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Language Production (language + production)
Selected AbstractsA language programme to increase the verbal production of a child dually diagnosed with Down syndrome and autismJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 2 2006K. A. Kroeger Abstract Background The incidence of children dually diagnosed with Down syndrome and autism is estimated to be as high as 11%. There is a paucity of research investigating linguistic treatment interventions for such children. This single-subject experiment examined a programme designed to increase the language production and verbal behaviour of a 9-year-old dually diagnosed boy who had been receiving a 15-h/week home-based applied behaviour analysis (ABA) programme. Methods Training principles were derived from previously empirically validated research in discrete trail learning and natural environment teaching, as well as modified incidental teaching procedures. The crux of the language programme involved withholding reinforcement until a spoken request was made. Results Language production noticeably increased for each target area after the introduction of the language programme and was maintained at a 9-month follow-up session. Conclusions A combined treatment approach incorporating direct instruction, natural environment teaching and incidental teaching can be effective in increasing and maintaining responsive and spontaneous speech in a child with Down syndrome diagnosed with autism. Replication studies are needed with such multiple dually diagnosed children to further evaluate the effectiveness and generalizability of this combined language programme. [source] Language and communication development in down syndromeDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 1 2007Joanne E. Roberts Abstract Although there is considerable variability, most individuals with Down syndrome have mental retardation and speech and language deficits, particularly in language production and syntax and poor speech intelligibility. This article describes research findings in the language and communication development of individuals with Down syndrome, first briefly describing the physical and cognitive phenotype of Down syndrome, and two communication related domains,hearing and oral motor skills. Next, we describe language development in Down syndrome, focusing on communication behaviors in the prelinguistic period, then the development of language in children and adolescents, and finally language development in adults and the aging period. We describe language development in individuals with Down syndrome across four domains: phonology, semantics, syntax, and pragmatics. Wethen suggest strategies for intervention and directions for research relating to individuals with Down syndrome. © 2007 Wiley-Liss, Inc. MRDD Research Reviews 2007;13:26,35. [source] Prediction and embodiment in dialogueEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 7 2009Martin J. Pickering We argue that embodiment (via use of action-based representations) plays a crucial role in dialogue. To illustrate the argument we use studies of language comprehension. We first compare two distinct literatures, one concerned with the activation of non-linguistic action-based representations of meaning, and the other with representations of linguistic form associated with language production. We then argue that both types of embodiment support emulation and prediction. Hence, such embodiment enables addressees to anticipate both what their partner is likely to say next and what she is likely to do. We conclude by suggesting that such anticipation is essential for fluent and timely social interactions. Copyright © 2009 John Wiley & Sons, Ltd. [source] Exploring New Frontiers: What Do Computers Contribute to Teaching Foreign Languages in Elementary School?FOREIGN LANGUAGE ANNALS, Issue 3 2002Joyce W. Nutta ABSTRACT: Two growing trends in foreign language education, the study of foreign languages in the elementary school (FLES) and the use of computer-assisted language learning (CALL), have been well researched independently but rarely in concert. This study compares the use of a print and multimedia program to teach Spanish to second through fifth graders from quantitative and qualitative perspectives. The experimental portion of the study showed that the achievement and proficiency of students using print or multimedia materials did not differ at posttest. However, a small but statistically significant difference in achievement emerged at the delayed test point in favor of the students who used the multimedia materials, although this finding is limited by participant attrition over the 13-month study. The qualitative portion of the study detected differences in language behavior, with the students who used multimedia spending more time to stop, check, and revise their language production, leading to greater precision in pronunciation and the use of larger chunks of language when repeating phrases. [source] 3D Mapping of brain differences in native signing congenitally and prelingually deaf subjectsHUMAN BRAIN MAPPING, Issue 7 2010Natasha Leporé Abstract In the prelingual and congenital deaf, functional reorganization is known to occur throughout brain regions normally associated with hearing. However, the anatomical correlates of these changes are not yet well understood. Here, we perform the first tensor-based morphometric analysis of voxel-wise volumetric differences in native signing prelingual and congenitally deaf subjects when compared with hearing controls. We obtained T1-weighted scans for 14 native signing prelingual and congenitally deaf subjects and 16 age- and gender-matched controls. We used linear and fluid registration to align each image to a common template. Using the voxel-wise determinant of the Jacobian of the fluid deformation, significant volume increases, of up to 20%, were found in frontal lobe white matter regions including Broca's area, and adjacent regions involved in motor control and language production. A similar analysis was performed on hand-traced corpora callosa. A strong trend for group differences was found in the area of the splenium considered to carry fibers connecting the temporal (and occipital) lobes. These anatomical differences may reflect experience-mediated developmental differences in myelination and cortical maturation associated with prolonged monomodal sensory deprivation. Hum Brain Mapp, 2010. © 2009 Wiley-Liss, Inc. [source] A language programme to increase the verbal production of a child dually diagnosed with Down syndrome and autismJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 2 2006K. A. Kroeger Abstract Background The incidence of children dually diagnosed with Down syndrome and autism is estimated to be as high as 11%. There is a paucity of research investigating linguistic treatment interventions for such children. This single-subject experiment examined a programme designed to increase the language production and verbal behaviour of a 9-year-old dually diagnosed boy who had been receiving a 15-h/week home-based applied behaviour analysis (ABA) programme. Methods Training principles were derived from previously empirically validated research in discrete trail learning and natural environment teaching, as well as modified incidental teaching procedures. The crux of the language programme involved withholding reinforcement until a spoken request was made. Results Language production noticeably increased for each target area after the introduction of the language programme and was maintained at a 9-month follow-up session. Conclusions A combined treatment approach incorporating direct instruction, natural environment teaching and incidental teaching can be effective in increasing and maintaining responsive and spontaneous speech in a child with Down syndrome diagnosed with autism. Replication studies are needed with such multiple dually diagnosed children to further evaluate the effectiveness and generalizability of this combined language programme. [source] Monitoring in Language PerceptionLINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 5 2009Nan Van De Meerendonk Monitoring is an aspect of executive control that entails the detection of errors and the triggering of corrective actions when there is a mismatch between competing responses or representations. In the language domain, research of monitoring has mainly focused on errors made during language production. However, in language perception, for example while reading or listening, errors occur as well and people are able to detect them. A hypothesis that was developed to account for these errors is the monitoring hypothesis for language perception. According to this account, when a strong expectation conflicts with what is actually observed, a reanalysis is triggered to check the input for processing errors reflected by the P600 component. In contrast to what has been commonly assumed, the P600 is thought to reflect a general reanalysis and not a syntactic reanalysis. In this review, we will describe the different studies that led to this hypothesis and try to extend it beyond the language domain. [source] Gesture Gives a Hand to Language and Learning: Perspectives from Cognitive Neuroscience, Developmental Psychology and EducationLINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 4 2008Spencer D. Kelly People of all ages, cultures and backgrounds gesture when they speak. These hand movements are so natural and pervasive that researchers across many fields , from linguistics to psychology to neuroscience , have claimed that the two modalities form an integrated system of meaning during language production and comprehension. This special relationship has implications for a variety of research and applied domains. Gestures may provide unique insights into language and cognitive development, and also help clinicians identify, understand and even treat developmental disorders in childhood. In addition, research in education suggests that teachers can use gesture to become even more effective in several fundamental aspects of their profession, including communication, assessment of student knowledge, and the ability to instill a profound understanding of abstract concepts in traditionally difficult domains such as language and mathematics. This work converging from multiple perspectives will push researchers and practitioners alike to view hand gestures in a new and constructive way. [source] Overtensing and the effect of regularityCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 6 2002Joseph Paul Stemberger Abstract Regularly inflected forms often behave differently in language production than irregular forms. These differences are often used to argue that irregular forms are listed in the lexicon but regular forms are produced by rule. Using an experimental speech production task with adults, it is shown that overtensing errors, where a tensed verb is used in place of an infinitive, predominantly involve irregular forms, but that the differences may be due to phonological confounds, not to regularity per se. Errors involve vowel-changing irregular forms more than suffixing inflected forms, with at best a small difference between regular -ed and irregular -en. Frequency effects on overtensing errors require a model in which the past-tense and base forms of the verb are in competition and in which activation functions are nonlinear, and rule out models with specialized subnetworks for past-tense forms. Implications for theories of language production are discussed. [source] | |||||||||||||