scholarly journals Children's Ability to Recall Obligatory and Optional Acts within a Script and Over Time

2017 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Emily Laccona ◽  
Betty Kollia ◽  
Jim Tsiamtsiouris
Keyword(s):  
Age Groups ◽  
Second Graders ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Retention Period ◽  
Post Exposure ◽  
Over Time

The goal of this research was to investigate children’s recall of optional and obligatory elements of a script-based story as the retention period increased. Typically developing children, 20 kindergarteners and 20 second graders, participated. Children were asked to retell a story immediately after exposure to it, as well as one week post-, and two weeks post-exposure. Findings provide evidence that children of both age groups were able to marshal their script knowledge to recall stories over time. Older children were able to recall more elements and more of both, obligatory and optional elements, than younger children across all recall attempts.

Final Consonant Discrimination in Children

2002 ◽  
Vol 45 (2) ◽  
pp. 231-242 ◽  
Author(s):  
Jan Edwards ◽  
Robert A. Fox ◽  
Catherine L. Rogers
Keyword(s):  
Age Groups ◽  
Preschool Age ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
Phonological Disorders ◽  
Preschool Age Children ◽  
Whole Word

Preschool-age children with phonological disorders were compared to their typically developing age peers on their ability to discriminate CVC words that differed only in the identity of the final consonant in whole-word and gated conditions. The performance of three age groups of typically developing children and adults was also assessed on the same task. Children with phonological disorders performed more poorly than age-matched peers, and younger typically developing children performed more poorly than older children and adults, even when the entire CVC word was presented. Performance in the whole-word condition was correlated with receptive vocabulary size and a measure of articulatory accuracy across all children. These results suggest that there is a complex relationship among word learning skills, the ability to attend to fine phonetic detail, and the acquisition of articulatory-acoustic and acoustic-auditory representations.

Interpreting physical and mental metaphors: Is Theory of Mind associated with pragmatics in middle childhood?

2018 ◽  
Vol 46 (2) ◽  
pp. 393-407 ◽  
Author(s):  
Serena LECCE ◽  
Luca RONCHI ◽  
Paola DEL SETTE ◽  
Luca BISCHETTI ◽  
Valentina BAMBINI
Keyword(s):  
Individual Differences ◽  
Theory Of Mind ◽  
Middle Childhood ◽  
Age Groups ◽  
Older Age ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Is Theory ◽  
Metaphorical Interpretation

AbstractWe investigated the association between individual differences in metaphor understanding and Theory of Mind (ToM) in typically developing children. We distinguished between two types of metaphors and created a Physical and Mental Metaphors task, echoing a similar distinction for ToM. Nine-year-olds scored lower than older age-groups in ToM as well as in the interpretation of mental, but not physical, metaphors. Moreover, nine-year-olds (but not older children) who are better in ToM are also better in interpreting mental, but not physical, metaphors. This suggests that the link between metaphor and ToM is stronger when metaphorical interpretation involves mental aspects, and it is more evident in early rather than later childhood.

From action to language through gesture

Gesture ◽  
2005 ◽  
Vol 5 (1-2) ◽  
pp. 155-177 ◽  
Author(s):  
Olga Capirci ◽  
Annarita Contaldo ◽  
Maria Cristina Caselli ◽  
Virginia Volterra
Keyword(s):  
Language Development ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Main Hypothesis ◽  
Data Analyses ◽  
Spontaneous Interaction ◽  
Changes Over Time ◽  
The Relationship ◽  
Over Time ◽  
First Words

The present study reports empirical longitudinal data on the early stages of language development. The main hypothesis is that the output systems of speech and gesture may draw on underlying brain mechanisms common to both language and motor functions. We analyze the spontaneous interaction with their parents of three typically-developing children (2 M, 1 F) videotaped monthly at home between 10 and 23 months of age. Data analyses focused on the production of actions, representational and deictic gestures and words, and gesture-word combinations. Results indicate that there is a continuity between the production of the first action schemes, the first gestures and the first words produced by children. The relationship between gestures and words changes over time. The onset of two-word speech was preceded by the emergence of gesture-word combinations. The results are discussed in order to integrate and support the evolutionary and neurophysiological views of language origins and development.

scholarly journals A DESCRIPTIVE STUDY ANALYSING THE PERFORMANCE OF TYPICALLY DEVELOPING INDIAN CHILDREN ON MOTOR FREE VISUAL PERCEPTUAL TEST-4 (MVPT-4)

2021 ◽  
pp. 40-46
Author(s):  
Dr. Sheetal Gupta ◽  
Dr. Anita Gupta ◽  
Dr. Sushmita Ahirwal
Keyword(s):  
Age Groups ◽  
Age Group ◽  
Typically Developing ◽  
Older Children ◽  
Indian Children ◽  
Perceptual Skills ◽  
Perceptual Test ◽  
Significant Difference ◽  
The Mean ◽  
Indian Students

Visual perception is the process by which individuals assign meaning, understanding, and interpretation to what they have seen. The aim of this study was to determine the visual perceptual skills of typically developing Indian children on MVPT-4. A sample of 180 typically developing Indian students were included in the study using convenience sampling method. They were divided in six age groups with age ranging from 6years to 12 years with 30 children in each age group. It was found that visual perceptual skills of typically developing Indian children in 6-12 years of age group can be assessed using MVPT-4. Analysis was done using One-way Anova to compare the mean raw score of each age group. There was a significant difference between the age groups at statistical value of p< 0.001. The score improved with age, signifying refined and matured visual perceptual skills in older children. Age influences visual-perceptual skills of these children. This study also provides a foundation for further researches and highlights the importance of MVPT-4 as a screening tool to be used by the occupational therapist in order to assess the visual perceptual skills of children.

scholarly journals Syntactic abilities among Marathi speaking children with hearing impairment using cochlear implant

2021 ◽  
Author(s):  
Piyush Sone ◽  
Ratan Jadhav ◽  
Medha Karbhari Adhyaru
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Cochlear Implants ◽  
Age Groups ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Wh Questions ◽  
Age Range ◽  
Better Than

<p><strong>Background:</strong> Syntax is an important aspect of language. It is very important to study syntax development in the children with hearing impairment (HI). The aim of study was to compare syntactic abilities of Marathi speaking children with hearing impairment using cochlear implant and typical developing children in the age range of 4 to 7 years.<strong></strong></p><p><strong>Methods: </strong>Ninety typically developing children, 26 language age matched children using cochlear implants were included in this study. They were grouped into three age groups: 4-5, 5-6 and 6-7 years. Syntax test in Marathi which has six subtests in comprehension: wh-questions, negations/yes/no questions, post-positions, plurals, tenses, person, number, gender markers and five subtests in expression: negation/yes/no questions, post-positions, plurals, tenses, person, number, gender markers was administered through a laptop to children in each group.</p><p><strong>Results: </strong>Results showed typically developing children performed significantly better than children with hearing impairment using cochlear implant I the age range of 4 to 5 years. Except postposition and PNG markers of comprehensive syntactic abilities all other syntactic abilities were significantly poor in children using cochlear implants. Only expressive syntactic abilities were significantly poor among children using cochlear implants in the age range of 6 to 7 years.</p><p><strong>Conclusions: </strong>Overall, the findings of this study showed that that Syntax test in Marathi can identify impairment in the syntactic ability in Marathi speaking children with hearing impairment. Children with hearing impairment using cochlear implants showed poor syntactic abilities.</p>

Why does relational binding improve across early childhood? Testing the effects of interference and sleep-filled delays

2020 ◽  
Author(s):  
Susan L. Benear ◽  
Chi Ngo ◽  
Ingrid R. Olson ◽  
Nora Newcombe
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Episodic Memory ◽  
Memory Performance ◽  
Age Groups ◽  
Developmental Period ◽  
Older Children ◽  
Spatiotemporal Information ◽  
Episodic Memories ◽  
Over Time

Episodic memory consists of distinctive experiences, with specific spatiotemporal information about what happened maintained over time. These memories typically share overlapping elements in distinctive combinations. In this study, we evaluated: (1) whether overlapping elements pose a differential challenge for younger children; and (2) whether a sleep-filled delay stabilizes or even improves children’s episodic memories, and if so, whether effects vary by age. We compared memory for unique and overlapping pairs of visual stimuli, presented once to 4- and 6-year-old children, tested immediately and after a 24-hour delay. As expected, older children outperformed younger children, and both age groups performed worse on overlapping pairs. However, overlapping elements were not differentially problematic for young children, and a sleep-filled delay in testing resulted in decrements in memory performance, for both age groups on both pair types. Despite overall differences in accuracy, important aspects of episodic memory are similar across this key developmental period.

Infants' Preference for Child-Directed Speech Over Time-Reversed Speech in On-Channel and Off-Channel Masking

2021 ◽  
pp. 1-12
Author(s):  
Osnat Segal ◽  
Nitzan Kligler ◽  
Liat Kishon-Rabin
Keyword(s):  
Signal To Noise Ratio ◽  
Age Groups ◽  
Channel Noise ◽  
Typically Developing ◽  
Channel Condition ◽  
Auditory Selective Attention ◽  
Speech In Noise ◽  
Additional Group ◽  
Energetic Masking ◽  
Over Time

Purpose This study aims to examine the development of auditory selective attention to speech in noise by examining the ability of infants to prefer child-directed speech (CDS) over time-reversed speech (TRS) presented in “on-channel” and “off-channel” noise. Method A total of 32 infants participated in the study. Sixteen typically developing infants were tested at 7 and 11 months of age using the central fixation procedure with CDS and TRS in two types of noise at +10 dB signal-to-noise ratio. One type of noise was an “on-channel” masker with a spectrum overlapping that of the CDS (energetic masking), and the second was an “off-channel” masker with frequencies that were outside the spectrum of the CDS (distractive masking). An additional group of sixteen 11-month-old infants were tested in quiet and served as controls for the “off-frequency” masker condition. Results Infants preferred CDS over TRS in both age groups, but this preference was more pronounced with “off-channel” masker regardless of age. Also, older infants demonstrated longer looking time for the target stimuli when presented with an “off-channel” masker compared to the “on-channel” masker. Looking time in quiet was similar to looking time in the “off-channel” condition, and looking time for CDS was longer in quiet compared to the “on-channel” condition. Conclusions These findings support the notion that (a) infants as young as 7 months of age are already showing preference for speech in noise, regardless of type of masker; (b) by 11 months of age, listening with the “off-channel” condition did not yield different results than in quiet. Thus, by 11 months of age, infants' cognitive–attentional abilities may be more developed.

Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate

2017 ◽  
Vol 54 (3) ◽  
pp. 262-268 ◽  
Author(s):  
Alice Lee ◽  
Fiona E. Gibbon ◽  
Kimberley Spivey
Keyword(s):  
Cleft Palate ◽  
Speech Intelligibility ◽  
Cleft Lip ◽  
Rating Scale ◽  
Age Groups ◽  
Personal Attribute ◽  
Personal Attributes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Different Ages

Objective The objective of this study was to investigate whether reduced speech intelligibility in children with cleft palate affects social and personal attribute judgments made by typically developing children of different ages. Design The study (1) measured the correlation between intelligibility scores of speech samples from children with cleft palate and social and personal attribute judgments made by typically developing children based on these samples and (2) compared the attitude judgments made by children of different ages. Participants A total of 90 typically developing children, 30 in each of three age groups (7 to 8 years, 9 to 10 years, and 11 to 12 years). Outcome Measures Speech intelligibility scores and typically developing children s attitudes were measured using eight social and personal attributes on a three-point rating scale. Results There was a significant correlation between the speech intelligibility scores and attitude judgments for a number of traits: “sick-healthy” as rated by the children aged 7 to 8 years, “no friends-friends” by the children aged 9 to 10 years, and “ugly-good looking” and “no friends-friends” by the children aged 11 to 12 years. Children aged 7 to 8 years gave significantly lower ratings for “mean-kind” but higher ratings for “shy-outgoing” when compared with the other two groups. Conclusions Typically developing children tended to make negative social and personal attribute judgments about children with cleft palate based solely on the intelligibility of their speech. Society, educators, and health professionals should work together to ensure that children with cleft palate are not stigmatized by their peers.

scholarly journals Developing a List of Expressive Vocabulary forFarsi-speakingChildrenAged24-48Months:Comparison Between Down Syndrome and Typically Developing Children

2021 ◽  
Author(s):  
Elham Masoumi ◽  
Zahra Malmir ◽  
Zahra Soleymani ◽  
Mina Mohammadi Nouri
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Age Groups ◽  
Vital Role ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
Children With Down Syndrome ◽  
Significant Difference

Introduction: Expressive vocabulary plays a vital role in child language development, and its assessment can be one of the essential indicators to identify language developmental delay, especially in children with Down syndrome. We developed a list of expressive vocabulary and compared the size and class of expressive vocabularies between typically developing and Down syndrome children. Materials and Methods: Expressive vocabulary of 150 children was examined  in  this study. A total of 120 typically developing Farsi-speaking children (in four age Groups, with   a 6-month interval) and 30 children with Down syndrome (aged 24-48 months) participated in this study. The parents of the children filled out the form that included 636 words from different vocabulary classes. These classes were based on studies that investigated language development in Farsi-speaking children. Results: The expressive vocabulary size in Farsi-speaking children was significantly higher than in Down syndrome children (P≤0.001). There was no statistically significant difference between boys and girls regarding expressive vocabulary size in two Groups of children. The size of nouns in all age Groups is more than other classes, and the size of conjunctions in all age Groups is less than the other ones. A direct correlation was found between age and the size of expressive vocabulary. Conclusion: According to the study findings, the list of expressive vocabulary can detect delays in developing expressive vocabulary.

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