scholarly journals Performance in Nonword Repetition Tasks among Mandarin- English Bilingual Children in Malaysia

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Chai Ping Woon ◽  
Ngee Thai Yap ◽  
Hui Woan Lim
Keyword(s):  
Language Impairment ◽  
Short Term Memory ◽  
Age Groups ◽  
Nonword Repetition ◽  
Developmental Trend ◽  
Older Children ◽  
Development Delay ◽  
Qualitative Measure ◽  
Larger Sample ◽  
Better Than

The nonword repetition (NWR) task has been used to measure children’s expressive language skills, and it has been argued to have potential as an early language delay/ impairment detection tool as the NWR task can be conducted rather easily and quickly to obtain a quantitative as well as a qualitative measure of children’s attention to lexical and phonological information. This paper reports the performance of two NWR tasks among thirty bilingual Mandarin-English preschoolers between the age of four through six. The study indicated that performance in the NWR tasks showed a developmental trend with older children performing better than younger children. Word length also had a significant effect on performance, possibly an effect from better short-term memory capacity as the child grew older. The children also performed better in the Mandarin NWR task compared to the English NWR task. These findings suggest potential clinical applications for diagnosis of children with language impairment or at risk of language development delay. However, further studies should improve on the tasks to verify its efficacy and to obtain norms for performance with a larger sample of children at various age groups.

scholarly journals Nonword Repetition and Speech Motor Control in Children

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Christina Reuterskiöld ◽  
Maria I. Grigos
Keyword(s):  
Short Term Memory ◽  
Age Groups ◽  
Nonword Repetition ◽  
Speech Motor Control ◽  
Movement Duration ◽  
Older Children ◽  
Movement Variability ◽  
Short Term ◽  
Jaw Movement ◽  
Speech Motor

This study examined how familiarity of word structures influenced articulatory control in children and adolescents during repetition of real words (RWs) and nonwords (NWs). A passive reflective marker system was used to track articulator movement. Measures of accuracy were obtained during repetition of RWs and NWs, and kinematic analysis of movement duration and variability was conducted. Participants showed greater consonant and vowel accuracy during RW than NW repetition. Jaw movement duration was longer in NWs compared to RWs across age groups, and younger children produced utterances with longer jaw movement duration compared to older children. Jaw movement variability was consistently greater during repetition of NWs than RWs in both groups of participants. The results indicate that increases in phonological short-term memory demands affect articulator movement. This effect is most pronounced in younger children. A range of skills may develop during childhood, which supports NW repetition skills.

An Error Analysis of Nonword Repetition Performance in Toddlers and Young Children: Theoretical Implications and Clinical Utility

2021 ◽  
pp. 1-11
Author(s):  
Vanessa Harwood ◽  
Dana Arthur
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Parent Report ◽  
Nonword Repetition ◽  
School Age Children ◽  
Older Children ◽  
Clinical Tool ◽  
Error Type ◽  
Common Error ◽  
Sampling Procedures

Purpose Nonword repetition has been cited as a measure of phonological working memory and continues to gain status as a clinical tool used to identify language impairment in school-age children. Less is known about nonword repetition skills in the toddler population. Method The current study presents a detailed analysis of errors by segmenting nonwords into word, syllable, and phoneme levels. Errors were also analyzed for type (e.g., addition, substitution, deletion). The Test of Early Nonword Repetition was used to measure performance in a sample of 36 typically developing children, aged 24–48 months. Clinical assessments including parent report, language sampling procedures, and standardized assessments were also administered. Results As a group, participants produced significantly more syllable errors compared to word-level errors; however, most errors were made at the phoneme level. Errors of addition were the least common error type, and no differences between substitutions or deletions were present for the entire sample. Toddlers (aged 2 years) produced more syllable-level errors compared to older children (aged 3 years). Substitution errors were positively correlated with performance on clinical measures of language, whereas deletion errors were negatively correlated with performance. Conclusion Nonword repetition performance patterns in young children may be associated with language delay or language impairment and have both clinical and theoretical relevance.

Age and gender effect on emotional intelligence and emotion regulation

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
G.K. Datkhabayeva ◽  
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Self Regulation ◽  
Age Groups ◽  
Gender Effect ◽  
Older Children ◽  
Age And Gender ◽  
And Gender ◽  
Age Range ◽  
Larger Sample

Emotional intelligence considered as the ability to recognize, understand, and regulate emotions. Emotional intelligence is one of the important modulators of social relationships. The aim of the work is to study age and gender effect on emotional intelligence and emotional self-regulation in three age children groups (between 11-15, 16-18, 19-20 ages old). Emotional intelligence was measured by using adapted versions of the questionnaires "Emotional Intelligence" and "Emotion Regulation". Forty-nine volunteers participated in the current study. Preliminary results revealed the tendency to increase the parameters of emotional intelligence scales with age and prevalence in reappraisal regulation strategy over the suppression in older children. The prevalence in reappraisal strategy which is more favorable and effective strategy of self-regulation showed higher score in girls’ group in comparison to boys’ group. Larger sample of children in the age range from 6 to 20 years is expected to show more significant changes between age groups.

Acquisition of doubly articulated stops among Ga-speaking children

2021 ◽  
Vol 42 (1) ◽  
pp. 101-146
Author(s):  
Felix Kpogo ◽  
Virginia C. Mueller Gathercole ◽  
Jonathan Nsiah Tetteh
Keyword(s):  
Picture Naming ◽  
Speech Sound ◽  
Age Groups ◽  
Naming Task ◽  
Older Children ◽  
Specific Factors ◽  
Better Than

Abstract This study investigates the acquisition of labio-velar stops by Ga-speaking children in Ghana. Such stops were elicited in initial, intervocalic, and pre-lateral positions through a picture naming task. Sixty Ga-dominant and Ga-English children at 5-, 61/2-, and 8-years of age were tested. All age groups showed some difficulty with the doubly articulated stops, but this was relative to voicing, phonological environment, age, and input. Performance on the voiceless labio-velar stop was better than on the voiced labio-velar stop, and better in intervocalic position than in word-initial and pre-lateral positions. Older children performed better than younger children and Ga-dominant children better than Ga-English children. Performance was better when children did not receive a prompt than when they did. Analysis of modifications reveals frequent processes of simplification to labial singleton stops, some voicing changes, and the occurrence of processes of vowel insertion between the stops and /l/. These findings are discussed in terms of universals of speech sound acquisition, the role of input, and the influence of language-specific factors on children’s performance.

Phonological networks and new word learning

2006 ◽  
Vol 27 (4) ◽  
pp. 581-584 ◽  
Author(s):  
Elisabet Service
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Nonword Repetition ◽  
Short Term ◽  
Perceptual Analysis ◽  
Motor Processes

The first report of a connection between vocabulary learning and phonological short-term memory was published in 1988 (Baddeley, Papagno, & Vallar, 1988). At that time, both Susan Gathercole and I were involved in longitudinal studies, investigating the relation between nonword repetition and language learning. We both found a connection. Now, almost 20 years later, in her Keynote Gathercole (2006) reviews a multitude of data bearing on the interpretation of this often replicated connection. Her main conclusions are three. First, both nonword repetition and word learning are constrained by the quality of temporary storage. She sees this storage as multiply determined, that is, affected by factors like perceptual analysis, phonological awareness (ability to identify and reflect on the speech sounds that make up words). Second, both nonword repetition and word learning are also affected by sensory, cognitive, and motor processes. Third, an impairment of phonological storage is typically associated with specific language impairment (SLI) but may not be a sole causal factor.

scholarly journals Understanding relational binding in early childhood: Interacting effects of overlap and delay

2020 ◽  
Author(s):  
Susan L. Benear ◽  
Chi Ngo ◽  
Ingrid R. Olson ◽  
Nora Newcombe
Keyword(s):  
Early Childhood ◽  
Age Groups ◽  
Delay Period ◽  
Marginal Effect ◽  
Older Children ◽  
Future Behavior ◽  
Children's Memory ◽  
Episodic Memories ◽  
Unique Item ◽  
Better Than

Episodic memories typically share overlapping elements in distinctive combinations, and, to be valuable for future behavior, they need to withstand delays. There is relatively little work on whether children have special difficulty with overlap or withstanding delay. However, Yim, Dennis, and Sloutsky (2013) suggested that extensive overlap is more problematic for younger children, and Darby and Sloutsky (2015) reported that a delay period actually improves children’s memory for overlapping pairs of items. In this study, we asked how children’s naturalistic episodic memory is affected by stimulus overlap, delay, and age, using visual stimuli containing either overlapping or unique item pairs. Children aged 4 and 6 years were tested both immediately and after a 24-hour delay. As expected, older children performed better than younger children and both age groups performed worse on overlapping pairs. Surprisingly, the 24-hour delay had only a marginal effect on overall accuracy. There were no interactions. However, when errors were examined, there was evidence that the delay period affected memory differentially in the younger children, with overlapping pairs buffered against cross-contextual confusion.

Different Origin of Auditory and Phonological Processing Problems in Children With Language Impairment

1999 ◽  
Vol 42 (1) ◽  
pp. 155-168 ◽  
Author(s):  
D. V. M. Bishop ◽  
Sonia J. Bishop ◽  
Peter Bright ◽  
Cheryl James ◽  
Tom Delaney ◽  
...  
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
Auditory Processing ◽  
Short Term Memory ◽  
Nonword Repetition ◽  
Shared Environment ◽  
Language Test ◽  
Same Sex ◽  
Short Term ◽  
Age Range

This study investigated the heritability of auditory processing impairment, as assessed by Tallal's Auditory Repetition Test (ART). The sample consisted of 37 same-sex twin pairs who had previously been selected because one or both twins met criteria for language impairment (LI) and 104 same-sex twin pairs in the same age range (7 to 13 years) from the general population. These samples yielded 55 children who met criteria for LI, who were compared with 76 children whose language was normal for their age (LN group). We replicated earlier work showing that group LI is impaired relative to group LN on ART. However, there was no evidence of a heritable influence on ART scores: Correlations between twins and their co-twins were reasonably high for both MZ and DZ twins, suggesting that performance is more influenced by shared environment than genetic factors. Analyses of extreme scores gave a similar picture of nonsignificant group heritability. In contrast, a test of phonological short-term memory, the Children's Nonword Repetition Test (CNRep), gave high estimates of group heritability. In general, CNRep was a better predictor of low language test scores than ART, but ART did make a significant independent contribution in accounting for variance in a test of grammatical understanding.

Commentary on Keynote

2006 ◽  
Vol 27 (4) ◽  
pp. 562-564 ◽  
Author(s):  
Shelley Gray
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Short Term Memory ◽  
Phonological Loop ◽  
Nonword Repetition ◽  
Test Cases ◽  
Phonological Memory ◽  
Short Term ◽  
The Relationship

Our understanding the relationship between verbal short-term memory as indexed by nonword repetition and word learning must now incorporate myriad factors that were not as apparent 17 years ago when Gathercole and Baddeley (1989) proposed that “the phonological memory skills tapped by nonword repetition play a causal role in vocabulary development” (p. 211). In particular, successful nonword repetition involves more than the phonological loop, word learning happens by degrees, and is influenced by many factors other than phonology, and children with specific language impairment (SLI), who have served as test cases by virtue of consistently demonstrating phonological memory deficits, often exhibit other deficits with the potential to negatively impact word learning. Gathercole (2006) still makes the case for temporary phonological storage playing an important role in word learning, but with several caveats. I would like to add two.

scholarly journals Cognitive Impairment After COVID-19—A Review on Objective Test Data

2021 ◽  
Vol 12 ◽  
Author(s):  
Rania Daroische ◽  
Mathilde S. Hemminghyth ◽  
Thomas H. Eilertsen ◽  
Monica H. Breitve ◽  
Luiza J. Chwiszczuk
Keyword(s):  
Cognitive Impairment ◽  
Language Impairment ◽  
Short Term Memory ◽  
Control Group ◽  
Disease Treatment ◽  
Domain Specific ◽  
Ovid Medline ◽  
Severity Of The Disease ◽  
And Control ◽  
Larger Sample

Objective: The aim was to conduct a review on the literature on objective cognitive impairment in patients after COVID-19.Methods: We performed a literature review and searched Ovid Medline in February 2021 based on a PECO scheme.Results: Twelve articles met all inclusion criteria. Total patient sample was <1,000. All studies on global cognitive function found impairment, ranging from 15 to 80% of the sampled patients. Seven studies on attention and executive functions reported impairment, with varying results depending on sub-domain and different tests. Three out of four studies reported memory difficulties, with two studies reporting short-term memory deficits. Although results indicate possible language impairment, only one study used domain-specific language tasks. Two out of four studies on visuospatial function did not report any impairment.Conclusion: Patients with recent SARS-CoV-2 infection appear to experience global cognitive impairment, impairment in memory, attention and executive function, and in particular verbal fluency. Based on the current results, we recommend clinicians to evaluate the need for cognitive assessment of patients with a recent COVID-19 infection, regardless of the severity of the disease, treatment methods and length of ICU stay. We need studies with larger sample and control group.

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