Statistical phonetic learning in infants: facilitation and feature generalization

from Developmental Science

Over the course of the first year of life, infants develop from being generalized listeners, capable of discriminating both native and non-native speech contrasts, into specialized listeners whose discrimination patterns closely reflect the phonetic system of the native language(s). Recent work by Maye, Werker and Gerken (2002) has proposed a statistical account for this phenomenon, showing that infants may lose the ability to discriminate some foreign language contrasts on the basis of their sensitivity to the statistical distribution of sounds in the input language. In this paper we examine the process of enhancement in infant speech perception, whereby initially difficult phonetic contrasts become better discriminated when they define two categories that serve a functional role in the native language. In particular, we demonstrate that exposure to a bimodal statistical distribution in 8-month-old infants’ phonetic input can lead to increased discrimination of difficult contrasts. In addition, this exposure also facilitates discrimination of an unfamiliar contrast sharing the same phonetic feature as the contrast presented during familiarization, suggesting that infants extract acoustic/phonetic information that is invariant across an abstract featural representation.

Sentence production in students with dyslexia

from the International Journal of Language and Communication Disorders

Background: While spoken language deficits have been identified in children with developmental dyslexia, microanalysis of sentence production proficiency in these children is a largely unexplored area.

Aims: The current study examines proficiency of syntactic production in children and young adults with dyslexia and typically developing age-matched controls on a constrained sentence production task targeting two advanced argument structures, theme-experiencer verbs and irregular past participles.

Methods & Procedures: Participants aged between 8 and 22 years produced sentences that included three stimulus words, a proper name, an inanimate noun and a verb from one of three categories: control verbs (agent-patient verbs with regular morphology); theme-experiencer verbs, which require an inanimate subject in active sentences (e.g. The book bored Sarah); and irregular past participles, which require awareness of the syntactic requirements associated with the -en past participle ending, i.e. that this verb form cannot be used as a simple past tense (e.g. *Mary ___ hidden the candy).

Outcomes & Results: Students with dyslexia produced more dysfluent, ungrammatical and incomplete responses than normal readers; however, the developmental trajectories of the verb types varied between groups. Normal readers performed similarly with both experimental verb types, but those with dyslexia were particularly impaired using irregular past participles in sentences.

Conclusions: The findings support a model of lexical representation in which development of grammar hinges on the acquisition of lexical knowledge. Furthermore, the data suggest that individuals with dyslexia may have difficulties with sentence formulation that persist into adulthood.

Interview stories: Early years practitioners’ experiences with children with speech, language and communication needs

from Child Language Teaching and Therapy

Interviews were conducted with 50 early years practitioners, exploring their experiences with children with speech, language and communication needs (SLCN). A narrative approach was taken to elicit information on the children they were working with who had these needs. This included characteristics of the children’s behaviour, how they were identified and strategies used to help them. Participants identified children to discuss, many of whom had complex needs. There was large variation in how the children were identified and who the participants liaised with. Responsibilities taken on by participants when working with and devising strategies for the children did not relate to seniority of post held, or to level of relevant training.

Literacy in the mainstream inner-city school: Its relationship to spoken language

from Child Language Teaching and Therapy

This study describes the language and literacy skills of 11-year-olds attending a mainstream school in an area of social and economic disadvantage. The proportion of these young people experiencing difficulties in decoding and reading comprehension was identified and the relationship between spoken language skills and reading comprehension explored. The study recruited 36 individuals from a mainstream secondary school who were representative of the year group as a whole. Detailed spoken language and literacy assessments were carried out and information about educational attainment and special educational needs were obtained. Participants had significantly lower mean language and literacy scores than published test norms on all measures except story-telling. Twenty-one (58%) participants showed reading comprehension difficulties, 10 of whom also had difficulties with decoding. Participants with reading comprehension difficulties had significantly lower spoken language skills. A significant proportion of this group experience difficulties in literacy with associated spoken language deficits. The nature of the relationship between language and literacy skills, issues of identification and intervention are discussed.

Oral narrative intervention for children with mixed reading disability

from Child Language Teaching and Therapy

Ten children (aged between 7;11 and 9;2) with mixed reading disability participated in an oral narrative intervention programme that focused on enhancing children’s story structure knowledge. The participants had all demonstrated persistent reading and oral narrative comprehension and production difficulties in a two-year longitudinal study prior to the intervention. A non-equivalent pretest—posttest control group design was used in which one group of five children was randomly selected to receive the intervention immediately and the other group of five children received the intervention delayed. A speech language therapist implemented the intervention in small group sessions twice weekly until 12 hours of intervention were completed. The results indicated significant treatment effects for oral narrative comprehension performance. Despite this improvement in children’s ability to answer comprehension questions relating to story structure elements, there was little change in oral narrative production performance as a result of the intervention, and transfer to reading comprehension was not evident.

Patterns in early interaction between young preschool children with severe speech and physical impairments and their parents

from Child Language Teaching and Therapy

The aim of this study is to examine whether the asymmetrical pattern of communication usually found between people who use augmentative and alternative communication and their partners using natural speech was also found in the interaction between non-vocal young preschool children with cerebral palsy and their parents. Three parent—child dyads (children’s age 2;5—3;4 and developmental age 18 months) were video-recorded during everyday activities. Three comparison dyads with children matched for developmental age and sex with the children in the focus dyads were studied in the same situations. There were only small differences between the two sets of children, while the parents in the focus dyads were more active than the parents in the comparison dyads. The results are discussed in relation to early intervention, aiming at enhancing development of functional patterns of interaction.

The assessment and identification of language impairment in Asperger’s syndrome: A case study

from Child Language Teaching and Therapy

Although sharing many of the identified difficulties associated with autism, Asperger’s syndrome (AS) is widely believed to differ in the domain of linguistic deficit. While researchers may disagree in detail about the language and communication performance of pupils with Asperger’s syndrome, there seems to be general consensus that such difficulties that they do experience are the result of their social impairments. This case study, of an 11-year-old boy with Asperger’s syndrome, suggests that such pupils do experience subtle difficulties that have significant implications for their academic progress and social well-being. Detailed assessment followed by carefully targeted intervention may improve both aspects of these pupils’ school lives.

The Relationship between Form and Function Level Receptive Prosodic Abilities in Autism

from the Journal of Autism and Developmental Disorders

Abstract Prosody can be conceived as having form (auditory-perceptual characteristics) and function (pragmatic/linguistic meaning). No known studies have examined the relationship between form- and function-level prosodic skills in relation to the effects of stimulus length and/or complexity upon such abilities in autism. Research in this area is both insubstantial and inconclusive. Children with autism and controls completed the receptive tasks of the Profiling Elements of Prosodic Systems in Children (PEPS-C) test, which examines both form- and function-level skills, and a sentence-level task assessing the understanding of intonation. While children with autism were unimpaired in both form and function tasks at the single-word level, they showed significantly poorer performance in the corresponding sentence-level tasks than controls. Implications for future research are discussed.

Travelling wave velocity test and Ménière’s disease revisited

from the European Archives of Oto-Rhino-Laryngology

Abstract  Transtympanic Electrocochleography (TT-ECoG) and the glycerol test can aid in the diagnostic process of Ménière’s disease (MD). Measurement of travelling wave velocity (TWV) has been proposed as an alternative to TT-ECoG to detect endolymphatic hydrops. We assessed the feasibility and obtained normative data of the TWV test in the diagnosis of MD, and compared the test results in MD patients with their symptoms and their TT-ECoG results. The TWV test records two runs of auditory brainstem responses to clicks that are ipsilaterally masked with two different high pass filtered noise bands. The resulting latency difference of peak V was used as a measure of the TWV. The 95% confidence interval of this latency difference was defined in a group of 28 normals. Subsequently, the test was performed in nine MD patients. After the TWV test, seven of these patients underwent a TT-ECoG. The symptoms of MD patients at the time of testing and their TT-ECoG results were compared with TWV test results. The 95% confidence interval of the latency difference of peak V in the control group was 0.190–0.668 ms. A latency difference <0.190 ms indicates an increase in TWV, and thus reflects a positive test. In nine MD patients, we found a clear correlation between the result of the TWV test and TT-ECoG. The TWV test result did not significantly correlate with a single symptom. Our findings suggest that the TWV test can be useful to detect endolymphatic hydrops, but further experiments with larger patient groups are needed to confirm the diagnostic value of the TWV test.