Cohesion in the Narratives of Normal and Language-Disordered Children

1985 ◽  
Vol 28 (1) ◽  
pp. 123-133 ◽  
Author(s):  
Betty Z. Liles
Keyword(s):  
Language Disorder ◽  
Adult Listener ◽  
The Relationship

An adaptation of Halliday and Hasan's (1976) description of cohesion in English was applied to the spoken narratives of normal and language-disordered children. Three major questions were addressed: (a) the influence of the nonlinguistic environment on the use of cohesion, (b) the nature of language disorder as displayed in the use of cohesion, and (c) the relationship between comprehension and use of cohesion. Twenty normal and 20 language-disordered children, aged 7:6–10:6, were included in the study. Each child produced two narratives, one for an adult listener who saw a movie with the child and one who had not. Results indicate that both groups of subjects altered their use of cohesion as a function of the listener's needs in the same way. However, the normal and language-disordered subjects differed in their manner of cohesive organization, their cohesive adequacy, and their comprehension of the story.

scholarly journals PROSES PEMEROLEHAN BAHASA: DARI KEMAMPUAN HINGGA KEKURANGMAMPUAN BERBAHASA

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Development ◽  
Language Disorder ◽  
Applied Linguistics ◽  
Human Beings ◽  
Second Language Development ◽  
The Relationship

Studies on language acquisition become the pillar of Psycholinguistics as a branch of Applied Linguistics that deals with the relationship between human’s thought and language as well as how human beings comprehend, acquire and develop their language. Language acquisition does not merely involve children’s first or second language development, but also temporer language disorder –which does not belong to permanent language disorder. Deviation on language development to some extent gets little attention from psycholinguists. Most references on psychology of language discuss language disorder in general, whereas the current issues on this area are still rarely found. The following article deciphers what and how language acquisition can be done and cannot be completed.

scholarly journals Emotional Competence Mediates the Relationship between Communication Problems and Reactive Externalizing Problems in Children with and without Developmental Language Disorder: A Longitudinal Study

2020 ◽  
Vol 17 (16) ◽  
pp. 6008
Author(s):  
Neeltje P. van den Bedem ◽  
Julie E. Dockrell ◽  
Petra M. van Alphen ◽  
Carolien Rieffe
Keyword(s):  
Emotion Recognition ◽  
Externalizing Problems ◽  
Language Disorder ◽  
Emotional Competence ◽  
Reactive Aggression ◽  
Developmental Language Disorder ◽  
Mediating Role ◽  
Communication Problems ◽  
The Relationship

Language problems are a risk factor for externalizing problems, but the developmental path remains unclear. Emotional competence may mediate the relationship, especially when externalizing problems are reactive in nature, such as in Oppositional Deviant Disorder (ODD) and reactive aggression. We examined the development of reactive and proactive externalizing problems in children with (n = 98) and without (n = 156) Developmental Language Disorder (DLD; age: 8–16 years) over 18 months. Relationships with communicative risk factors (structural, pragmatic and emotion communication) and the mediating role of emotional competence (emotion recognition and anger dysregulation) were examined. Multi-level analyses showed that increasing emotion recognition and decreasing anger dysregulation were longitudinally related to decreasing ODD symptoms in both groups, whereas anger dysregulation was related to more reactive aggression in children with DLD alone. Pragmatic and emotion communication problems were related to more reactive externalizing problems, but these relationships were mediated by emotional competence, suggesting that problems in emotional competence explain the communication problems of children with DLD. Therefore, in addition to interventions for communication skills, there is a need to address the emotional competence of children with DLD, as this decreases the risk for reactive externalizing problems.

scholarly journals Language Skill Mediates the Relationship Between Language Load and Articulatory Variability in Children With Language and Speech Sound Disorders

2018 ◽  
Vol 61 (12) ◽  
pp. 3010-3022 ◽  
Author(s):  
Janet Vuolo ◽  
Lisa Goffman
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Speech Sound ◽  
Apraxia Of Speech ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Retrieval Task ◽  
The Relationship

Purpose The aim of the study was to investigate the relationship between language load and articulatory variability in children with language and speech sound disorders, including childhood apraxia of speech. Method Forty-six children, ages 48–92 months, participated in the current study, including children with speech sound disorder, developmental language disorder (aka specific language impairment), childhood apraxia of speech, and typical development. Children imitated (low language load task) then retrieved (high language load task) agent + action phrases. Articulatory variability was quantified using speech kinematics. We assessed language status and speech status (typical vs. impaired) in relation to articulatory variability. Results All children showed increased articulatory variability in the retrieval task compared with the imitation task. However, only children with language impairment showed a disproportionate increase in articulatory variability in the retrieval task relative to peers with typical language skills. Conclusion Higher-level language processes affect lower-level speech motor control processes, and this relationship appears to be more strongly mediated by language than speech skill.

Pragmatic language disorder and perspective taking in autistic speakers

1997 ◽  
Vol 18 (2) ◽  
pp. 181-198 ◽  
Author(s):  
Joanne Volden ◽  
R. F. Mulcahy ◽  
G. Holdgrafer
Keyword(s):  
Perspective Taking ◽  
Communication Skill ◽  
Language Disorder ◽  
Referential Communication ◽  
Pragmatic Language ◽  
High Functioning ◽  
The Social ◽  
Social Communicative ◽  
The Relationship ◽  
Autistic Population

ABSTRACTThe relationship between pragmatic referential communication skill and the cognitive ability to assess and assume another person's conceptual viewpoint was investigated in the autistic population. Ten high functioning autistic adolescents and young adults were matched for age and sex to normally developing controls and given referential communication and perspectivetaking tasks that had been previously demonstrated to be of comparable complexity. The groups were selected to be similar in terms of language skill.But despite their intact, elementary perspective-taking skills, the autistic subjects displayed significant communicative dysfunction. This suggests that factors other than a deficiency in the development of a “theory of mind” are significant contributors to the social communicative disorder associated with autism.

scholarly journals Intervención musicoterapéutica para mejorar la memoria, atención y lenguaje in niños con dislalia.

2021 ◽  
Vol 30 (2) ◽  
pp. 48-56
Author(s):  
Edenia López-Hernández ◽  
Pamela Acosta-Rodas ◽  
Jorge Cruz-Cárdenas ◽  
Carlos Ramos-Galarza
Keyword(s):  
Music Therapy ◽  
Cognitive Processes ◽  
Mixed Method ◽  
Language Disorder ◽  
Intervention Protocol ◽  
Mixed Method Design ◽  
The Relationship ◽  
Qualitative Phase ◽  
Positive Results ◽  
Therapy Intervention

Dyslalia is a language disorder that is present in a wide percentage of children. This work proposes an intervention protocol in music therapy to improve attention, memory, and language for children with the dyslalia disorder. A confirmatory mixed-method design composed of two studies was conducted: the first included a quantitative and pre-experimental design with a sample of 20 children aged between 5 and 8 years (Mage=6.45, SD=1.23) diagnosed with dyslalia. The second study used a qualitative confirmatory methodology, where participants’ parents and therapists participated. Wepman’s and the initial Luria pre- and post-tests measurements were applied. The results of the pre-experiment found statistically significant improvements in verbal regulation t(19)=-5.03, p=<.001, d=.76, attention t(19)=-5.05, p=<.001, d=.76, and memory t(19)=-2.88, p=.009, d=.55. In the qualitative phase, narratives were found that affirmed the positive results of the pre-experiment. Moreover, data surrounding the benefits of the music therapy intervention protocol in the improvement of cognitive processes and the relationship with previous literature that found positive results with this type of intervention are discussed.

Relationships Between Narrative Language Samples and Norm-Referenced Test Scores in Language Assessments of School-Age Children

2014 ◽  
Vol 45 (4) ◽  
pp. 337-350 ◽  
Author(s):  
Kerry Danahy Ebert ◽  
Cheryl M. Scott
Keyword(s):  
Test Scores ◽  
Language Disorder ◽  
Language Assessment ◽  
School Age Children ◽  
School Age ◽  
Language Tests ◽  
Clinical Records ◽  
The Relationship ◽  
Narrative Language ◽  
Language Sample

Purpose Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment. Method The study is a retrospective analysis of clinical records from 73 school-age children. Participants had completed an oral narrative language sample and at least one norm-referenced language test. Correlations between microstructural language sample measures and norm-referenced test scores were compared for younger (6- to 8-year-old) and older (9- to 12-year-old) children. Contingency tables were constructed to compare the 2 types of tools, at 2 different cutpoints, in terms of which children were identified as having a language disorder. Results Correlations between narrative language sample measures and norm-referenced tests were stronger for the younger group than the older group. Within the younger group, the level of language assessed by each measure contributed to associations among measures. Contingency analyses revealed moderate overlap in the children identified by each tool, with agreement affected by the cutpoint used. Conclusions Narrative language samples may complement norm-referenced tests well, but age combined with narrative task can be expected to influence the nature of the relationship.

scholarly journals Sources of variability in the prospective relation of language to social, emotional, and behaviour problem symptoms: implications for Developmental Language Disorder

2021 ◽  
Author(s):  
Shaun Goh ◽  
Sarah Louise Griffiths ◽  
Courtenay Norbury
Keyword(s):  
Structural Equation ◽  
Structural Equation Models ◽  
Language Disorder ◽  
Survey Design ◽  
Behaviour Problem ◽  
Developmental Language Disorder ◽  
Emotional Symptoms ◽  
Social Emotional ◽  
Wide Range ◽  
The Relationship

Children with developmental language disorder (DLD) are at risk for social, emotional and behavioural (SEB) maladjustment throughout development, though it is unclear if poor language proficiency per se can account for this risk, as associations between language and SEB appear more variable among typical language children. This study investigates whether the relationship between language and SEB problems is stronger at very low levels of language, and considers confounders including socio-economic status, sex and non-verbal intelligence. These are examined using a population-based survey design, including children with a wide range of language and cognitive profiles, and assessed using the Strengths and Difficulties Questionnaire and six standardised language measures (n = 363, weighted n = 6,451). Structural equation models adjusted for prior levels of SEB reveal that the relationship of language at age 5-6 years to SEB at 7-9 years was non-linear. Language more strongly predicted all clusters of SEB at disordered language levels relative to typical language levels; with standardised betas of -0.25 versus 0.03 for behavioural, -0.31 versus -0.04 for peer, and 0.27 versus 0.03 for prosocial, problems. Wald tests between these pairs of betas yielded p-values from .049 to .014. Sex moderated the nonlinear association between language and emotional symptoms. These findings indicate a clinical need to support language development in order to mitigate against problems of SEB, and to carefully monitor the mental health needs of children with DLD, particularly in the context of multiple, and potentially sex-specific, risks.

scholarly journals The Relationship Between Word Learning and Executive Function in Preschoolers With and Without Developmental Language Disorder

2020 ◽  
Vol 63 (7) ◽  
pp. 2293-2307
Author(s):  
Leah L. Kapa ◽  
Jessie A. Erikson
Keyword(s):  
Executive Function ◽  
Word Learning ◽  
Short Term Memory ◽  
Language Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Short Term ◽  
Term Memory ◽  
The Relationship ◽  
Familiar Objects

Purpose The purpose of this study was to examine the relationship between executive functioning and word learning among preschoolers with and without developmental language disorder (DLD). Method Forty-one preschool-age children with DLD were matched to typically developing children on age and sex. Participants were exposed to 10 novel pseudowords, half of which referred to familiar objects and half of which referred to unfamiliar objects. Their ability to produce, recognize, and comprehend the novel words was tested, and they completed executive function tasks measuring sustained selective attention, short-term memory, working memory, inhibition, and shifting. Results Preschoolers with DLD performed worse compared to typically developing peers on all measures of executive function and novel word learning. Both groups showed a relative weakness in producing pseudowords that corresponded with familiar objects versus pseudowords for unknown objects. Executive function accounted for statistically significant variance in word learning beyond group membership, with inhibition as a significant predictor of all word learning outcomes and short-term memory as a significant predictor of novel word comprehension. Executive function explained significant variance in novel word production and recognition even after accounting for variance explained by group differences in IQ and receptive vocabulary. Conclusion Findings replicate previous research reporting deficits in word learning and executive function in children with DLD, indicate that preschoolers are disadvantaged in learning new words for familiar objects, and support a relationship between executive function and word learning for children with and without DLD. Future research should examine the directionality of the relationship between these variables.

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