Foster
Keyword(s):  
Language Development ◽  
Physical Environment ◽  
First Year ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Prelinguistic Communication ◽  
Development Of Language ◽  
Discourse Topic ◽  
Modular Framework

ABSTRACTThe ability of children aged 0;1 to 2;6 to initiate and maintain topics of conversation is explored using videotaped data of mother–child interaction collected at home. An analysis of both verbal and non-verbal behaviours suggests that initially children attract attention exclusively to themselves as topics of conversation. The emergence of manipulative skills from 0; 5 and the development of deictic gestures from around the end of the first year facilitate the initiation of topics concerned with items in the physical environment. Finally, with the development of language, reference to intangibles becomes possible. In maintaining topics, children are initially capable of extended sequences only within the context of routines, but by 2;6 are able to maintain coherent topics independently. The implications of the analysis presented for understanding the role of prelinguistic communication in language development are discussed against the background of a modular framework.

Masalah Pemakaian Bahasa dalam Lingkungan Sosial

2020 ◽  
Author(s):  
Effaizah Syahidan
Keyword(s):  
Language Development ◽  
Social Status ◽  
Social Environment ◽  
Science And Technology ◽  
Language Usage ◽  
The Social ◽  
Development Of Language ◽  
Language Deviation ◽  
Over Time

The use of language in the social environment is one of the things that becomes a habit in society. Moreover, social status determines the important role of these social statuses. It is undeniable that there are many differences in the use of language in several layers of social status which must have politeness and manners that must be obeyed in the use of language. Language and society are inseparable things, there can also be no society without language and there is also no language without a society now formed. Over time, a language can also experience some shifts or developments, this happens because of the influence of various things including the development of science and technology. The development of language must often be monitored so that it is more controlled in societies that use language by pegging the development of the era to the present. It does not have to work hard, but it is enough to supervise if there is a language deviation that is not in accordance with the existing custom, so it must be followed up to determine the truth in language development.Keywords: Social status, language development, language supervision, language usage.

Linguistic significance of babbling: evidence from a tracheostomized infant

1990 ◽  
Vol 17 (1) ◽  
pp. 1-16 ◽  
Author(s):  
John L. Locke ◽  
Dawn M. Pearson
Keyword(s):  
Language Development ◽  
Unusual Case ◽  
Vocal Expression ◽  
Linguistic Development ◽  
Oral Motor ◽  
Marked Preference ◽  
Motor Movements ◽  
Acoustic Analyses ◽  
Development Of Language

ABSTRACTThe role of babbling in language development is not well understood. One source of evidence is the utterances of infants who were tracheostomized during the period in which they would normally have produced syllabic vocalization. We describe here the phonetic patterns and linguistic development of a girl called Jenny. She was tracheostomized and generally aphonic from 0;5–1;8 but cognitively and socially normal, with near-normal comprehension of language. Acoustic analyses of Jenny's utterances following decannulation revealed a tenth of the canonical syllables which might be expected in normally developing infants, an extremely small inventory of consonant-like segments, and a marked preference for labial obstruents. In these ways, she resembled a group of infants of the same age who also cannot hear their oral-motor movements, the congenitally deaf, suggesting that the audibility of babbling contributes to its onset. Two months following decannulation, when Jenny was 1;10, she produced only a handful of different words. We think this is because aphonia prevented her from discovering the referential value of vocal expression and discouraged the formation of a phonetic repertoire that could be appropriated for lexical service. This unusual case suggests that babbling normally facilitates the development of language and speech.

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Developmental Theory ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Devices ◽  
Development Of Language ◽  
Communication Needs ◽  
System Interfaces ◽  
Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

Predictions of Actions and Their Justifications in False-Belief Tasks: The Role of Executive Function

2014 ◽  
Vol 45 (4) ◽  
pp. 500-510 ◽  
Author(s):  
Adam Putko ◽  
Agata Złotogórska
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Language Development ◽  
Executive Control ◽  
Working Memory Capacity ◽  
Mental States ◽  
False Belief ◽  
Current Location ◽  
False Belief Tasks ◽  
Development Of Language

Abstract The main objective of this study was to examine whether children’s ability to justify their action predictions in terms of mental states is related, in a similar way as the ability to predict actions, to such aspects of executive function (EF) as executive control and working memory. An additional objective was to check whether the frequency of different types of justifications made by children in false-belief tasks is associated with aforementioned aspects of EF, as well as language. The study included 59 children aged 3-4 years. The ability to predict actions and to justify these predictions was measured with false-belief tasks. Luria’s hand-game was used to assess executive control, and the Counting and Labelling dual-task was used to assess working memory capacity. Language development was controlled using an embedded syntax test. It was found that executive control was a significant predictor of the children’s ability to justify their action predictions in terms of mental states, even when age and language were taken into account. Results also indicated a relationship between the type of justification in the false-belief task and language development. With the development of language children gradually cease to justify their action predictions in terms of current location, and they tend to construct irrelevant justifications before they begin to refer to beliefs. Data suggest that executive control, in contrast to language, is a factor which affects the development of the children’s ability to justify their action predictions only in its later phase, during a shift from irrelevant to correct justifications.

Perkembangan Bahasa Anak Usia 12 Hingga 24 Bulan di Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 66
Author(s):  
Marini Marini ◽  
Khasanah Khasanah
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Model Checking ◽  
Language Development ◽  
Qualitative Method ◽  
Questionnaire Data ◽  
Daily Lives ◽  
Analysis Techniques ◽  
Development Of Language

Abstract The  problem  of this research is : How is the language development of children age 12 to 24 months in Semarang ?. The purpose of this study is to describe widely and deeply about language development the children age 12 to 24 in Semarang. The method used in this research is qualitative method. Data collection is done by observation, interviews, and questionnaire. Data analysis techniques using Miles Hubermen’s model. Checking the validity of the data using triangulation data. The results showed that the development of language of children aged 12 to 24 months in Semarang in expressive is: can produce sound almost perfect in several words; Some of the letters of the words missing from the pronunciation; The missing letters are usually consonants; Haven't been able to pronounce the letter s and r; In General, most people are able to understand the speech of the children is an adult who is close to the child; There is a word that can be spelled perfectly by the child. The words are by and large is the words that are simple and close to the children's daily lives. As for the generally receptive: children can follow and obey what is spoken by adults; The children seem to understand when the adults were talking about them; and children  can understand  to the words that they  heard more than that they can speak.   Keywords: Language, children, expressive, receptive, word.    

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

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