Effects of Elicitation Procedures on the Narratives of Normal and Closed Head-Injured Adults

1989 ◽  
Vol 54 (3) ◽  
pp. 356-366 ◽  
Author(s):  
Betty Z. Liles ◽  
Carl A. Coelho ◽  
Robert J. Duffy ◽  
Mary Rigdon Zalagens
Keyword(s):  
Language Skills ◽  
Sentence Production ◽  
Story Grammar ◽  
Generation Task ◽  
Story Retelling ◽  
Story Generation ◽  
Language Recovery ◽  
Head Injured ◽  
Closed Head ◽  
High Level

Stories were elicited under two conditions—story retelling and story generation—from a group of 23 normal young adults and 4 closed head-injured (CHI) adults who had reached a high level of language recovery. Sentence production, intersentential cohesion, and story grammar were analyzed. The results demonstrated that the two elicitation tasks differentially influenced the performance of both normal and CHI subjects at all levels of analysis, and the two groups differed in the cohesive and story grammar measures only in the story generation task. It is concluded that comparing performance across tasks of story retelling and story generation is a useful procedure for characterizing the discourse problems of CHI subjects with recovery of high-level language skills.

Story Narratives of Adults With Closed Head Injury and Non-Brain-Injured Adults

2002 ◽  
Vol 45 (6) ◽  
pp. 1232-1248 ◽  
Author(s):  
Carl A. Coelho
Keyword(s):  
Closed Head Injury ◽  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Story Grammar ◽  
Generation Task ◽  
Story Retelling ◽  
Story Generation ◽  
Brain Injured ◽  
Wisconsin Card Sorting ◽  
Sorting Test

Narratives were elicited in two story tasks, retelling and generation, from two groups of adults, 55 with closed head injury (CHI) and 47 non-brain-injured (NBI), recruited from rehabilitation facilities in three northeastern states. Participants were classified, on the basis of their socioeconomic status (SES), as professional, skilled worker, or unskilled worker. Narratives were analyzed using five discourse measures at the levels of sentence production, intersentential cohesion, and story grammar. Discourse performance was then compared across groups, tasks, and SES levels. Discourse performance of the CHI group was also compared with their scores from the Wisconsin Card Sorting Test, a measure of executive functioning. Results indicated that two discourse measures distinguished the groups. The CHI participants produced significantly fewer words per T-unit and fewer T-units within episode structure than did the NBI group, which was attributed to difficulties with content organization. Performance on all five discourse measures differed for the story retelling versus the story generation tasks for both CHI and NBI groups. All participants produced longer and more grammatically complex T-units in the story generation task than in story retelling. However, cohesive adequacy and story grammar were better in the story retelling task than in the story generation task. It was therefore concluded that story generation was a more challenging task than story retelling for both groups. The only significant difference noted for SES involved the measure of intersentential cohesion. The unskilled workers demonstrated poorer cohesive adequacy than either the skilled workers or professionals, regardless of group or story task. Finally, modest correlations were noted between the discourse performance of the CHI group and scores from the Wisconsin Card Sorting Test in both story tasks.

Narrative Analysis

1989 ◽  
Vol 54 (3) ◽  
pp. 438-447 ◽  
Author(s):  
Donna DiSegna Merritt ◽  
Betty Z. Liles
Keyword(s):  
Narrative Analysis ◽  
Relative Frequency ◽  
Language Assessment ◽  
Control Group ◽  
Story Grammar ◽  
Story Retelling ◽  
Story Generation

Narratives were produced by groups of language-disordered and nonimpaired children ages 9:0–11:4 (years:months) in story generation and story retelling tasks. The stories were analyzed in terms of the number of story grammar components, number of complete episodes, relative frequency of story components, and story length. For both groups of children, the results indicated strong overall homogeneity between story generation and story retelling. The retold narratives were longer and contained more story grammar components and complete episode structures for both groups of children. Clause length within complete episodes differentiated story generation from story retelling for the language-disordered children but not for the control group. The clinical advantages of using story retelling in language assessment are discussed.

Story Grammar Ability in Children with and without Language Disorder

1987 ◽  
Vol 30 (4) ◽  
pp. 539-552 ◽  
Author(s):  
Donna Disegna Merritt ◽  
Betty Z. Liles
Keyword(s):  
Language Disorder ◽  
Control Group ◽  
Story Grammar ◽  
Original Stories ◽  
Language Impaired ◽  
Story Retelling ◽  
Story Generation ◽  
Subordinate Clauses ◽  
Frequency Of Use ◽  
Grammar Rules

Twenty language-impaired and unimpaired children ages 9:0 to 11:4 participated in three story tasks. The children generated three original stories, retold two adventure stories, and then answered two sets of comprehension questions after each retelling. Stein and Glenn's (1979) story grammar rules were adapted and used to analyze the narratives. The generated and retold stories produced by the language-disordered children contained fewer complete story episodes, a lower mean number of main and subordinate clauses per complete episode, and a lower frequency of use of story grammar components than those of the control group. The story hierarchies produced by both groups were highly similar, though, in both story generation and story retelling. The groups also did not differ in their understanding of the factual details of the retold stories, but did differ significantly in their comprehension of the relationships linking the critical parts of the stories together. The results are discussed relative to cognitive organizational deficits of language-impaired children.

Closed-Head-Injured Children’s Performance on Narrative Tasks

1991 ◽  
Vol 34 (3) ◽  
pp. 572-582 ◽  
Author(s):  
Faye M. Jordan ◽  
Bruce E. Murdoch ◽  
Debbie L. Buttsworth
Keyword(s):  
Socioeconomic Status ◽  
Story Grammar ◽  
Head Injured ◽  
Closed Head ◽  
Narrative Ability

Stories were elicited from a group of 20 closed-head-injured children. Story grammar and intersentential cohesion were examined. Performance of the head-injured children was compared to that of a group of nonneurologically impaired accident victims matched for age, sex, and socioeconomic status. No significant differences were found between the performance of the closed-head-injured children and the matched controls on any of the measures of narrative ability applied to the elicited narratives.

Similar use of intonation structure in early implanted children and hearing children: The case of Italian

2021 ◽  
pp. 014272372098605
Author(s):  
Paola Zanchi ◽  
Laura Zampini ◽  
Luca Pancani ◽  
Roberta Berici ◽  
Mariapaola D’Imperio
Keyword(s):  
Chronological Age ◽  
Typically Developing ◽  
Control Groups ◽  
Generation Task ◽  
Story Generation ◽  
Italian Children ◽  
Children's Stories ◽  
Hearing Children ◽  
First Time

This work presents an analysis of the intonation competence in a group of Italian children with cochlear implant (CI). Early cochlear implantation plays a crucial role in language development for children who were born deaf in that it favours the acquisition of complex aspects of language, such as the intonation structure. A story-generation task, the Narrative Competence Task, was used to elicit children’s stories. Narrations produced by 8 early implanted children and by 16 children with typically hearing (TH) (8 one-to-one matched considering the chronological age, TH-CA, and 8 considering the hearing age, TH-HA) were analysed considering intonation features (pitch accent distribution, edge tones and inner breaks). Results show that children with CI produce intonation patterns that are similar to those of both TH-CA and TH-HA control groups. Few significant differences were found only between children with CI and children matched for TH-HA in the use of rising edge tones. These results are discussed in light of the role of cognitive development in using prosody and intonation and the importance of early CI implantation. This study shows for the first time that intonation use of early implanted children is not different from that of typically developing children with the same chronological age.

Local cerebral glucose abnormalities in mild closed head injured patients with cognitive impairments

1989 ◽  
Vol 10 (5) ◽  
pp. 335-344 ◽  
Author(s):  
MARK S. HUMAYUN ◽  
SHARON K. PRESTY ◽  
NORMAN D. LAFRANCE ◽  
HENRY H. HOLCOMB ◽  
HARRY LOATS ◽  
...  
Keyword(s):  
Cognitive Impairments ◽  
Head Injured ◽  
Closed Head ◽  
Injured Patients ◽  
Glucose Abnormalities

scholarly journals The Effect of Narrative Language Intervention on the Language Skills of Children With Hearing Loss

2021 ◽  
pp. 1-13
Author(s):  
Stephanie M. Raymond ◽  
Trina D. Spencer
Keyword(s):  
Hearing Loss ◽  
Visual Analysis ◽  
Language Skills ◽  
Language Intervention ◽  
Story Grammar ◽  
Baseline Design ◽  
Narrative Intervention ◽  
Children With Hearing Loss ◽  
Bilateral Sensorineural Hearing Loss ◽  
Narrative Language

Purpose Narrative intervention has not been extensively investigated with children with hearing loss, but it has been shown to improve a broad range of language skills of children with a variety of disabilities and language needs. Therefore, the purpose of this study was to investigate the effect of narrative language intervention on the narrative retelling skills and vocabulary use of children with hearing loss. Method A multiple baseline design (for retelling) and a repeated acquisition design (for vocabulary) were used to fulfill the purpose of the study. Participants included two children ages 5 and 9 years diagnosed with bilateral sensorineural hearing loss, fitted to an amplification device. Each child received one 70-min session of individual narrative language intervention per week for at least 6 weeks that focused on teaching less common vocabulary words in addition to story grammar and complex sentences. Results Both participants demonstrated weekly increases in narrative retell scores and repeated pretest to posttest gains in the use of targeted vocabulary. Evidenced through visual analysis, both participants showed some growth in retell once intervention was introduced, with at least a modest upward trend each week. Moreover, vocabulary use scores, collected directly after intervention, showed both participants improved vocabulary use in familiar and untrained contexts. Conclusions Results suggest narrative language intervention improved the narrative retell ability and vocabulary use of children with hearing loss. Narrative intervention is a promising approach for promoting the language skills of children with hearing loss, but this finding requires replication.

Memory Strategies for Closed-Head-Injured Patients.

2018 ◽  
pp. 117-144
Author(s):  
B.G. Deelman ◽  
I.J. Berg ◽  
M. Koning-Haanstra
Keyword(s):  
Memory Strategies ◽  
Head Injured ◽  
Closed Head ◽  
Injured Patients
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