Journal articles: 'Language impairment'

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Leonard, Laurence B. "Specific Language Impairment Across Languages." Child Development Perspectives 8, no. 1 (November 8, 2013): 1–5. http://dx.doi.org/10.1111/cdep.12053.

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Fatimah, Roudhoh Nur, and Alfi Syahriyani. "PORTRAYAL OF AUTISM IN ATYPICAL FILM: PRAGMATIC LANGUAGE IMPAIRMENT ANALYSIS." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 17, no. 1 (July 27, 2022): 115–28. http://dx.doi.org/10.18860/ling.v17i1.15673.

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This study investigates the portrayal of the autistic character in Atypical film seasons one and two through verbal and non-verbal pragmatic language impairment analysis. The qualitative method and the theory of mind by Attwood and Stemmer Whitaker were employed in the research. This study found that the autistic character in Atypical film made 320 language impairments, including verbal and non-verbal languages. For verbal language impairment, literal interpretations and violation of maxims were frequently found, where the repetitions often occurred. Other quite significant language impairments were monologue, odd prosody, and echolalia. Besides, the idiosyncratic speech was rarely used by the character. For non-verbal pragmatic language impairment, the character mainly utilized clumsy or gauche body language, followed by limited use of gesture and facial expressions, inappropriate facial expressions, and peculiar or stiff gazes. These findings proved that the character of the series was represented as the ASD sufferer with the Asperger syndrome spectrum. Language impairment greatly affected the development of thoughts and how the character adjusted tone and intonation of speech. It was challenging to control verbal language well, so non-verbal communication was often disrupted.

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Flax, Judy F., Teresa Realpe-Bonilla, Linda S. Hirsch, Linda M. Brzustowicz, Christopher W. Bartlett, and Paula Tallal. "Specific Language Impairment in Families." Journal of Speech, Language, and Hearing Research 46, no. 3 (June 2003): 530–43. http://dx.doi.org/10.1044/1092-4388(2003/043).

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Two family aggregation studies report the occurrence and co-occurrence of oral language impairments (LIs) and reading impairments (RIs). Study 1 examined the occurrence (rate) of LI and RI in children with specific language impairment (SLI probands), a matched control group, and all nuclear family members. Study 2 included a larger sample of SLI probands, as well as their nuclear and extended family members. Probands and their family members who met specific criteria were classified as language and/or reading impaired based on current testing. In Study 1, the rates of LI and RI for nuclear family members (excluding probands) were significantly higher than those for control family members. In the SLI families, affected family members were more likely to have both LI and RI than either impairment alone. In Study 2, 68% of the SLI probands also met the diagnostic classification for RI. The language and RI rates for the other family members, excluding probands, were 25% and 23% respectively, with a high degree of co-occurrence of LI and RI (46%) in affected individuals. Significant sex ratio differences were found across generations in the families of SLI probands. There were more male than female offspring in these families, and more males than females were found to have both LIs and RIs. Results demonstrate that when LIs occur within families of SLI probands, these impairments generally co-occur with RIs. Our data are also consistent with prior findings that males show impairments more often than females.

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Friel-Patti, Sandy. "Specific Language Impairment." Topics in Language Disorders 20, no. 1 (November 1999): 1–13. http://dx.doi.org/10.1097/00011363-199911000-00003.

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Systad, Silje, Marit Bjørnvold, Christiane Sørensen, and Solveig-Alma Halaas Lyster. "The Value of Electroencephalogram in Assessing Children With Speech and Language Impairments." Journal of Speech, Language, and Hearing Research 62, no. 1 (January 30, 2019): 153–68. http://dx.doi.org/10.1044/2018_jslhr-l-17-0087.

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Purpose We sought to estimate the prevalence of isolated epileptiform activity (IEA) in children with speech and language impairments and discuss the utility of an electroencephalogram (EEG) in assessing these children. Method We conducted a systematic review and searched for eligible studies in 8 databases. All languages were included, and meta-analyses were performed. Results We found 55 prevalence estimates (8 with control group). The odds of having IEA were 6 times greater for children with speech and language impairments than for typically developing children. The overall pooled prevalence of IEA was 27.3%. A wide variation between the prevalence estimates was, to a certain degree, explained by type of impairment (8.1% in speech impairments, 25.8% in language impairments, and 51.5% in language regression). Sleep EEGs detected a significantly higher prevalence than awake EEGs. Although the presence of epilepsy gave a significantly higher prevalence than if epilepsy was not present, 33.5% of children with language impairment but without epilepsy were found to have IEA in sleep EEGs. Conclusions This systematic review shows that IEA is 6 times more prevalent in children with speech and language impairment than in typically developing children. However, the prevalence rates vary to a great extent. Uncovering IEA will, in addition to information from other clinical assessments, provide a more comprehensive understanding of the child's impairments. We argue that, although EEG is of questionable value when assessing children with speech impairments, sleep EEG could be valuable when assessing children with language impairments and, in particular, children who experience language regression.

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GAGARINA, NATALIA, DALEEN KLOP, IANTHI M. TSIMPLI, and JOEL WALTERS. "Narrative abilities in bilingual children." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 11–17. http://dx.doi.org/10.1017/s0142716415000399.

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The number of bilingual children is growing dramatically all over the world. In 2010 the International Organization of Migration documented 214 million migrants worldwide, many bilingual (Koser & Laczko, 2010). One of the challenges arising from the rapid increase of bilingual children is scientifically grounded assessment of linguistic proficiency in both of a child's languages in various language domains. Assessment in both languages is especially important to avoid misdiagnosis of language impairment. Specific language impairment (SLI) is among the most prevalent impairments, estimated to affect 7%–10% of children entering formal education (Grimm, 2003; Tomblin, Smith, & Zhang, 1997). Assessment tools for bilinguals in both the home language and the majority language are often lacking (for exceptions, see Gagarina, Klassert, & Topaj, 2010; Schulz & Tracy, 2011).

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Casby, Michael W. "Symbolic Play of Children With Language Impairment." Journal of Speech, Language, and Hearing Research 40, no. 3 (June 1997): 468–79. http://dx.doi.org/10.1044/jslhr.4003.468.

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There have been a number of studies that have reported on the symbolic play abilities of children assessed as demonstrating developmental language disorders or specific language impairment. In general, this research has reported significant differences in the symbolic play abilities of children with language impairment and those developing language normally. In most, though interestingly, not all cases, the differences reflected less developed symbolic play of the children with language impairments. It will be argued here that these reported differences should not be interpreted as demonstrative of marked deficits in the general representational or specific symbolic play competence of children with language impairments. It will be argued further that part of the research conducted to date on the symbolic play abilities of children with language impairment has been confounded by the encroachment of language into the research procedures, that the level of play often investigated has not been unquestionably symbolic in nature, and that the actual differences in symbolic play have not been substantial.

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BAIRD, GILLIAN, KATHARINA DWORZYNSKI, VICKY SLONIMS, and EMILY SIMONOFF. "Memory impairment in children with language impairment." Developmental Medicine & Child Neurology 52, no. 6 (October 6, 2009): 535–40. http://dx.doi.org/10.1111/j.1469-8749.2009.03494.x.

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Goral, Mira. "What Can Aphasia Tell Us about How the First-Acquired Language Is Instantiated in the Brain?" Languages 7, no. 4 (November 4, 2022): 283. http://dx.doi.org/10.3390/languages7040283.

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Recent neurolinguistic theories converge on the hypothesis that the languages of multilingual people are processed as one system in the brain. One system for the multiple languages is also at the core of a translanguaging framework of multilingualism—a framework that focuses on each speaker’s complete linguistic repertoire rather than on the separate languages they know. However, evidence from neuroimaging studies suggests at least some nonoverlapping activations of the first-acquired language (L1) and other (non-L1) languages of multilingual people, especially when the age of acquisition and/or levels of proficiency differ across the languages. Neurolinguistic studies of acquired language disorders have demonstrated that in multilingual people who experience language impairments due to brain lesion, L1 may be less impaired or better recovered than non-L1. This paper explores the evidence available to date from the study of acquired language impairment regarding this potential primacy of the first-acquired language. Findings suggest that L1 may be better preserved in many instances of language impairment, challenging the theory of a single system for multiple languages.

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Bruce, Barbro, Gunilla Thernlund, and Ulrika Nettelbladt. "ADHD and language impairment." European Child & Adolescent Psychiatry 15, no. 1 (February 2006): 52–60. http://dx.doi.org/10.1007/s00787-006-0508-9.

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Daggumati, Srihari, Jason E. Cohn, Matthew J. Brennan, Marissa Evarts, Brian J. McKinnon, and Alyssa R. Terk. "Speech and Language Outcomes in Patients with Ankyloglossia Undergoing Frenulectomy: A Retrospective Pilot Study." OTO Open 3, no. 1 (January 2019): 2473974X1982694. http://dx.doi.org/10.1177/2473974x19826943.

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Ankyloglossia is a controversial topic with no standardized treatment guidelines. A retrospective chart review was conducted to identify children who underwent lingual frenulectomy for speech and language impairment. Impairment severity was recorded pre- and postoperatively as mild, mild to moderate, moderate, moderate to severe, or severe. Variables were tested with chi-square analysis for their statistical relationship to improvements in speech and language. Children with preoperative moderate and moderate-to-severe speech and language impairment attained better speech and language outcomes after frenulectomy as compared with children with mild and mild-to-moderate impairment (100% vs 82%, P = .015). Sutured closure after frenulectomy was associated with better speech and language improvements (100% vs 83%, P = .033). One could consider observation of patients with mild and mild-to-moderate speech and language impairments. Sutured closure might result in better improvements in speech and language impairments. This pilot study sheds light on the potential impact of a larger study currently underway.

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Rice, Mabel L., Catherine L. Taylor, Stephen R. Zubrick, Lesa Hoffman, and Kathleen K. Earnest. "Heritability of Specific Language Impairment and Nonspecific Language Impairment at Ages 4 and 6 Years Across Phenotypes of Speech, Language, and Nonverbal Cognition." Journal of Speech, Language, and Hearing Research 63, no. 3 (March 23, 2020): 793–813. http://dx.doi.org/10.1044/2019_jslhr-19-00012.

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Purpose Early language and speech acquisition can be delayed in twin children, a twinning effect that diminishes between 4 and 6 years of age in a population-based sample. The purposes of this study were to examine how twinning effects influence the identification of children with language impairments at 4 and 6 years of age, comparing children with specific language impairment (SLI) and nonspecific language impairment (NLI); the likelihood that affectedness will be shared within monozygotic versus dizygotic twin pairs; and estimated levels of heritability for SLI and NLI. Twinning effects are predicted to result in elevated rates of language impairments in twins. Method The population-based twin sample included 1,354 children from 677 twin pairs, 214 monozygotic and 463 dizygotic, enrolled in a longitudinal study. Nine phenotypes from the same comprehensive direct behavioral assessment protocol were investigated at 4 and 6 years of age. Twinning effects were estimated for each phenotype at each age using structural equation models estimated via diagonally weighted least squares. Heritabilities were calculated for SLI and NLI. Results As predicted, the twinning effect increased the percentage of affected children in both groups across multiple language phenotypes, an effect that diminished with age yet was still not aligned to singleton age peers. Substantial heritability estimates replicated across language phenotypes and increased with age, even with the most lenient definition of affectedness, at −1 SD . Patterns of outcomes differed between SLI and NLI groups. Conclusions Nonverbal IQ is not on the same causal pathway as language impairments. Twinning effects on language acquisition affect classification of 4- and 6-year-old children as SLI and NLI, and heritability is most consistent in the SLI group. Clinical practice requires monitoring language acquisition of twins to avoid misdiagnosis when young or a missed diagnosis of language impairments at school entry.

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Håkansson, Gisela. "Development or impairment?" Applied Psycholinguistics 31, no. 2 (March 11, 2010): 293–97. http://dx.doi.org/10.1017/s0142716409990440.

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Joanne Paradis' Keynote Article on bilingualism and specific language impairment (SLI) is an impressive overview of research in language acquisition and language impairment. Studying different populations is crucial both for theorizing about language acquisition mechanisms, and for practical purposes of diagnosing and supporting children with language problems. If the child is a second language (L2) learner it is assumed that the support should differ from the kind of language therapy given to children with language disorders. The article deals with the interface of bilingual development and child language disorders in two dimensions: the discussion concerns the disentangling of bilingual and L2 development from children with SLI, as well as monolingual and bilingual children with diagnosis of SLI. Traditionally, discussions of language impairments have only dealt with children in monolingual environments, but during the last decades an increasing number of studies have extended the analyses to bilingual populations. Contrary to expectations, grammatical development of monolingual children with SLI has been found to be more similar to L2 children than to monolingual first language (L1) children (e.g., Crago & Paradis, 2003; Grüter, 2005; Håkansson & Nettelbladt, 1993, 1996; Paradis & Crago, 2000). These findings are intriguing, and they have inspired new research on both bilingualism and language impairment.

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Rudolph, Johanna M., and Laurence B. Leonard. "Early Language Milestones and Specific Language Impairment." Journal of Early Intervention 38, no. 1 (March 2016): 41–58. http://dx.doi.org/10.1177/1053815116633861.

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Mills, Debra L., and Helen J. Neville. "Electrophysiological studies of language and language impairment." Seminars in Pediatric Neurology 4, no. 2 (June 1997): 125–34. http://dx.doi.org/10.1016/s1071-9091(97)80029-0.

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SIMON-CEREIJIDO, GABRIELA, and VERA F. GUTIÉRREZ-CLELLEN. "Spontaneous language markers of Spanish language impairment." Applied Psycholinguistics 28, no. 2 (March 1, 2007): 317–39. http://dx.doi.org/10.1017/s0142716407070166.

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Spanish-speaking (SS) children with language impairment (LI) present with deficits in morphology and verb argument structure. These language areas may be useful for clinical identification of affected children. This study aimed to evaluate the discrimination accuracy of spontaneous language measures with SS preschoolers to tease out what combination of grammatical measure(s) were responsible for the LI deficits, and to determine the role of verb argument structure and syntactic complexity in identifying SS children with LI. Two sets of experiments were conducted on the spontaneous language samples of SS preschoolers with and without LI using discriminant function analyses. The study found that (a) mean length of utterance in words (MLUW) and ungrammaticality index in combination are fair to good discriminators of preschoolers with LI; (b) a morphology model combining correct use of articles, verbs, and clitics fairly discriminates LI children but may miss children whose language has limited syntactic complexity; and (c) semantic–syntactic complexity measures, such as MLUW, theme argument omissions, and ditransitive verb use, should be considered in the assessment of Spanish LI. The children who were bilingual and Spanish dominant in the study were classified as accurately as the Spanish-only children.

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Moyle, Jayne, Stephanie F. Stokes, and Thomas Klee. "Early Language Delay and Specific Language Impairment." Developmental Disabilities Research Reviews 17, no. 2 (November 2011): 160–69. http://dx.doi.org/10.1002/ddrr.1110.

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Theodorou, Eleni, Maria Kambanaros, and Kleanthes K. Grohmann. "Specific language impairment in Cypriot Greek." Linguistic Variation 13, no. 2 (December 31, 2013): 217–36. http://dx.doi.org/10.1075/lv.13.2.04the.

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Investigating children’s language skills in their native variety is of paramount importance. Clinical practices cannot be based on findings from languages or varieties which have different properties. This paper, after demonstrating the importance of investigating Specific Language Impairment (SLI) in Cyprus, assesses the feasibility of existing language assessments in Standard Modern Greek for the diagnosis of SLI in the Greek Cypriot context, for the children’s native variety of Cypriot Greek. In total, 16 children with SLI (5 to 9 years) and 22 age-matched typically language developing children participated in this study. However, given that not all stimuli in the Standard Greek versions were appropriate for Cypriot Greek-speaking children and because of cultural differences, the tools were adapted. Results showed that the assessment tools can accurately identify children with SLI from typically language developing peers with sensitivity and specificity when the comparison is between children that use the same variety. Keywords: acquisition; bilectalism; diagnosis; sensitivity; specificity

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Sherman, Victoria, Rosemary Martino, Ishvinder Bhathal, Gabrielle DeVeber, Nomazulu Dlamini, Daune MacGregor, Elizabeth Pulcine, Deryk S. Beal, Kevin E. Thorpe, and Mahendranath Moharir. "Swallowing, Oral Motor, Motor Speech, and Language Impairments Following Acute Pediatric Ischemic Stroke." Stroke 52, no. 4 (April 2021): 1309–18. http://dx.doi.org/10.1161/strokeaha.120.031893.

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Background and Purpose: Following adult stroke, dysphagia, dysarthria, and aphasia are common sequelae. Little is known about these impairments in pediatric stroke. We assessed frequencies, co-occurrence and associations of dysphagia, oral motor, motor speech, language impairment, and caregiver burden in pediatric stroke. Methods: Consecutive acute patients from term birth-18 years, hospitalized for arterial ischemic stroke (AIS), and cerebral sinovenous thrombosis, from January 2013 to November 2018 were included. Two raters reviewed patient charts to detect documentation of in-hospital dysphagia, oral motor dysfunction, motor speech and language impairment, and caregiver burden, using a priori operational definitions for notation and assessment findings. Other variables abstracted included demographics, preexisting conditions, stroke characteristics, and discharge disposition. Impairment frequencies were obtained by univariate and bivariate analysis and associations by simple logistic regression. Results: A total of 173 patients were stratified into neonates (N=67, mean age 2.9 days, 54 AIS, 15 cerebral sinovenous thrombosis) and children (N=106, mean age 6.5 years, 73 AIS, 35 cerebral sinovenous thrombosis). Derived frequencies of impairments included dysphagia (39% neonates, 41% children); oral motor (6% neonates, 41% children); motor speech (37% children); and language (31% children). Common overlapping impairments included oral motor and motor speech (24%) and dysphagia and motor speech (23%) in children. Associations were found only in children between stroke type (AIS over cerebral sinovenous thrombosis) and AIS severity (more severe deficit at presentation) for all impairments except feeding impairment alone. Caregiver burden was present in 58% patients. Conclusions: For the first time, we systematically report the frequencies and associations of dysphagia, oral motor, motor speech, and language impairment during acute presentation of pediatric stroke, ranging from 30% to 40% for each impairment. Further research is needed to determine long-term effects of these impairments and to design standardized age-specific assessment protocols for early recognition following stroke.

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Ash, Andrea C., and Sean M. Redmond. "Using Finiteness as a Clinical Marker to Identify Language Impairment." Perspectives on Language Learning and Education 21, no. 4 (November 2014): 148–58. http://dx.doi.org/10.1044/lle21.4.148.

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Intervention rates for children with language impairments vary widely across reports. Unfortunately, many language tests focus on areas of language that are not problematic for children with language impairments (LI). Over twenty years of research supports limitations in finiteness as a clinical marker of LI. However, speech language pathologists (SLPs) have been reluctant to include assessments of finiteness in clinical decisions for young school-age children. This article addresses the operational definition of finiteness which may have created a barrier to its clinical use. We recommend that SLPs include the Test of Early Grammatical Impairment as a primary measure of finiteness for identifying language impairment in children between 3 and 8 years of age because of its clinical flexibility and high levels of sensitivity and specificity.

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EBERT, KERRY DANAHY, GIANG PHAM, and KATHRYN KOHNERT. "Lexical profiles of bilingual children with primary language impairment." Bilingualism: Language and Cognition 17, no. 4 (March 10, 2014): 766–83. http://dx.doi.org/10.1017/s1366728913000825.

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This study used lexical tasks to examine associations between languages, tasks, and age in bilingual children with primary language impairment. Participants (n = 41, mean age 8;8 years) lived in the United States, spoke primarily Spanish (L1) at home and English (L2) at school, and were identified with moderate to severe impairments in both languages. A total of eight tasks (four in each language) measured breadth of vocabulary knowledge (receptive and expressive vocabulary) and aspects of lexical processing (rapid automatic naming and nonword repetition). Correlational analyses revealed older children outperformed younger children on lexical tasks in L2 but not L1, as well as relative L2 dominance for most individuals and tasks. Positive associations were found between languages on processing-based tasks but not vocabulary measures. Findings were consistent with literature on typical bilingual learners, albeit with a notable increased risk of plateau in L1 growth. Results are interpreted within a Dynamic Systems framework.

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Kohnert, Kathryn, and Kerry Danahy Ebert. "Beyond morphosyntax in developing bilinguals and “specific” language impairment." Applied Psycholinguistics 31, no. 2 (March 11, 2010): 303–10. http://dx.doi.org/10.1017/s0142716409990464.

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In the Keynote Article, “The Interface Between Bilingual Development and Specific Language Impairment,” Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational (domain-specific) and limited processing capacity (LPC; domain-general) theories of language impairment. We agree with Paradis that studies that systematically and simultaneously investigate the behavioral profile of dual-language learners and children with language impairment are of significant theoretical and practical value. In our commentary we aim to broaden the behavioral profile to be considered in these populations, beyond the level of morphosyntax. In line with this aim we use the term primary language impairment (PLI) for the same population referred to as SLI by Paradis.

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TALLAL, PAULA, and APRIL A. BENASICH. "Developmental language learning impairments." Development and Psychopathology 14, no. 3 (August 20, 2002): 559–79. http://dx.doi.org/10.1017/s0954579402003097.

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Developmental language learning impairments (LLI) are one of the most prevalent of all developmental disabilities, can occur in children for a wide variety of reasons, and have been shown to co-occur frequently with other developmental social, emotional and behavioral disorders, as well as with academic achievement problems. Research pertaining to developmental LLI of unknown origin, with an emphasis on the continuum between oral and written language impairment, is the focus of this review. Given the complexity of language learning, research has focused on multiple levels of analysis, including linguistic, neuropsychological, genetic, neurobiological, and remediation studies. To date, the vast majority of data on LLI derive from studies focused on a single level of analysis. Although attempts have been made to integrate data across studies and multiple levels of analysis, this has proven to be problematic, given the heterogeneity of the subject populations used to study LLI, as well as the differences in ages, degree of impairment, and types of impairment included in each study. Given that LLI is a complex developmental disability, it is suggested that future research would benefit from taking a multiple levels of analysis approach with the same individuals, incorporating mathematical models designed to analyze dynamically changing complex systems, and studying individual differences in language learning, prospectively and longitudinally, throughout the most dynamic stages of the process.

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Walsh, Irene, Julie Regan, Rebecca Sowman, Brian Parsons, and A. Paula McKay. "A needs analysis for the provision of a speech and language therapy service to adults with mental health disorders." Irish Journal of Psychological Medicine 24, no. 3 (September 2007): 89–93. http://dx.doi.org/10.1017/s0790966700010375.

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AbstractObjectives: To examine a sample of adults with mental health disorders attending at an area psychiatric service, for the presence of impairments in language, communication and swallowing, using a test battery administered by speech and language therapists.Method: The study surveyed a randomly selected sample (n = 60) of patients from an acute psychiatric inpatient unit and associated community services, using several standardised measures of language, communication and swallowing.Results: On this test battery, over 80% (50/60) of subjects studied demonstrated impairment in language; while over 60% (37/60) presented with impairment in communication and discourse. Over 30% (18/58) of subjects assessed showed some impairment in swallowing.Conclusion: Use of this test battery confirmed the presence of language, communication and swallowing impairments in many patients in this sample of attenders at a general psychiatry service. We suggest that this study provides evidence for a (currently unmet) need for specialist speech and language therapy assessment and support among this patient population.

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Stopar, Andrej, and Gašper Ilc. "Language Impairment and Generative Analysis." ELOPE: English Language Overseas Perspectives and Enquiries 1, no. 1-2 (December 31, 2004): 47–60. http://dx.doi.org/10.4312/elope.1.1-2.47-60.

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This article deals with different types of language impairment from the perspective of generative grammar. The paper focuses on syntactic deficiencies observed in aphasic and SLI (specific language impairment) patients. We show that the observed ungrammatical structures do not appear in a random fashion but can be predicted by that theory of universal sentence structure which posits a strict hierarchy of its constituent parts. The article shows that while the hierarchically lower elements remain unaffected, the higher positions in the hierarchy show various degrees of syntactic impairment. The paper supports the implementation of recent developments in the field of generative grammar with the intention of encouraging further theoretical, experimental and therapeutic research in the field.

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Millichap, J. Gordon. "EEG in Specific Language Impairment." Pediatric Neurology Briefs 22, no. 11 (November 1, 2008): 86. http://dx.doi.org/10.15844/pedneurbriefs-22-11-7.

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Millichap, J. Gordon. "Language Impairment and Arachnoid Cysts." Pediatric Neurology Briefs 26, no. 2 (February 1, 2012): 15. http://dx.doi.org/10.15844/pedneurbriefs-26-2-10.

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Azambuja, Mariana Jardim, Marcia Radanovic, Mônica Santoro Haddad, Carla Cristina Adda, Egberto Reis Barbosa, and Letícia Lessa Mansur. "Language impairment in Huntington's disease." Arquivos de Neuro-Psiquiatria 70, no. 6 (June 2012): 410–15. http://dx.doi.org/10.1590/s0004-282x2012000600006.

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Language alterations in Huntington's disease (HD) are reported, but their nature and correlation with other cognitive impairments are still under investigation. This study aimed to characterize the language disturbances in HD and to correlate them to motor and cognitive aspects of the disease. We studied 23 HD patients and 23 controls, matched for age and schooling, using the Boston Diagnostic Aphasia Examination, Boston Naming Test, the Token Test, Animal fluency, Action fluency, FAS-COWA, the Symbol Digit Modalities Test, the Stroop Test and the Hooper Visual Organization Test (HVOT). HD patients performed poorer in verbal fluency (p<0.0001), oral comprehension (p<0.0001), repetition (p<0.0001), oral agility (p<0.0001), reading comprehension (p=0.034) and narrative writing (p<0.0001). There was a moderate correlation between the Expressive Component and Language Competency Indexes and the HVOT (r=0.519, p=0.011 and r=0.450, p=0.031, respectively). Language alterations in HD seem to reflect a derangement in both frontostriatal and frontotemporal regions.

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Nasir, J., W. Cohen, H. Cowie, A. Maclean, J. Watson, J. Seckl, and A. O'Hare. "Genetics of specific language impairment." Prostaglandins, Leukotrienes and Essential Fatty Acids (PLEFA) 63, no. 1-2 (July 2000): 101–7. http://dx.doi.org/10.1054/plef.2000.0199.

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Lely, Heather K. J. van der, and David Howard. "Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 36, no. 6 (December 1993): 1193–207. http://dx.doi.org/10.1044/jshr.3606.1193.

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This study is concerned with characteristics of short-term memory (STM) in children with specific language impairment (SLI). The linguistic requirements of the test procedure, the characteristics of the test materials, and the development of linguistic representations were considered. Two experimental tasks were used: a verbal-repetition and a picture-pointing procedure. The tasks used auditory presentation and were designed to explore different underlying processes during immediate recall. The linguistic characteristics of the test materials were designed to explore the influence of semantic, lexical, and phonological factors on STM. Six SLI children (aged 6:1 to 9:6) (years:months) were individually matched on comprehension and expression of language to 17 younger children (age 3:4 to 6:5). Both groups were differentially influenced by the materials as a function of the test procedure. In general, both group and individual analyses found no significant difference between the performance of the SLI children and language-age (LA) controls. The implications of the results in relation to previous findings from investigations of STM and the underlying cause of SLI in children are discussed.

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Hansson, Kristina, Ulrika Nettelbladt, and Laurence B. Leonard. "Specific Language Impairment in Swedish." Journal of Speech, Language, and Hearing Research 43, no. 4 (August 2000): 848–64. http://dx.doi.org/10.1044/jslhr.4304.848.

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Several competing proposals have been offered to explain the grammatical difficulties experienced by children with specific language impairment (SLI). In this study, the grammatical abilities of Swedish-speaking children with SLI were examined for the purpose of evaluating these proposals and offering new findings that might be used in the development of alternative accounts. A group of preschoolers with SLI showed lower percentages of use of present tense copula forms and regular past tense inflections than normally developing peers matched for age and younger normally developing children matched for mean length of utterance (MLU). Word order errors, too, were more frequent in the speech of the children with SLI. However, these children performed as well as MLU-matched children in the use of present tense inflections and irregular past forms. In addition, the majority of their sentences containing word order errors showed appropriate use of verb morphology. None of the competing accounts of SLI could accommodate all of the findings. In particular, these accounts—or new alternatives —must develop provisions to explain both the earlier acquisition of present tense inflections than past tense inflections and word order errors that seem unrelated to verb morphology.

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Botting, Nicola, and Gina Conti-Ramsden. "Pragmatic Language Impairment without Autism." Autism 3, no. 4 (December 1999): 371–96. http://dx.doi.org/10.1177/1362361399003004005.

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Spaulding, Tammie J., Elena Plante, and Kimberly A. Farinella. "Eligibility Criteria for Language Impairment." Language, Speech, and Hearing Services in Schools 37, no. 1 (January 2006): 61–72. http://dx.doi.org/10.1044/0161-1461(2006/007).

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Grohmann, Kleanthes K. "Introducing language development and impairment." Linguistic Variation 13, no. 2 (December 31, 2013): vii—xii. http://dx.doi.org/10.1075/lv.13.2.001gro.

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Westbury, Chris. "Assessing language impairment in aphasia." Mental Lexicon 5, no. 3 (December 31, 2010): 300–323. http://dx.doi.org/10.1075/ml.5.3.03wes.

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Language is complicated and so, therefore, is language assessment. One complication is that there are many reasons to undertake language assessments, each of which may have different methods and goals. In this article I focus on the specific difficulties faced in aphasia assessment, the assessment of acquired language deficits. As might be expected, the history of aphasia assessment closely mirrors the history of our understanding of the neurological underpinnings of language. Early assessment was based on classical disconnection theories, dating from the 19th century, that conceptualized language as consisting of independent connected modality-specific language centers that could be disconnected by brain damage. Although these models were recognized early on as being too simplistic, aphasia assessment instruments followed the models until quite recently due to the lack of any fully specified alternative language model. It was only in the 1990s, after aphasiology had come increasingly under the influence of experimental psycholinguistics, that attempts were made to create aphasia assessment instruments that did not explicitly follow disconnection models. The most successful of these is the Psycholinguistic Assessment of Language Processing in Aphasia (PALPA; Kay, Coltheart, & Lesser, 1992). These psycholinguistically influenced instruments conceptualize language as a complex multi-dimensional system consisting of many partially independent sub-systems that may be compromised to a greater or lesser degree. Aphasia assessment instruments become longer and more detailed as a reflection of our growing understanding of the complexity of the language system. As they do, the problem of collating and integrating assessment information becomes more intractable. The future of aphasia assessment will require increasing automation to deal with the large amounts of information that must now be synthesized to fully characterize an individual deficit. I discuss recent attempts to computerize aphasia assessment and what benefits they can offer over traditional pencil-and-paper instruments.

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Marinis, Theodoros, Sharon Armon-Lotem, and George Pontikas. "Language impairment in bilingual children." Linguistic Approaches to Bilingualism 7, no. 3-4 (July 21, 2017): 265–76. http://dx.doi.org/10.1075/lab.00001.mar.

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Im-Bolter, Nancie, and Nancy J. Cohen. "Language Impairment and Psychiatric Comorbidities." Pediatric Clinics of North America 54, no. 3 (June 2007): 525–42. http://dx.doi.org/10.1016/j.pcl.2007.02.008.

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Gopnik, Myrna. "Familial language impairment: The evidence." Behavioral and Brain Sciences 19, no. 4 (December 1996): 635–36. http://dx.doi.org/10.1017/s0140525x00043351.

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AbstractMüller argues that general cognitive skills and linguistic skills are not necessarily independent. However, cross-linguistic evidence from an inherited specific language disorder affecting productive rules suggests significant degrees of modularity, innateness, and universality of language. Confident claims about the overall nature of such a complex system still await more interdisciplinary research.

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davidoff, jules, and claudio luzzatti. "language impairment and colour categories." Behavioral and Brain Sciences 28, no. 4 (August 2005): 494–95. http://dx.doi.org/10.1017/s0140525x05280081.

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goldstein (1948) reported multiple cases of failure to categorise colours in patients that he termed amnesic or anomic aphasics. these patients have a particular difficulty in producing perceptual categories in the absence of other aphasic impairments. we hold that neuropsychological evidence supports the view that the task of colour categorisation is logically impossible without labels.

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Windsor, Jennifer, Rochelle L. Milbrath, Edward J. Carney, and Susan E. Rakowski. "General Slowing in Language Impairment." Journal of Speech, Language, and Hearing Research 44, no. 2 (April 2001): 446–61. http://dx.doi.org/10.1044/1092-4388(2001/036).

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Although the general slowing hypothesis of language impairment (LI) is well established, the conventional method to test the hypothesis is controversial. This paper compares the usual method, ordinary least squares regression (OLS), with another method, hierarchical linear modeling with random coefficients (HLM). The analyses used available response time (RT) data from studies of perceptual-motor, cognitive, and language skills of LI and chronological-age-matched (CA) groups. The data set included RT measures from 25 studies investigating 20 different tasks (e.g., auditory detection, mental rotation, and word recognition tasks). OLS and HLM analyses of the RT data yielded very different results. OLS supported general slowing for the LI groups, and indicated that they were significantly slower than CA groups across studies by an overall estimate of 10%. HLM indicated a larger average extent of LI slowing (18%). However, the variability around this average was much greater than that yielded by OLS, and the extent of slowing was not statistically significant. Importantly, HLM showed a significant difference in the RT relation between LI and CA groups across studies, indicating that study-specific slowing, rather than general slowing across studies, was present. A separate HLM analysis of two types of language tasks, picture naming and word recognition, was performed. Although the extent of slowing was equivalent across these tasks, the slowing was minimal (2%) and not significant. Methodological limitations of each analysis to assess general slowing are highlighted.

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Goorhuis-Brouwer, S. M., and B. J. Wijnberg-Williams. "Specificity of Specific Language Impairment." Folia Phoniatrica et Logopaedica 48, no. 6 (1996): 269–74. http://dx.doi.org/10.1159/000266421.

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Lewis, Fiona M., Leonard L. Lapointe, Bruce E. Murdoch, and Helen J. Chenery. "Language impairment in Parkinson's disease." Aphasiology 12, no. 3 (March 1998): 193–206. http://dx.doi.org/10.1080/02687039808249446.

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Westby, Carol. "Relative Clauses and Language Impairment." Word of Mouth 27, no. 2 (October 13, 2015): 9–11. http://dx.doi.org/10.1177/1048395015607466c.

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Westby, Carol. "Language Impairment and Working Memory." Word of Mouth 29, no. 5 (May 2018): 1–5. http://dx.doi.org/10.1177/1048395018772844.

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van Gaalen, Judith, Bert J. M. de Swart, Judith Oostveen, Simone Knuijt, Bart P. C. van de Warrenburg, and Berry H. P. H. Kremer. "Language impairment in cerebellar ataxia." Movement Disorders 29, no. 10 (March 6, 2014): 1307–12. http://dx.doi.org/10.1002/mds.25854.

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Rice, Mabel L. "Language growth and genetics of specific language impairment." International Journal of Speech-Language Pathology 15, no. 3 (April 25, 2013): 223–33. http://dx.doi.org/10.3109/17549507.2013.783113.

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Wales, Roger. "Jumping to Conclusions: “Language Loss” Versus “Language Impairment”." Cortex 42, no. 6 (January 2006): 831–37. http://dx.doi.org/10.1016/s0010-9452(08)70425-8.

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Bishop, Dorothy V. M. "Specific language impairment as a language learning disability." Child Language Teaching and Therapy 25, no. 2 (June 2009): 163–65. http://dx.doi.org/10.1177/0265659009105889.

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Leonard, Laurence B. "Language learnability and specific language impairment in children." Applied Psycholinguistics 10, no. 2 (June 1989): 179–202. http://dx.doi.org/10.1017/s0142716400008511.

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ABSTRACTTheories of language learnability have focused on “normal” language development, but there is a group of children, termed “specifically language-impaired,” for whom these theories are also appropriate. These children present an interesting learnability problem because they develop language slowly, the intermediate points in their development differ in certain respects from the usual developmental stages, and they do not always achieve the adult level of language functioning. In this article, specifically language-impaired children are treated as normal learners dealing with an input that is distorted in principled ways. When the children are viewed from this perspective, Pinker's (1984) theory can account for many of the features of their language.

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Ellis, Erica M., and Donna J. Thal. "Early Language Delay and Risk for Language Impairment." Perspectives on Language Learning and Education 15, no. 3 (October 2008): 93–100. http://dx.doi.org/10.1044/lle15.3.93.

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Abstract Clinicians are often faced with the difficult task of deciding whether a late talker shows normal variability or has a clinically significant language disorder. This article provides an overview of research investigating identification, characteristics, outcomes, and predictors of late talkers. Clinical implications for speech-language pathologists in the identification and treatment of children who are late talkers are discussed.

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Journal articles on the topic 'Language impairment'

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