Follow up of P1 peak amplitude and peak latency in a group of specific language-impaired children

Conclusions
Considering the heterogeneity of the SLI group, P1 peak amplitude and peak latency may be valuable to follow up the maturation of the auditory system on individual basis rather than for differential diagnosis of SLI patient from normal. P1 does not show dramatic developmental change in the age range 5–10 years to be used clinically. Further researches are needed to standardize statistical method for analyzing P1 waveform.

from the International Journal of Pediatric Otorhinolaryngology

Verbal and nonverbal semantic processing in children with developmental language impairment

In an effort to clarify whether semantic integration is impaired in verbal and nonverbal auditory domains in children with developmental language impairment (a.k.a., LI and SLI), the present study obtained behavioral and neural responses to words and environmental sounds in children with language impairment and their typically developing age-matched controls (ages 7-15 years). Event-related brain potentials (ERPs) were recorded while children performed a forced-choice matching task on semantically matching and mismatching visual-auditory picture-word and picture-environmental sound pairs. Behavioral accuracy and reaction time measures were similar for both groups of children, with environmental sounds eliciting more accurate responses than words. In picture-environmental sound trials, behavioral performance and the brain’s response to semantic incongruency (i.e., the N400 effect) of the children with language impairment were comparable to those of their typically developing peers. However, in picture-word trials, children with LI tended to be less accurate than their controls and their N400 effect was significantly delayed in latency. Thus, the children with LI demonstrated a semantic integration deficit that was somewhat specific to the verbal domain. The particular finding of a delayed N400 effect is consistent with the storage deficit hypothesis of language impairment (Kail & Leonard, 1986) suggesting weakened and/or less efficient connections within the language networks of children with LI.

from Neuropsychologia

Verbal and nonverbal semantic processing in children with developmental language impairment

In an effort to clarify whether semantic integration is impaired in verbal and nonverbal auditory domains in children with developmental language impairment (a.k.a., LI and SLI), the present study obtained behavioral and neural responses to words and environmental sounds in children with language impairment and their typically developing age-matched controls (ages 7-15 years). Event-related brain potentials (ERPs) were recorded while children performed a forced-choice matching task on semantically matching and mismatching visual-auditory picture-word and picture-environmental sound pairs. Behavioral accuracy and reaction time measures were similar for both groups of children, with environmental sounds eliciting more accurate responses than words. In picture-environmental sound trials, behavioral performance and the brain’s response to semantic incongruency (i.e., the N400 effect) of the children with language impairment were comparable to those of their typically developing peers. However, in picture-word trials, children with LI tended to be less accurate than their controls and their N400 effect was significantly delayed in latency. Thus, the children with LI demonstrated a semantic integration deficit that was somewhat specific to the verbal domain. The particular finding of a delayed N400 effect is consistent with the storage deficit hypothesis of language impairment (Kail & Leonard, 1986) suggesting weakened and/or less efficient connections within the language networks of children with LI.

from Neuropsychology

Spectral vs. temporal auditory processing in specific language impairment: A developmental ERP study

Pre-linguistic sensory deficits, especially in “temporal” processing, have been implicated in developmental language impairment (LI). However, recent evidence has been equivocal with data suggesting problems in the spectral domain. The present study examined event-related potential (ERP) measures of auditory sensory temporal and spectral processing, and their interaction, in typical children and those with LI (7–17 years; n = 25 per group). The stimuli were three CV syllables and three consonant-to-vowel transitions (spectral sweeps) isolated from the syllables. Each of these six stimuli appeared in three durations (transitions: 20, 50, and 80 ms; syllables: 120, 150, and 180 ms). Behaviorally, the group with LIs showed inferior syllable discrimination both with long and short stimuli. In ERPs, trends were observed in the group with LI for diminished long-latency negativities (the N2–N4 peaks) and a developmentally transient enhancement of the P2 peak. Some, but not all, ERP indices of spectral processing also showed trends to be diminished in the group with LI specifically in responses to syllables. Importantly, measures of the transition N2–N4 peaks correlated with expressive language abilities in the LI children. None of the group differences depended on stimulus duration. Therefore, sound brevity did not account for the diminished spectral resolution in these LI children. Rather, the results suggest a deficit in acoustic feature integration at higher levels of auditory sensory processing. The observed maturational trajectory suggests a non-linear developmental deviance rather than simple delay.

from Cognitive Linguistics

Spectral vs. temporal auditory processing in specific language impairment: A developmental ERP study

Pre-linguistic sensory deficits, especially in “temporal” processing, have been implicated in developmental language impairment (LI). However, recent evidence has been equivocal with data suggesting problems in the spectral domain. The present study examined event-related potential (ERP) measures of auditory sensory temporal and spectral processing, and their interaction, in typical children and those with LI (7–17 years; n = 25 per group). The stimuli were three CV syllables and three consonant-to-vowel transitions (spectral sweeps) isolated from the syllables. Each of these six stimuli appeared in three durations (transitions: 20, 50, and 80 ms; syllables: 120, 150, and 180 ms). Behaviorally, the group with LIs showed inferior syllable discrimination both with long and short stimuli. In ERPs, trends were observed in the group with LI for diminished long-latency negativities (the N2–N4 peaks) and a developmentally transient enhancement of the P2 peak. Some, but not all, ERP indices of spectral processing also showed trends to be diminished in the group with LI specifically in responses to syllables. Importantly, measures of the transition N2–N4 peaks correlated with expressive language abilities in the LI children. None of the group differences depended on stimulus duration. Therefore, sound brevity did not account for the diminished spectral resolution in these LI children. Rather, the results suggest a deficit in acoustic feature integration at higher levels of auditory sensory processing. The observed maturational trajectory suggests a non-linear developmental deviance rather than simple delay.

from Brain and Language

Cognitive neuropsychological and regional cerebral blood flow study of a Japanese–English bilingual girl with specific language impairment (SLI)

We report here on an investigation into the possible factors which might have contributed to language impairment (LI) in EM, a 14-year-old Japanese–English bilingual girl. EM was born in the UK to Japanese parents with no other siblings, and used English to communicate with all other people except for her parents. A delay in her English language development was identified at primary school in the UK, which was attributed to her bilingualism. The deficiency in her English language skills persisted into her adolescence despite more than adequate educational opportunities (including additional language support). At the start of her secondary education, language ability/literacy attainment tests were conducted in both English and Japanese, and the results suggested specific language impairment (SLI) in both languages. Further, her brain Single Photon Emission Computed Tomography (SPECT) revealed significantly lower Regional Cerebral Blood Flow(rCBF) in the left temporo-parietal area, which is also similar to the area of dysfunction often found among Japanese individuals with SLI.

from Cortex

Grammatical morpheme effects on sentence processing by school-aged adolescents with specific language impairment

Sixteen-year-olds with specific language impairment (SLI), nonspecific language impairment (NLI), and those showing typical language development (TD) responded to target words in sentences that were either grammatical or contained a grammatical error immediately before the target word. The TD participants showed the expected slower response times (RTs) when errors preceded the target word, regardless of error type. The SLI and NLI groups also showed the expected slowing, except when the error type involved the omission of a tense/agreement inflection. This response pattern mirrored an early developmental period of alternating between using and omitting tense/agreement inflections that is characteristic of SLI and NLI. The findings could not be readily attributed to factors such as insensitivity to omissions in general or insensitivity to the particular phonetic forms used to mark tense/agreement. The observed response pattern may represent continued difficulty with tense/agreement morphology that persists in subtle form into adolescence.

from Language and Cognitive Processes

Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: a feasibility study

Conclusions: The results of this feasibility study suggest that a larger scale experimental trial of an integrated spoken language and emergent literacy intervention approach for preschool and early school-aged children with specific language impairment is warranted.

from the International Journal of Language and Communication Disorders

Effects of ‘Context-Optimization’ on the acquisition of grammatical case in children with specific language impairment: an experimental evaluation in the classroom

Conclusions: A critical analysis of the data reveals two important implications for future interventions: (1) the reduction of language material to ensure proper use of gender during therapy sequences; and (2) the adaptation of therapeutic steps to the learning tempo of the pupils.

from the International Journal of Language and Communication Disorders

School performance of children with Specific Language Impairment: relations with metaphonological skills and short-term memory

from Revista da Sociedade Brasileira de Fonoaudiologia

CONCLUSION: The majority of the evaluated children showed deficits in their school performance, as well as in the abilities of phonological awareness and short term memory. It was found positive associations between the short term memory and the arithmetic tests, and between the phonological awareness and the reading and writing tests. In this context, it is emphasized the use of intervention programs based on Psycholinguistic Models, that suggest the use of individual strategies for the development of metalinguistic skills.

Effects of ‘Context-Optimization’ on the acquisition of grammatical case in children with specific language impairment: an experimental evaluation in the classroom

from the International Journal of Language and Communication Disorders

Conclusions: A critical analysis of the data reveals two important implications for future interventions: (1) the reduction of language material to ensure proper use of gender during therapy sequences; and (2) the adaptation of therapeutic steps to the learning tempo of the pupils.

Uses and interpretations of non-word repetition tasks in children with and without specific language impairments (SLI)

from the International Journal of Language and Communication Disorders

Conclusions: Because repetition accuracy depends on lexical and sublexical properties, the NRT can be used to examine the structural properties of the lexicon in both children with NL and with SLI. Further, because the task taps so many underlying skills, it is a powerful tool that can be used to identify children with language impairments.

Exploration of a ‘double-jeopardy’ hypothesis within working memory profiles for children with specific language impairment

from the International Journal of Language and Communication Disorders

Background: Children with specific language impairment (SLI) often experience difficulties in the recall and repetition of verbal information. Archibald and Gathercole (2006) suggested that children with SLI are vulnerable across two separate components of a tripartite model of working memory (Baddeley and Hitch 1974). However, the hierarchical relationship between the ’slave’ systems (temporary storage) and the central executive components places a particular challenge for interpreting working memory profiles within a tripartite model.

Aims: This study aimed to examine whether a ‘double-jeopardy’ assumption is compatible with a hierarchical relationship between the phonological loop and central executive components of the working memory model in children with SLI. If a strong double-jeopardy assumption is valid for children with SLI, it was predicted that raw scores of working memory tests thought to tap phonological loop and central executive components of tripartite working memory would be lower than the scores of children matched for chronological age and those of children matched for language level, according to independent sources of constraint. In contrast, a hierarchical relationship would imply that a weakness in a slave component of working memory (the phonological loop) would also constrain performance on tests tapping a super-ordinate component (central executive). This locus of constraint would predict that scores of children with SLI on working memory tests that tap the central executive would be weaker relative to the scores of chronological age-matched controls only.

Methods & Procedures: Seven subtests of the Working Memory Test Battery for Children (Digit recall, Word recall, Non-word recall, Word matching, Listening recall, Backwards digit recall and Block recall; Pickering and Gathercole 2001) were administered to 14 children with SLI recruited via language resource bases and specialist schools, as well as two control groups matched on chronological age and vocabulary level, respectively. Mean group differences were ascertained by directly comparing raw scores on memory tests linked to different components of the tripartite model using a series of multivariate analyses.

Outcomes & Results: The majority of working memory scores of the SLI group were depressed relative to chronological age-matched controls, with the exception of spatial recall (block tapping) and word (order) matching tasks. Marked deficits in serial recall of words and digits were evident, with the SLI group scoring more poorly than the language-ability matched control group on these measures. Impairments of the SLI group on phonological loop tasks were robust, even when covariance with executive working memory scores was accounted for. There was no robust effect of group on complex working memory (central executive) tasks, despite a slight association between listening recall and phonological loop measures.

Conclusions & Implications: A predominant feature of the working memory profile of SLI was a marked deficit on phonological loop tasks. Although scores on complex working memory tasks were also depressed, there was little evidence for a strong interpretation of double-jeopardy within working memory profiles for these children, rather these findings were consistent with an interpretation of a constraint on phonological loop for children with SLI that operated at all levels of a hierarchical tripartite model of working memory (Baddeley and Hitch 1974). These findings imply that low scores on complex working memory tasks alone do not unequivocally imply an independent deficit in central executive (domain-general) resources of working memory and should therefore be treated cautiously in a clinical context.

The Case Against Routine Electroencephalography in Specific Language Impairment

from Pediatrics

BACKGROUND. Specific language impairment is a primary developmental language disorder in which language is impaired disproportionately to other developmental domains. Electroencephalography is often conducted in the medical investigation of a child with specific language impairment; however, at present, there is uncertainty regarding necessary testing using electroencephalography.

METHODS. The cases of 111 children with the diagnosis of specific language impairment over a 10-year interval, who also underwent electroencephalography, were systematically reviewed in a retrospective manner. Children with a history of previous afebrile seizures, acquired language delay, or documented language regression, developmental delay, hearing loss, coexisting autistic features, and known central nervous system disorders were excluded.

RESULTS. The majority (76%) of the children were boys. Thirty-five (31.5%) children had abnormal electroencephalography results, including 7 (6.3%) children with epileptiform activity. This is higher than the prevalence rate of epileptiform activity in a historical cohort of 3726 (3.54%) children but not statistically significant. The epileptiform activity was deemed active in only 3 of 7 patients and was not related to the specific type of language delay observed.

CONCLUSIONS. Although abnormal electroencephalographic activity is seen frequently in children with specific language impairment, epileptiform activity is rare and without apparent impact on clinical care. Awake electroencephalography does not seem to be useful in the routine diagnostic evaluation of young children with specific language impairment, although further investigations of both wake and sleep electroencephalography in this homogenous population must be conducted before definitive recommendations can be made.

The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment

from Applied Psycholinguistics

This study reports on a comparison of the use and knowledge of tense-marking morphemes in English by first language (L1), second language (L2), and specific language impairment (SLI) children. The objective of our research was to ascertain whether the L2 children’s tense acquisition patterns were similar or dissimilar to those of the L1 and SLI groups, and whether they would fit an (extended) optional infinitive profile, or an L2-based profile, for example, the missing surface inflection hypothesis. Results showed that the L2 children had a unique profile compared with their monolingual peers, which was better characterized by the missing surface inflection hypothesis. At the same time, results reinforce the assumption underlying the (extended) optional infinitive profile that internal constraints on the acquisition of tense could be a component of L1 development, with and without SLI.