Reading list for talk "Why do some children find language so hard to learn?"
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
Why Do Some Children Find Language So Hard to Learn?Dorothy Bishop
This document discusses specific language impairment (SLI) in children. It summarizes that:
1) SLI causes language development to deviate from the typical course even though other areas develop normally, and is not due to hearing loss, physical issues, or brain damage.
2) Children with SLI often struggle with phonology and sentence comprehension.
3) Previous theories proposed that SLI is caused by auditory processing or short-term memory deficits, but recent studies found computerized training did not consistently help, and not all children with SLI have auditory issues.
4) A new study found that children with SLI learned vocabulary and sentences at a similar rate to controls when material was repeated,
Dorothy Bishop gave a lecture on the difficulty of agreeing on definitions and terminology for children's language disorders. She discussed how different disciplines and countries use varying definitions and labels for conditions like specific language impairment. Bishop highlighted research she has conducted using the CATALISE project, a multinational Delphi consensus study, to try to establish common terminology through an expert review process. However, she noted there are still sticking points in reaching full agreement across all perspectives.
How is specific language impairment identifiedDorothy Bishop
Specific language impairment (SLI) is identified in children when their language development falls significantly behind that of other children their age and cannot be explained by other factors like hearing loss, brain damage, or lack of experience with language. SLI is assessed through a combination of parental reports, direct observation of the child's communication skills, and standardized language tests in areas like vocabulary, grammar, and narrative skills. While test scores provide objective measures, both parental input and a variety of language assessments are needed to fully understand a child's language abilities and identify whether they have SLI.
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
Pragmatic language impairment in relation to autism and SLIDorothy Bishop
Bishop DVM. 2000. Pragmatic language impairment: a correlate of SLI, a distinct subgroup, or part of the autistic continuum? In: Bishop DVM, and Leonard LB, eds. Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove, UK: Psychology Press, 99-113.
1) Specific language impairment (SLI) is diagnosed in children when language development is atypical and not caused by other issues like hearing loss or brain damage.
2) Several theories have been proposed for the causes of SLI, including inadequate language input from parents, problems with speech perception from conditions like otitis media, and abnormal neurodevelopment in language areas of the brain.
3) While poor language environment and speech perception issues are plausible contributing factors, evidence suggests they are not primary causes, as children with atypical language input or hearing issues do not always develop SLI. Genetic factors are likely involved given family aggregation studies.
How is specific language impairment identified?RALLICampaign
Specific language impairment (SLI) is identified in children when their language development falls significantly behind peers despite having normal nonverbal abilities, hearing, and environment. SLI is assessed through parental reports, direct observation of the child's communication, and standardized language tests in areas like vocabulary, grammar, and narrative skills. A child is identified as having SLI if they score below the 10th percentile on two or more standardized language assessments and have average nonverbal problem-solving skills. Assessing both language and nonverbal abilities provides a comprehensive evaluation of a child's communication development and needs.
SLI, or specific language impairment, is a common speech and language disorder. Several studies have found that between 3-7% of kindergarten aged children have a diagnosis of SLI. Longitudinal studies show that language delays in early childhood often persist into the school-aged years without treatment. The prevalence and prognosis of SLI has been well-documented in multiple epidemiological studies published between 1978-2012.
Why Do Some Children Find Language So Hard to Learn?Dorothy Bishop
This document discusses specific language impairment (SLI) in children. It summarizes that:
1) SLI causes language development to deviate from the typical course even though other areas develop normally, and is not due to hearing loss, physical issues, or brain damage.
2) Children with SLI often struggle with phonology and sentence comprehension.
3) Previous theories proposed that SLI is caused by auditory processing or short-term memory deficits, but recent studies found computerized training did not consistently help, and not all children with SLI have auditory issues.
4) A new study found that children with SLI learned vocabulary and sentences at a similar rate to controls when material was repeated,
Dorothy Bishop gave a lecture on the difficulty of agreeing on definitions and terminology for children's language disorders. She discussed how different disciplines and countries use varying definitions and labels for conditions like specific language impairment. Bishop highlighted research she has conducted using the CATALISE project, a multinational Delphi consensus study, to try to establish common terminology through an expert review process. However, she noted there are still sticking points in reaching full agreement across all perspectives.
How is specific language impairment identifiedDorothy Bishop
Specific language impairment (SLI) is identified in children when their language development falls significantly behind that of other children their age and cannot be explained by other factors like hearing loss, brain damage, or lack of experience with language. SLI is assessed through a combination of parental reports, direct observation of the child's communication skills, and standardized language tests in areas like vocabulary, grammar, and narrative skills. While test scores provide objective measures, both parental input and a variety of language assessments are needed to fully understand a child's language abilities and identify whether they have SLI.
Preprint of:
Bishop, D. V. M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classification of Developmental Language Disorders (pp. 309-326). Mahwah, NJ.: Erlbaum.
Pragmatic language impairment in relation to autism and SLIDorothy Bishop
Bishop DVM. 2000. Pragmatic language impairment: a correlate of SLI, a distinct subgroup, or part of the autistic continuum? In: Bishop DVM, and Leonard LB, eds. Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove, UK: Psychology Press, 99-113.
1) Specific language impairment (SLI) is diagnosed in children when language development is atypical and not caused by other issues like hearing loss or brain damage.
2) Several theories have been proposed for the causes of SLI, including inadequate language input from parents, problems with speech perception from conditions like otitis media, and abnormal neurodevelopment in language areas of the brain.
3) While poor language environment and speech perception issues are plausible contributing factors, evidence suggests they are not primary causes, as children with atypical language input or hearing issues do not always develop SLI. Genetic factors are likely involved given family aggregation studies.
How is specific language impairment identified?RALLICampaign
Specific language impairment (SLI) is identified in children when their language development falls significantly behind peers despite having normal nonverbal abilities, hearing, and environment. SLI is assessed through parental reports, direct observation of the child's communication, and standardized language tests in areas like vocabulary, grammar, and narrative skills. A child is identified as having SLI if they score below the 10th percentile on two or more standardized language assessments and have average nonverbal problem-solving skills. Assessing both language and nonverbal abilities provides a comprehensive evaluation of a child's communication development and needs.
SLI, or specific language impairment, is a common speech and language disorder. Several studies have found that between 3-7% of kindergarten aged children have a diagnosis of SLI. Longitudinal studies show that language delays in early childhood often persist into the school-aged years without treatment. The prevalence and prognosis of SLI has been well-documented in multiple epidemiological studies published between 1978-2012.
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgment. Bishop (2004, 2009) and Bishop and Norbury (2008) discuss using both language test scores and parental reports to properly identify SLI in children. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized language assessments. Cohen (1996) notes that unidentified language impairments are common in psychiatrically disturbed children.
1) Specific language impairment (SLI) is not caused by brain damage like aphasia in adults, as brain scans do not typically show injuries in children with SLI unless they have other neurological issues.
2) Some studies have found subtle abnormalities in brain structure and function associated with SLI, such as minor differences in grey matter volumes or reduced activity in language areas during tasks.
3) People with a history of SLI may show weaker lateralization of language functions to the left side of the brain compared to typically developing individuals. However, the evidence from brain studies is mixed and abnormalities are often subtle or not present in all individuals with SLI.
Why do neurodevelopmental disorders co-occur?Dorothy Bishop
Neurodevelopmental disorders like autism, dyslexia, and language impairment often co-occur. This document discusses several possible explanations for why this is the case, including shared genetic risk factors, correlated environmental risks, and gene-gene interactions. It also notes evidence that for some children, their language problems may be a "phenomimic" of autism rather than sharing the same root cause. The document advocates classifying children based on their profile of difficulties rather than diagnostic labels, to best address their needs.
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgement. Bishop (2004, 2009) and Bishop & Norbury (2008) discuss the diagnostic dilemmas of SLI and how combining test scores and parental reports can help with identification. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized tests. Cohen (1996) notes that language impairments are sometimes unsuspected in psychiatrically disturbed children.
NB. THIS FILE TOO BIG TO VIEW ONLINE. You need to save it in order to read it! Chapter on Speech and language difficulties, from 4th edition of Rutter and Taylor: Child and Adolescent Psychiatry, 2002.
Underlying nature of specific language impairmentDorothy Bishop
This summary provides an overview of the key points and hypotheses discussed in the document:
1. The document discusses several hypotheses to explain specific language impairment (SLI) in children, including the hypothesis that SLI results from an impairment in the output processes involved in converting linguistic knowledge into speech.
2. It evaluates evidence for and against viewing speech sound errors in SLI children as resulting from an output disorder versus deficits in auditory perception or phonological learning. Error analysis and patterns of associated motor deficits provide some support for output explanations but are not definitive.
3. The document analyzes different types of speech errors seen in SLI children and how they relate to theories of perceptual, learning, or output deficits.
Speech and language disorders (2008) Bishop & NorburyDorothy Bishop
1. The document discusses speech, language, and communication, and how they are related but distinct. Speech is a subset of language, and language is a subset of communication.
2. It provides examples of three child cases (Emma, Thomas, and Jack) to illustrate differences between speech, language, and communication abilities.
3. When assessing children for potential speech, language, or communication disorders, practitioners should consider each domain separately since problems in one do not necessarily mean problems in another. Informal interactions can provide insights into a child's expressive and receptive language abilities.
Autism and specific language impairment both involve problems with language and communcation, so how are they distinguished? This slide show accompanies a youtube video for the RALLI campaign.
http://www.youtube.com/rallicampaign
The document discusses the prevalence of specific language impairment (SLI) in children. [1] Most studies estimate that SLI affects around 3% of children, meaning approximately one child in every classroom. [2] However, the exact number varies depending on the definition used to identify SLI and can range from 1% to 7% depending on how strict the criteria is. [3] SLI is most common when using broader definitions that do not require as severe language deficits or a discrepancy between language and nonverbal abilities.
Slides to accompany RALLIcampaign YouTube presentation by Professor Dorothy Bishop on Genetics and SLI
A full-length videoed lecture on this topic can be found here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-video
OR audio version here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-audio
This document summarizes an international consensus on diagnosis and terminology for children with language disorders.
The consensus was reached through a Delphi approach involving 57 experts. They agreed on using the term "developmental language disorder" or DLD to identify children needing specialist help beyond what is available in the classroom. DLD is a broad category that encompasses heterogeneous impairments and overlaps with other neurodevelopmental disorders.
The experts outlined diagnostic criteria for DLD, including impaired social/educational functioning and risk factors. Key issues discussed were distinguishing delays from disorders, ensuring access to services, and the need for more intervention research to strengthen the evidence base and outcomes. The goal was to find agreed terminology to help children while minimizing negative
Developmental Language Disorder (DLD): The consensus explainedRADLD
The document summarizes the findings and recommendations of the CATALISE project, which aimed to achieve consensus on terminology and criteria for developmental language disorders (DLD) in children. The project recommended replacing the term "specific language impairment" with DLD. DLD is defined as a persistent language disorder that affects everyday functioning and is not attributable to other conditions like intellectual disability. Co-occurring difficulties do not exclude a DLD diagnosis. The terminology seeks to improve identification and provision of services for children with language disorders.
1) Specific language impairment (SLI) is identified when a child's language development falls significantly behind peers without an obvious medical cause like hearing loss, slow general development, brain damage, or physical abnormalities.
2) SLI often co-occurs with other neurodevelopmental disorders like dyslexia, ADHD, autism spectrum disorder, and developmental coordination disorder.
3) The boundaries between SLI and other conditions are unclear as the same child may receive different diagnoses depending on the assessing clinician, and underlying genetic factors may increase risks for multiple related impairments.
The document discusses how brain development involves more complex processes than simply growing from simple to complex. It involves addition of neurons and connections, subtraction through pruning of unused connections, and reorganization of brain regions and representations. Language acquisition similarly involves learning to ignore irrelevant information, represent concepts economically, and develop modular organization over time. The brain areas involved in learned skills change as the skills become automatic. Environmental factors can influence all stages of neurological development, including growth, pruning and functional specialization.
Bishop, D. V. M. (2009). Genes, cognition and communication: insights from neurodevelopmental disorders. The Year in Cognitive Neuroscience: Annals of the New York Academy of Sciences, 1156, 1-18.
Speech, language and communication: referencesRALLICampaign
This document provides references for a presentation by Dr. Courtenay Norbury on speech, language and communication. It lists 10 sources published between 1982 and 2012 that relate to research on childhood language disorders, heritability of specific language impairment, structural language in autism spectrum disorder, the relationship between gesture and motor skills with language development, data collection challenges for children with speech/language/communication needs, the impact of speech difficulties on early literacy development, prevalence of speech delay in 6-year olds and its connection to language impairment, tools for measuring pragmatic language in autism spectrum disorder, and the association between intervention receipt and speech-language profiles.
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgment. Bishop (2004, 2009) and Bishop and Norbury (2008) discuss using both language test scores and parental reports to properly identify SLI in children. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized language assessments. Cohen (1996) notes that unidentified language impairments are common in psychiatrically disturbed children.
1) Specific language impairment (SLI) is not caused by brain damage like aphasia in adults, as brain scans do not typically show injuries in children with SLI unless they have other neurological issues.
2) Some studies have found subtle abnormalities in brain structure and function associated with SLI, such as minor differences in grey matter volumes or reduced activity in language areas during tasks.
3) People with a history of SLI may show weaker lateralization of language functions to the left side of the brain compared to typically developing individuals. However, the evidence from brain studies is mixed and abnormalities are often subtle or not present in all individuals with SLI.
Why do neurodevelopmental disorders co-occur?Dorothy Bishop
Neurodevelopmental disorders like autism, dyslexia, and language impairment often co-occur. This document discusses several possible explanations for why this is the case, including shared genetic risk factors, correlated environmental risks, and gene-gene interactions. It also notes evidence that for some children, their language problems may be a "phenomimic" of autism rather than sharing the same root cause. The document advocates classifying children based on their profile of difficulties rather than diagnostic labels, to best address their needs.
SLI is identified through a combination of standardized language tests, parental reports of language difficulties, and clinical judgement. Bishop (2004, 2009) and Bishop & Norbury (2008) discuss the diagnostic dilemmas of SLI and how combining test scores and parental reports can help with identification. Tomblin et al. (1996, 1997) developed systems for diagnosing SLI in kindergarten-aged children using standardized tests. Cohen (1996) notes that language impairments are sometimes unsuspected in psychiatrically disturbed children.
NB. THIS FILE TOO BIG TO VIEW ONLINE. You need to save it in order to read it! Chapter on Speech and language difficulties, from 4th edition of Rutter and Taylor: Child and Adolescent Psychiatry, 2002.
Underlying nature of specific language impairmentDorothy Bishop
This summary provides an overview of the key points and hypotheses discussed in the document:
1. The document discusses several hypotheses to explain specific language impairment (SLI) in children, including the hypothesis that SLI results from an impairment in the output processes involved in converting linguistic knowledge into speech.
2. It evaluates evidence for and against viewing speech sound errors in SLI children as resulting from an output disorder versus deficits in auditory perception or phonological learning. Error analysis and patterns of associated motor deficits provide some support for output explanations but are not definitive.
3. The document analyzes different types of speech errors seen in SLI children and how they relate to theories of perceptual, learning, or output deficits.
Speech and language disorders (2008) Bishop & NorburyDorothy Bishop
1. The document discusses speech, language, and communication, and how they are related but distinct. Speech is a subset of language, and language is a subset of communication.
2. It provides examples of three child cases (Emma, Thomas, and Jack) to illustrate differences between speech, language, and communication abilities.
3. When assessing children for potential speech, language, or communication disorders, practitioners should consider each domain separately since problems in one do not necessarily mean problems in another. Informal interactions can provide insights into a child's expressive and receptive language abilities.
Autism and specific language impairment both involve problems with language and communcation, so how are they distinguished? This slide show accompanies a youtube video for the RALLI campaign.
http://www.youtube.com/rallicampaign
The document discusses the prevalence of specific language impairment (SLI) in children. [1] Most studies estimate that SLI affects around 3% of children, meaning approximately one child in every classroom. [2] However, the exact number varies depending on the definition used to identify SLI and can range from 1% to 7% depending on how strict the criteria is. [3] SLI is most common when using broader definitions that do not require as severe language deficits or a discrepancy between language and nonverbal abilities.
Slides to accompany RALLIcampaign YouTube presentation by Professor Dorothy Bishop on Genetics and SLI
A full-length videoed lecture on this topic can be found here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-video
OR audio version here:
http://podcasts.ox.ac.uk/languages-disorders-children-what-can-they-tell-us-about-genes-and-brains-audio
This document summarizes an international consensus on diagnosis and terminology for children with language disorders.
The consensus was reached through a Delphi approach involving 57 experts. They agreed on using the term "developmental language disorder" or DLD to identify children needing specialist help beyond what is available in the classroom. DLD is a broad category that encompasses heterogeneous impairments and overlaps with other neurodevelopmental disorders.
The experts outlined diagnostic criteria for DLD, including impaired social/educational functioning and risk factors. Key issues discussed were distinguishing delays from disorders, ensuring access to services, and the need for more intervention research to strengthen the evidence base and outcomes. The goal was to find agreed terminology to help children while minimizing negative
Developmental Language Disorder (DLD): The consensus explainedRADLD
The document summarizes the findings and recommendations of the CATALISE project, which aimed to achieve consensus on terminology and criteria for developmental language disorders (DLD) in children. The project recommended replacing the term "specific language impairment" with DLD. DLD is defined as a persistent language disorder that affects everyday functioning and is not attributable to other conditions like intellectual disability. Co-occurring difficulties do not exclude a DLD diagnosis. The terminology seeks to improve identification and provision of services for children with language disorders.
1) Specific language impairment (SLI) is identified when a child's language development falls significantly behind peers without an obvious medical cause like hearing loss, slow general development, brain damage, or physical abnormalities.
2) SLI often co-occurs with other neurodevelopmental disorders like dyslexia, ADHD, autism spectrum disorder, and developmental coordination disorder.
3) The boundaries between SLI and other conditions are unclear as the same child may receive different diagnoses depending on the assessing clinician, and underlying genetic factors may increase risks for multiple related impairments.
The document discusses how brain development involves more complex processes than simply growing from simple to complex. It involves addition of neurons and connections, subtraction through pruning of unused connections, and reorganization of brain regions and representations. Language acquisition similarly involves learning to ignore irrelevant information, represent concepts economically, and develop modular organization over time. The brain areas involved in learned skills change as the skills become automatic. Environmental factors can influence all stages of neurological development, including growth, pruning and functional specialization.
Bishop, D. V. M. (2009). Genes, cognition and communication: insights from neurodevelopmental disorders. The Year in Cognitive Neuroscience: Annals of the New York Academy of Sciences, 1156, 1-18.
Speech, language and communication: referencesRALLICampaign
This document provides references for a presentation by Dr. Courtenay Norbury on speech, language and communication. It lists 10 sources published between 1982 and 2012 that relate to research on childhood language disorders, heritability of specific language impairment, structural language in autism spectrum disorder, the relationship between gesture and motor skills with language development, data collection challenges for children with speech/language/communication needs, the impact of speech difficulties on early literacy development, prevalence of speech delay in 6-year olds and its connection to language impairment, tools for measuring pragmatic language in autism spectrum disorder, and the association between intervention receipt and speech-language profiles.
Hearing, listening and reading: A complex interplay of factors that contribut...HEARnet _
Research Aims:
1.Systematically map the auditory, cognitive, and linguistic abilities of children with listening concerns (as reported by parent/teacher).
2.Investigate how the ability to attend to and process incoming auditory information affects word reading and reading comprehension in school-aged children.
This lesson plan aims to develop empathy in students for their hearing-impaired peers. It involves having students listen to an audiotape called the "Unfair Hearing Test", which simulates different types and degrees of hearing loss. After listening, students write about how they felt when they could not hear well, how hearing loss could impact classroom participation, and how those with hearing loss may compensate. The goal is for students to gain appreciation for the challenges of hearing loss and how to work more effectively with hearing-impaired classmates.
The document provides an annotated bibliography summarizing research on reading disabilities and interventions. It includes 10 sources that examine strategies for teaching students with severe reading disabilities, the use of Reading Recovery assessments in response to intervention models, comparing the efficacy of assisted digital audiobook reading to sustained silent reading, the diagnostic utility of assessing reading fluency, the benefits of computer-assisted remedial reading interventions, and whether measures of speech production at age 30 months can predict later reading disabilities.
Language, rather than an independent outcome of human evolution, emerged in the mind from the uniquely human social brain as a fundamental attribute of cognition in the facilitation of the essential capacity for learning and social interaction in consequence of the environmental pressures on the survival of the genus Homo. Language as an integral component of cognition is clearly borne out from research in neuroscience, as it has been demonstrated in studies of cognitive dysfunction that cognitive deficits are largely recognized in errors in syntactical, symbolic, semantic and lexical processing and logical sequencing – all principal components of language processing. This study explains how language learning forms a powerful platform for cognitive recovery in cases of cognitive and behavioral dysfunction and presents the promise of dramatic improvement of functionality in elders with dementia.
Testing Recursion in Child English (and Explaining the Concept to .docxmehek4
Testing Recursion in Child English (and Explaining the Concept to Non-linguists)
Barbara Zurer
Tom Roeper
University of Massachusetts Amherst
Anca Sevcenco
University of Bucharest
This presentation has two goals: 1) reporting an experiment on children’s acquisition of recursion in specific syntactic constructions, and 2) using an extended debriefing to explain the concept of recursion in language to the participants (and/or their parents).
Despite the importance of recursion for syntactic creativity (Hauser et al., 2002), surprisingly little is understood about its language-particular manifestations and how they are acquired (Roeper & Snyder, 2005). The universal recursive operation of Merge creates a variety of self-embedded structures (SES), such as possessive, prepositional (PP), sentential, etc. and their formal basis is unclear. Many SES share the computational property of Indirect Recursion (IR), i.e. they take their own output as input: XP=>X_YP, YP=>Y_XP (see Hinzen & Arsenijevic, 2012). Nonetheless, they are realized differently across languages and interact with other properties differently. In (1) and (2) are found sequences of English locative PPs and relative clauses (RC), respectively.
(1) A lion next to the crocodile next to the bear. (2) A lion that’s next to the crocodile that’s next to the bear. (3) The lion is next to the bear and the crocodile.
Both constructions admit two major interpretations: A non-hierarchal, “conjunctive” reading, with the lion between the crocodile and the bear as in (3) and a hierarchical, IR reading that puts the animals in the order lion-crocodile-bear. Both interpretations are always available, but a control group of adults showed a significant preference for IR (93%). A contrast between PP and RC is suggested by constraints on IR in Romanian. Although IR in both English and Romanian passes through the DP, the latter limits IR to prepositions with functional-category-marking (de) for PPs but not for RCs. The current study explores the acquisition path from ages 3-10 yrs and tests the hypothesis that one form of IR (PP or RC) triggers the other.
The study was carried out in a museum environment that showcases “research live,” i.e. combines actual data collection for hypothesis-testing with education about the hypotheses. Participants were 48 Englishspeaking children, who were asked to rearrange animals in an array on an iPad and then describe what they had done. They also repeated sentences with recursive PPs and RCs (as in [1] and [2]). Preliminary results show an increase from an average of 90% conjunctive interpretations in both comprehension and production among the 3-year-olds to an average of 85% IR-interpretations among the 9- and 10-year-olds. There was an observable, but not statistically significant difference favoring the RC over the PP condition for 5- and 9-yr-olds, and a tendency for some children to repeat PP items using RCs (cf. Pérez-Leroux et al., 2012 ...
This document provides references related to problems with reading comprehension. It lists 16 scholarly sources published between 1986 and 2013 that discuss topics such as the nature and classification of reading disorders, language deficits in poor comprehenders, interventions for reading and language difficulties, and longitudinal studies of reading and language skills in children with poor reading comprehension.
This document summarizes Piaget's theory of cognitive development and how it relates to language learning. It discusses Piaget's concepts of schemas, assimilation, accommodation, and the four stages of cognitive development from sensorimotor to formal operations. It focuses on how language egocentrism (LE) and language differentiation (LD) influence native and second language acquisition in children ages 2-7 who are in the preoperational stage. LE refers to a child's inability to differentiate between their own thoughts and those of others, while increased interaction and cognition leads to rising LD. High LE does not necessarily mean low differentiation. Both LE and LD can be viewed as dominant learning tendencies.
Storybook Interventions and Signing DHH Children's Vocabularyjwtrussell
Deaf educators are continually seeking evidence-based literacy interventions to meet the needs of their students. This single case design study examined the functional relationship between an enhanced storybook intervention and children’s growth in picture vocabulary. The study extends and supports previous findings while increasing the minimal base of intervention research.
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
Mehran University of Engineering and Technology, Pakistan
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
1) The study investigated whether early language comprehension in toddlers with ASD could predict later cognitive ability and autism symptom severity. 2) It found that better receptive language skills at age 2 were associated with higher nonverbal IQ and less severe autism symptoms at age 3. 3) The results suggest that improving language comprehension early on may promote cognitive and social development in children with ASD.
This document discusses strategies that early interventionists can use to foster parental self-efficacy in order to promote improved language outcomes for children with hearing loss. It suggests that early interventionists support parental self-efficacy by embedding caregiver-implemented teaching strategies into daily routines. Fostering parental self-efficacy and involvement has been shown to positively support language development in young deaf children. The document provides references from several studies that examine parental perceptions of self-efficacy, family empowerment strategies, and the benefits of a family-centered early intervention approach.
Language acquisition entails the acquisition of several crucial linguistic components like phonology, morphology, syntax
and semantics. Individual elements merge seamlessly with each other giving birth to insightful communication whenever
needed. Among these varied but fundamental aspects necessary for any competent communicator, is adding on the vital aspect of tense marking
appropriately into conversations or text rendering accurately when an event occurred or will occur. We must appreciate this pivotal role played by
acquiring uency in using verb tenses by young children seeking effective communication alongside understanding its importance a bit more in
the language development process. The study attempts to investigate the acquisition of tense markers in typical children speaking Hindi with the
goal of assessing data from children in the age range of 6-8 years. Results suggested that tense markers increased with age. Almost half of the tense
markers were not fully acquired by the age of 8 years. The research also analysed various studies that uphold the ndings.
This document contains abstracts from 9 sources related to speech and language development and disorders in children. The abstracts cover topics such as language skills in bilingual children with cleft lip/palate, speech and language delays in children with neurofibromatosis type 1, the impact of child-directed speech, language delays in foster children, screening tools for detecting speech and language delays, outcomes for very preterm infants, early childhood vocabulary development, and issues related to diagnosing language disorders in bilingual children.
This document contains 14 abstracts from research studies and review articles on topics related to speech and language development, delays, and disorders in children. The abstracts cover a range of topics including studies comparing language skills in children with cleft lip/palate to typically developing children; assessing speech and language in children with neurofibromatosis type 1; the impact of child-directed speech; language delays in foster children; screening tools for detecting speech and language delay; and factors influencing language outcomes in preterm infants.
Language is a cognition that makes us human.
Other species do communicate with an innate ability
To produce a limited number of meaningful vocalizations (e.g. bonobos), or
Partially learned systems (e.g. bird songs)
No other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).
Researchers are finding evidence for mastery of this complex skill in increasingly younger children.
Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).
Still a enigma
The mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and
To acquire grammar to understand and produce language
Research article statistical learning abilities of childrenMARK547399
This study examined the statistical learning abilities of children with and without dyslexia across three experimental paradigms: serial reaction time (SRT), visual statistical learning (VSL), and auditory nonadjacent dependency learning (A-NADL). 100 children aged 8-11, with and without dyslexia, completed online and offline measures of learning in the three tasks. The study found significant learning effects in all three tasks when collapsing across groups, but no significant differences in learning between the dyslexia and control groups in any of the tasks. The results are discussed in the context of proposed statistical learning deficits in dyslexia.
Similar to Reading List 2016; "Why do some children find language so hard to learn?" (20)
Open Research Practices in the Age of a Papermill PandemicDorothy Bishop
Talk given to Open Research Group, Maynooth University, October 2022.
Describes the phenomenon of large-scale fraudulent science publishing (papermills), and discusses how open science practices can help tackle this.
Language-impaired preschoolers: A follow-up into adolescence.Dorothy Bishop
Stothard, S. E., Snowling, M. J., Bishop, D. V., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research: JSLHR, 41(2), 407–418. https://doi.org/10.1044/jslhr.4102.407
ABSTRACT: This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15-16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.
Short talk on 2 cognitive biases and reproducibilityDorothy Bishop
Cognitive biases like schemata and confirmation bias can lead researchers to see patterns in random data and selectively remember results that agree with their hypotheses. This can contribute to poor reproducibility and replicability in science. Even when trials are registered, publication and reporting biases still result in an overestimation of treatment effects. Researchers must be aware of how these biases can influence their work at every stage, from initial data collection and analysis to citation of prior studies. Proper understanding of statistical concepts like p-values is also important to avoid misinterpreting results.
Otitis media with effusion: an illustration of ascertainment biasDorothy Bishop
Otitis media with effusion (OME) provides an example of how ascertainment bias can induce spurious correlations. Early work suggested it impacted children's language, but when unbiased samples are studied, the effect is absent or very small
This document demonstrates how to simulate experimental data in Excel and R to gain insights into study design and statistical analysis. It shows how to generate random normal distributions to represent two groups, with and without an effect added, and then perform t-tests on the simulated data. Running many such simulations allows understanding of false positive rates, statistical power for different sample sizes, and other statistical properties before collecting real data. The key benefits of simulation include anticipating study design issues, clarifying optimal analysis methods, and performing power analyses to determine appropriate sample sizes.
Simulating data to gain insights intopower and p-hackingDorothy Bishop
Very basic introduction to simulating data to illustrate issues affecting reproducibility. Uses Excel and R, but assumes no prior knowledge of R. Please let me know of errors or things that need better explanation.
This document discusses issues with reproducibility in EEG research and proposes solutions. It notes that flexible choices in EEG methodology and exploratory analyses can lead to false positives. Simulations demonstrate how double dipping, multiple comparisons, and lack of independent replication can produce significant effects from noise alone. The document advocates for preregistering analysis plans, including dummy effects in studies, subdividing data for exploration and replication, and using registered reports to improve reproducibility in EEG research.
Fallibility in science: Responsible ways to handle mistakesDorothy Bishop
The document discusses responsible ways to handle mistakes in science. It examines several case studies of scientists retracting papers due to errors. Key points made include:
- Mistakes are common in science but can be avoided through open sharing of data and code
- It is important to promptly correct the record when mistakes are found to avoid others building on erroneous work
- Retracting papers for honest errors should not negatively impact scientists' careers; integrity is valued
- When others cannot replicate results, discussion and collaboration are preferable to public accusations
4 major threats to reproducibility are publication bias, low power, p-hacking and HARKing. In this talk I explain these terms and show how study pre-registration can fix them
Lecture by Prof Dorothy Bishop, 1st Feb 2017, University of Southampton:
What’s wrong with our Universities, and will the Teaching Excellence Framework put it right?
Reading list: What’s wrong with our universitiesDorothy Bishop
This document discusses the issues with universities in the UK and whether the Teaching Excellence Framework (TEF) will help address these problems. It provides an overview of criticisms of the TEF, including that the metrics used do not properly evaluate teaching quality, the cost of implementation is high, and it could increase casualization of academic labor. Concerns are also raised about a lack of consultation on the policy and negative impacts on research. Overall, the document casts doubt on whether the TEF will successfully remedy the problems with the current university system.
This document discusses the reproducibility crisis in science and potential solutions. It provides references from numerous papers and talks on topics like false positive findings, small sample sizes undermining reliability, questionable research practices, replication in genome-wide association studies, and unintended consequences of open research practices. The references cover pre-registration, cell line contamination issues, impact of journal impact factors, and historical examples like the discredited MMR/autism study.
This document discusses women's self-perception and its role in the underrepresentation of women in science. It notes that schemas, or stereotypes, can negatively influence women's self-perception and lead to imposter syndrome, lower confidence, and reluctance to speak out or take on leadership roles. However, it argues that schemas can change if exposure and experiences change, and that small steps taken by individual women to increase their visibility, such as asking questions or engaging in debates, can help disrupt harmful schemas over time and encourage more women to participate in scientific discourse.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Reading List 2016; "Why do some children find language so hard to learn?"
1. References
Why do some children find language so hard to learn?
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
6-9th September
Bishop, D. V. M. (1997). Uncommon Understanding: Development and Disorders of
Language Comprehension in Children. Hove: Psychology Press.
Bishop, D. V. M., Adams, C. V., & Rosen, S. (2006). Resistance of grammatical impairment
to computerized comprehension training in children with specific and non-specific language
impairments. International Journal of Language and Communication Disorders, 41, 19-40
Bishop, D. V. M., & Hsu, H., J. (2015). The declarative system in children with specific
language impairment: a comparison of meaningful and meaningless auditory-visual paired
associate learning. BMC Psychology, 3(3). doi: doi:10.1186/s40359-015-0062-7
Ebbels, S. (2014). Effectiveness of intervention for grammar in school-aged children with
primary language impairments: A review of the evidence. Child Language Teaching and
Therapy, 30(1), 7-40. doi: 10.1177/0265659013512321
Hsu, H. J., & Bishop, D. V. M. (2014). Sequence-specific procedural learning deficits in
children with specific language impairment. Developmental Science, 17(3), 352–365. doi:
10.1111/desc.12125
Hsu, H. J., & Bishop, D. V. M. (2014). Training understanding of reversible sentences: a
study comparing language-impaired children with age-matched and grammar-matched
controls. PeerJ, 2, e656. doi: 10.7717/peerj.656
Krishnan, S., Watkins, K. E., & Bishop, D. V. (2016). Neurobiological basis of language
learning difficulties. Trends in Cognitive Science, 20, 701-714.
Lum, J. A. G., Conti-Ramsden, G., Morgan, A. T., & Ullman, M. T. (2014). Procedural
learning deficits in specific language impairment (SLI): A meta-analysis of serial reaction
time task performance. Cortex, 51(0), 1-10.
Strong, G. K., et al. (2010). A systematic meta-analytic review of evidence for the
effectiveness of the ‘Fast ForWord’ language intervention program. Journal of Child
Psychology and Psychiatry, 52(3), 224-235.
Tallal, P. (2003). Language learning disabilities: integrating research approaches. Current
Directions in Psychological Science, 12(6), 206-211. doi: 10.1046/j.0963-7214.2003.01263.x
Ullman, M. T., & Pierpont, E. I. (2005). Specific language impairment is not specific to
language: The procedural deficit hypothesis. Cortex, 41, 399-433.
Web resources
https://www.youtube.com/RALLIcampaign
http://ralliindex.blogspot.com.es/2013/10/ralli-content-28-october-2013.html