Comprehension monitoring in language-disordered children: a preliminary investigation of cognitive and linguistic factors

This study provided a preliminary investigation of the relative influence of cognitive and communicative factors in comprehension monitoring. This question was approached by studying language-disordered (LD) children for whom these abilities are presumably dissociated. Their performance on an ambiguity detection task was compared to that of two groups of control children, one matched for comprehension level and the other for cognitive level. Results revealed that LD children performed similarly to the control children who were matched for level of comprehension. The LD children's performance was examined along a continuum of the relative influence of cognitive and communicative factors, given that neither type of factor alone could sufficiently account for effective comprehension monitoring. It was concluded that communicative factors, both active primary comprehension and social communicative knowledge, had a stronger influence than the cognitive factors in our particular comprehension monitoring task.     

Phonological representations in children with SLI: a study of French.

The present research examined the quality of the phonological representations of French children with specific language impairment (SLI) and those with normal language development (NLD). Twenty-five children with SLI and 50 children with NLD matched on lexical age level participated in an auditory lexical decision task. The observations gathered in our study can be summarized as follows. First, children with a higher receptive lexical level performed better, and this was true both for children with NLD and children with SLI. Second, both children with NLD and those with SLI were more likely to reject pseudowords resulting from a modification affecting the number of syllables of a word than pseudowords resulting from a slight modification with the number of syllables unchanged. This difference, however, was greater for the children with SLI, who appeared to have much difficulty rejecting pseudowords resulting from slight modifications. Finally, the performance of children with SLI was particularly poor when presented with pseudowords resulting from a slight modification at the beginning or the end of a word. These findings are interpreted as supporting the hypothesis of an under-specification of phonological representations in children with SLI.     

The GMC project: some linguistic and cognitive characteristics of a population of hearing-impaired children

In this paper, some developmental characteristics of a population of hearing-impaired children are described. The 79 children described are all those born in Greater Manchester in the years 1977-1980 with a mean bilateral sensorineural hearing loss of 25 dB HL or more in the better ear and without additional handicaps or bilingualism in the home. The subjects attended clinics in which comprehensive monitoring of their development was carried out by means of audiological, psychological and linguistic testing and video-recordings of mother-child interaction. In this cross-sectional study of their first clinic attendance at the ages of between 3 and 7, the measures used to define their levels of language ability and intelligence are described. As a means of dealing with the wide range of values, the children were blocked into groups according to their spontaneous language level and the results are reported groupwise.     

Lexical representations in children with SLI: evidence from a frequency-manipulated gating task.

PURPOSE: This study investigated lexical representations of children with specific language impairment (SLI) and typically developing, chronological age-matched (CA) peers on a frequency-manipulated gating task. The study tested the hypothesis that children with SLI have holistic phonological representations of words, that is, that children with SLI would exhibit smaller effects of neighborhood density on gating durations than CA peers and that children with SLI would be as efficient as CA peers in accessing high-frequency words but that they would differ from their age-matched peers in accessing low-frequency words. METHOD: Thirty-two children (ages 8;5-12;3 [years;months]) participated: 16 children with SLI and 16 typically developing peers matched on age and nonverbal IQ. Children's word guesses after different gating durations were investigated. RESULTS: Contrary to predictions, no group differences in effects of distributional regularity were found: Children in both groups required equally longer acoustic chunks to access words that were low in frequency and came from dense neighborhoods. However, children with SLI appeared to vacillate between multiple word candidates at significantly later gates when compared with children in the CA group. CONCLUSIONS: Children with SLI did not exhibit evidence for phonologically holistic lexical representations. Instead, they appeared more vulnerable to competing words.     

Estimating familial loading in SLI: a comparison of direct assessment versus parental interview.

PURPOSE: Two approaches commonly used for estimating prevalence of language disorders in families were compared. The 1st involved examining a subset of language items from an investigator-based interview used to record parental information on the language and literacy difficulties in relatives. The 2nd was the direct assessment of ability in immediate family using a battery of standardized verbal ability, language, and literacy assessments. METHOD: Using these 2 methods, the prevalence of language and literacy disorders was investigated in the immediate family (n=271) of 93 children with a history of SLI (mean age 13;11 years). RESULTS: The overall proportion of relatives with reported language or literacy difficulty was similar for both methods (34.5% for reported difficulties compared with 35% on direct assessment). The present study further explored maternal, paternal, and sibling prevalence rates and strength of agreement between parental interview and direct assessment. When a low cutoff score was used, good agreement (of true negatives and true positives) for reading and spelling difficulties and expressive language between the 2 types of case identification method was found. CONCLUSIONS: Parents can be effective identifiers when the impairment is severe (below 2 SDs from the population mean). Poor agreement was observed between report and assessment of receptive language difficulties.     

Tense and temporality: a comparison between children learning a second language and children with SLI.

This study compares the morphosyntax of children with SLI to the morphosyntax of children acquiring a second language (L2) to determine whether the optional infinitive phenomenon (M. Rice, K. Wexler, & P. Cleave, 1995; K. Wexler, 1994) is evident in both learner groups and to what extent cross-learner similarities exist. We analyzed spontaneous production data from French-speaking children with SLI, English-speaking L2 learners of French, and French-speaking controls, all approximately 7 years old. We examined the children's use of tense morphology, temporal adverbials, agreement morphology, and distributional contingencies associated with finiteness. Our findings indicate that the use of morphosyntax by children with SLI and by L2 children has significant similarities, although certain specific differences exist. Both the children with SLI and the L2 children demonstrate optional infinitive effects in their language use. These results have theoretical and clinical relevance. First, they suggest that the characterization of the optional infinitive phenomenon in normal development as a consequence of very early neurological change may be too restrictive. Our data appear to indicate that the mechanism underlying the optional infinitive phenomenon extends to normal (second) language learning after the primary acquisition years. Second, they indicate that tense-marking difficulty may not be an adequate clinical marker of SLI when comparing children with impairment to both monolingual and bilingual peers. A more specific clinical marker would be more effective in diagnosing disordered populations in a multilingual context.     

Frequency discrimination deficits in people with specific language impairment: reliability, validity, and linguistic correlates.

The reliability and validity of a frequency discrimination (FD) task were tested in 16 people with specific language impairment (SLI) and 16 people with normal spoken language (controls). The FD thresholds of the 2 groups indicated that FD thresholds for 25-ms and 250-ms tones were remarkably stable across 18 months. The FD thresholds were lower for control listeners than for listeners with SLI for both duration conditions, and the FD thresholds for both groups of listeners were lower for 250-ms tones than for 25-ms tones. Moreover, the FD thresholds were influenced little by nonperceptual, task-related abilities (e.g., paired-associative learning, memory for temporal order, sustained attention, and control of attention) of the listener groups. The significant group difference between the mean FD thresholds of the SLI and control groups was explained by a subgroup of people with SLI who had particularly poor thresholds compared with those of controls and the majority of the SLI group. This subgroup did not differ from the remainder of the SLI sample in terms of age or nonverbal ability but was characterized by very poor reading that was associated with poor phonemic awareness.     

Basic auditory processing skills and specific language impairment: a new look at an old hypothesis.

PURPOSE: To explore the sensitivity of children with specific language impairment (SLI) to amplitude-modulated and durational cues that are important for perceiving suprasegmental speech rhythm and stress patterns. METHOD: Sixty-three children between 7 and 11 years of age were tested, 21 of whom had a diagnosis of SLI, 21 of whom were matched for chronological age to the SLI sample, and 21 of whom were matched for language age to the SLI sample. All children received a battery of nonspeech auditory processing tasks along with standardized measures of phonology and language. RESULTS: As many as 70%-80% of children diagnosed with SLI were found to perform below the 5th percentile of age-matched controls in auditory processing tasks measuring sensitivity to amplitude envelope rise time and sound duration. Furthermore, individual differences in sensitivity to these cues predicted unique variance in language and literacy attainment, even when age, nonverbal IQ, and task-related (attentional) factors were controlled. CONCLUSION: Many children with SLI have auditory processing difficulties, but for most children, these are not specific to brief, rapidly successive acoustic cues. Instead, sensitivity to durational and amplitude envelope cues appear to predict language and literacy outcomes more strongly. This finding now requires replication and exploration in languages other than English.     

Production of English finite verb morphology: a comparison of SLI and mild-moderate hearing impairment.

The performance on production of finite verb morphology of 19 children (ages 5;9-10;7) with mild-moderate sensorineural hearing impairment (SNH) was compared with that of 14 children with specific language impairment (SLI) (ages 7;2-10;9) and age-matched and language-matched control groups. On average, the SNH group outperformed the SLI group and was comparable to controls. However, a subset of the SNH group (n = 6) was impaired on one or both of these tasks. Degree of hearing loss or age of receiving hearing aids was not directly related to performance, but other language measures were. The subset was also significantly younger than the rest of the SNH group, suggesting that acquisition of finite verb morphology may be delayed in children with hearing impairments. Verb regularity had no effect on performance of any group, but word frequency and phonological complexity did exert an influence. The findings are discussed in relation to causative theories of SLI.     

Intervention for verb argument structure in children with persistent SLI: a randomized control trial.

PURPOSE: The authors aimed to establish whether 2 theoretically motivated interventions could improve use of verb argument structure in pupils with persistent specific language impairment (SLI). METHOD: Twenty-seven pupils with SLI (ages 11;0-16;1) participated in this randomized controlled trial with "blind" assessment. Participants were randomly assigned to 1 of 3 therapy groups: syntactic-semantic, semantic, and control. All pupils received 9 weekly half-hour individual therapy sessions. They were assessed on a specifically designed video test pretherapy, posttherapy, and at follow-up. RESULTS: Pupils receiving the syntactic-semantic and semantic therapies made significant progress (d>1.0), which was maintained at follow-up and generalized to control verbs. Both therapies improved linking of arguments to syntax, and the syntactic-semantic therapy tended to increase use of optional arguments. Pupils receiving the control therapy made no progress. CONCLUSION: Both methods of argument structure therapy were effective. Comparisons of their effectiveness in specific areas led to the hypotheses that the pupils' initial difficulties with linking resulted from ill-defined semantic representations, whereas their limited use of arguments may have resulted from syntactic difficulties. When therapy is theoretically grounded, it can inform theories, be time limited, and be effective for older children with SLI.     

Balancing bilinguals: lexical-semantic production and cognitive processing in children learning Spanish and English.

The present study investigated developmental changes in lexical production skills in early sequential bilinguals, in both Spanish (L1) and English (L2), exploring the effects of age, years of experience, and basic-level cognitive processing (specifically the ability to resist interference) within a timed picture-naming task. To assess resistance to interference, naming was compared in low competition (blocked-single language) vs. high competition (mixed-alternating language) conditions. Participants were 100 individuals, 20 at each of 5 different age levels (5-7, 8-10, 11-13, 14-16, & young adults). All had learned Spanish as a first language in the home, with formal English experience beginning at 5 years. Gains were made in both languages across age. However, there was a developmental crossover from Spanish dominance in the youngest children, through a period of relatively balanced Spanish and English skills in middle childhood, culminating in a clear pattern of English dominance among adolescents and young adults. Although all groups experienced a greater slowing of response times in the mixed-language condition relative to the blocked-language condition, developmental changes in the pattern of speed-accuracy trade-offs in the mixed condition can be interpreted to reflect a change in the ability to resist cognitive interference during word production.     

Morphological productivity in children with normal language and SLI: a study of the English past tense.

Children with specific language impairment (SLI) are known to display persistent difficulties with inflectional morphology--in particular, the overuse of unmarked grammatical forms (i.e., zero-marking). Yet, several recent studies have shown that English-speaking children with SLI, like their normal language peers (NL), demonstrate a considerable degree of productive language abilities (e.g., Bishop, 1994; Loeb & Leonard, 1991; Oetting & Horohov, 1997). In this study, we explore productivity in the English past tense in school-age children with SLI (N= 31) and NL (N = 31) who were equivalent as a group in chronological and mental age. Although children in both groups produced a range of error types, the children with SLI produced significantly more errors, with a greater proportion resulting from zero-marking (e.g., go) than suffixation (e.g., goed). Item analyses indicated that suffixations and zero-markings were predicted by item frequency, phonological features of stems, and similarity relationships across items (i.e., neighborhood structure) in both groups, yet children with SLI were more sensitive to item phonology than their NL peers. Results are interpreted in light of the predictions of dual- versus single-mechanism models of morphological productivity. Implications for accounts of SLI are discussed.     

Reaction times of aging subjects to monaural verbal stimuli: some evidence for a reduction in right-hemisphere linguistic processing capacity

The purpose of the current study was to investigate the effects of advanced aging on hemispheric organization for linguistic processing. Specifically, it was an attempt to identify whether the neurological substrate responsible for right-hemispheric language analysis diminishes in function. Measures of the influence on reaction time of the hand used to respond versus the hemisphere stimulated were obtained for a geriatric sample in an attempt to obtain an index of right-versus left-hemisphere auditory-verbal processing ability. Twenty-four right-handed geriatric subjects responded to monaurally presented verbal stimuli with their right and left hands at separate times. Reaction times were significantly faster when subjects heard the words in their right ears, regardless of the hand used to respond. Such findings were consistent with a strict model of neurolinguistic organization that suggests that the left hemisphere was responsible solely for language processing in the present group of elderly subjects. Compared to data previously gathered for young subjects, the current findings were interpreted to suggest that right-hemispheric language processing ability is inhibited in the more advanced stages of life.     

Balancing bilinguals II: lexical comprehension and cognitive processing in children learning Spanish and English.

The present study investigated developmental changes in lexical comprehension skills in early sequential bilinguals, in both Spanish (L1) and English (L2), exploring the effects of age, years of experience, and basic-level cognitive processing (specifically the ability to maintain performance during mixed vs. single-language processing) within a timed picture-word verification task. Participants were 100 individuals, 20 at each of five different age levels (ages in years, 5-7, 8-10, 11-13, 14-16, and adults). All had learned Spanish as a first language in the home, with formal English experience beginning at 5 years. Gains (as indexed by increased response speed) were made in both languages across age, although these gains were greater in English than in Spanish. The youngest participants were relatively "balanced" in their crosslinguistic performance. By middle childhood, performance was better in English. There were no response decrements at any age between the mixed and single-language processing conditions. These results are compared to those from a previous study that investigated basic-level lexical production in developing Spanish-English bilinguals. Both studies show a move toward English dominance in middle childhood, but the transition occurs earlier in comprehension. The production study showed differences between mixed and single-language processing (reflecting potential interlanguage interference) that are not evident in comprehension.     

Ventricular dysphonia: a profile of 40 cases.

Ventricular dysphonia is a poorly understood disorder involving ventricular fold participation during phonation. A population of ventricular dysphonia patients was evaluated using phonatory function studies such as laryngovideostroboscopy, advanced acoustic analysis, and electroglottography to identify shared epidemiologic characteristics and to discuss possible neuromuscular mechanisms and causes. Forty patients with ventricular dysphonia were studied and epidemiologic, acoustic, and histologic data were analyzed. In almost all cases, the authors found abnormalities affecting the glottis caused by a related medical condition. The abnormalities included true vocal cord (TVC) aperiodicity in 100% of the patients, TVC asymmetry in 65%, a laryngeal mass or foreign body (usually Teflon) in 35%, TVC erythema or edema in 32.5%, and TVC bowing in 22.5%. Ventricular dysphonia seems to be primarily a compensatory mechanism for glottic dysfunction. Therapy is based on identifying and correcting the underlying abnormalities. Laryngovideostroboscopy is a particularly important tool in examining chronic dysphonia.     

Sentence processing deficits: a replication of therapy.

This paper describes the replication of a therapeutic programme originally used by one of the authors, Byng (Cognitive Neuropsychology, 1988, 5, 629-676) to remediate a specific sentence processing deficit. Our patient is shown to have similar although not identical deficits to those of one of the patients (JG) described in that programme. Sentence comprehension and production both improved as a result of therapy. The pattern of results observed gave further insights into both the nature of the patient's deficit and the mechanism of therapy.     

Pragmatic and linguistic constraints on message formulation: a cross-linguistic study of English and ASL.

This study provides a cross-linguistic replication, using American Sign Language (ASL), of the Brown and Dell (1987) finding that when relaying an action involving an instrument, English speakers are more likely to explicitly mention the instrument if it is atypically, rather than typically, used to accomplish that action. Subjects were 20 hearing-impaired users of English and 20 hearing-impaired users of ASL. Each subject read and retold, in either English or ASL, 20 short stories. Analyses of the stories revealed production decision differences between ASL and English, but no differences related to hearing status. In ASL, there is more explicitness, and importance seems to play a more pivotal role in instrument specification. The results are related to differences in the typology of English and ASL and are discussed with regard to second-language learning and translation.