Inflection in Williams Syndrome

2009 ◽  
Vol 4 (2) ◽  
pp. 215-238 ◽  
Author(s):  
Stavroula Stavrakaki ◽  
Harald Clahsen
Keyword(s):  
Williams Syndrome ◽  
Age Groups ◽  
Experimental Results ◽  
Developmental Changes ◽  
Past Tense ◽  
Typically Developing ◽  
Irregular Word ◽  
Typically Developing Children ◽  
Word Forms

This study presents experimental results from elicited production and judgment tasks examining perfective past-tense forms of Greek in seven individuals with Williams Syndrome (WS) in comparison to three age groups of typically-developing children. We found that the WS group relied more on the regular (‘sigmatic’) past tense and less on the irregular (‘non-sigmatic’) one than typically-developing children. While for the sigmatic past tense, individuals with WS achieved the same or even higher scores as the controls, they had lower scores on several measures involving non-sigmatic forms and produced more overgeneralizations of sigmatic forms than the controls. We also found developmental changes in the performance of the WS group that were largely parallel to those seen for unimpaired children. Our conclusion is that apart from difficulties accessing irregular word forms in production, the inflectional system of people with WS is unimpaired.

Morehead & Ingram (1973) Revisited

2002 ◽  
Vol 45 (3) ◽  
pp. 559-563 ◽  
Author(s):  
David Ingram ◽  
Donald Morehead
Keyword(s):  
Language Impairment ◽  
Research Note ◽  
Past Tense ◽  
Inflectional Morphology ◽  
Typically Developing ◽  
Methodological Issues ◽  
Typically Developing Children ◽  
Marked Contrast ◽  
Third Person ◽  
Selection Of

The finding in Morehead and Ingram (1973) that children with a language impairment do better in the use of inflectional morphology than MLU-matched typically developing children has been in marked contrast to several subsequent studies that have found the opposite relationship (cf. review in Leonard, 1998). This research note presents a reanalysis of a subset of the original Morehead and Ingram data in an attempt to reconcile these contradictory findings. The reanalysis revealed that the advantage on inflectional morphology for children with language impairment was only on the progressive suffix, not on plural and possessive or on the verbal morphemes third-person present tense and past tense. The results of the reanalysis are in line with more recent research (e.g., Rice, Wexler, & Cleave, 1995). The resolution of these discrepant results highlights the critical roles that methodological issues play—specifically, how subjects are matched on MLU, how inflectional morphology is measured, and the selection of subjects with regard to age.

Asynchrony in the cognitive and lexical development of young children with Williams syndrome

2005 ◽  
Vol 32 (2) ◽  
pp. 427-438 ◽  
Author(s):  
THIERRY NAZZI ◽  
ALISON GOPNIK ◽  
ANNETTE KARMILOFF-SMITH
Keyword(s):  
Young Children ◽  
Williams Syndrome ◽  
Chance Level ◽  
Chronological Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Development ◽  
Object Selection ◽  
Object Categories

The present study investigates whether five-to-six-year-old children with Williams syndrome (N=8) can form new object categories based on naming information alone, and compares them with five groups of typically developing children aged 2;0 to 6;0 (N=34 children). Children were presented with triads of dissimilar objects; all objects in a triad were labelled, two of them with the same pseudoname. Name-based categorization was evaluated through object selection. Performance was above chance level for all groups. Performance reached a ceiling at about 4;0 for the typically developing children. For the children with Williams Syndrome, performance remained below chronological age level. The present results are discussed in light of previous findings of a failure to perform name-based categorization in younger children with Williams syndrome and the persistent asynchrony between cognitive and lexical development in this disorder.

Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes

2016 ◽  
Vol 29 (4) ◽  
pp. 1189-1197 ◽  
Author(s):  
Karen J. Goldman ◽  
Cory Shulman ◽  
Yair Bar-Haim ◽  
Rany Abend ◽  
Jacob A. Burack
Keyword(s):  
Down Syndrome ◽  
Facial Expressions ◽  
Williams Syndrome ◽  
Attention Capture ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Social Approach ◽  
Mental Age ◽  
Williams Syndrome Group ◽  
Facial Expressions Of Emotion

AbstractIndividuals with Williams syndrome and those with Down syndrome are both characterized by heightened social interest, although the manifestation is not always similar. Using a dot-probe task, we examined one possible source of difference: allocation of attention to facial expressions of emotion. Thirteen individuals with Williams syndrome (mean age = 19.2 years, range = 10–28.6), 20 with Down syndrome (mean age = 18.8 years, range = 12.1–26.3), and 19 typically developing children participated. The groups were matched for mental age (mean = 5.8 years). None of the groups displayed a bias to angry faces. The participants with Williams syndrome showed a selective bias toward happy faces, whereas the participants with Down syndrome behaved similarly to the typically developing participants with no such bias. Homogeneity in the direction of bias was markedly highest in the Williams syndrome group whose bias appeared to result from enhanced attention capture. They appeared to rapidly and selectively allocate attention toward positive facial expressions. The complexity of social approach behavior and the need to explore other aspects of cognition that may be implicated in this behavior in both syndromes is discussed.

Verbal Regulation of Grip Force in Preschoolers

2009 ◽  
Vol 108 (2) ◽  
pp. 540-548 ◽  
Author(s):  
Koichi Haishi ◽  
Ayumi Komatsu ◽  
Hideyuki Okuzumi ◽  
Mitsuru Kokubun ◽  
Yoshio Kitajima ◽  
...  
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Grip Force ◽  
Developmental Process ◽  
Healthy Adults ◽  
Developmental Changes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Preschool Period ◽  
Semantic Aspect

The purpose of this study was to clarify the developmental processes in verbal regulation by preschool children. Participants were 152 typically developing children (74 boys, 78 girls) between 4 and 6 years of age ( M = 5.3, SD =.8), and 30 healthy adults (15 men, 15 women) between 19 and 26 years of age ( M = 20.8, SD = 1.4). In Exp. 1, the task was to regulate grip force based on quantitative instruction which implies using a scale for regulation. Participants were required to produce a half-grip force of the maximum (Task 1). In Exp. 2, the task was grip-force regulation based on nonquantitative instruction. The participants were asked to respond with a slightly weaker grip force than the maximum (Task 2) and then a further weaker grip force (Task 3) than that used on Task 2. The regulation rates produced the extent of regulation and suggest regulation by quantitative instruction may develop earlier than by nonquantitative instruction. Also, precise grip-force regulation based on the semantic aspect of instruction may be difficult for young children. The developmental changes in the rate of performance especially observed in children of 4 to 6 years indicate that the tendency to use too much grip force disappears during this preschool period. In addition, too little grip force in regulation may reflect the developmental process toward fine grasping movements.

scholarly journals Syntactic abilities among Marathi speaking children with hearing impairment using cochlear implant

2021 ◽  
Author(s):  
Piyush Sone ◽  
Ratan Jadhav ◽  
Medha Karbhari Adhyaru
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Cochlear Implants ◽  
Age Groups ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Wh Questions ◽  
Age Range ◽  
Better Than

<p><strong>Background:</strong> Syntax is an important aspect of language. It is very important to study syntax development in the children with hearing impairment (HI). The aim of study was to compare syntactic abilities of Marathi speaking children with hearing impairment using cochlear implant and typical developing children in the age range of 4 to 7 years.<strong></strong></p><p><strong>Methods: </strong>Ninety typically developing children, 26 language age matched children using cochlear implants were included in this study. They were grouped into three age groups: 4-5, 5-6 and 6-7 years. Syntax test in Marathi which has six subtests in comprehension: wh-questions, negations/yes/no questions, post-positions, plurals, tenses, person, number, gender markers and five subtests in expression: negation/yes/no questions, post-positions, plurals, tenses, person, number, gender markers was administered through a laptop to children in each group.</p><p><strong>Results: </strong>Results showed typically developing children performed significantly better than children with hearing impairment using cochlear implant I the age range of 4 to 5 years. Except postposition and PNG markers of comprehensive syntactic abilities all other syntactic abilities were significantly poor in children using cochlear implants. Only expressive syntactic abilities were significantly poor among children using cochlear implants in the age range of 6 to 7 years.</p><p><strong>Conclusions: </strong>Overall, the findings of this study showed that that Syntax test in Marathi can identify impairment in the syntactic ability in Marathi speaking children with hearing impairment. Children with hearing impairment using cochlear implants showed poor syntactic abilities.</p>

Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate

2017 ◽  
Vol 54 (3) ◽  
pp. 262-268 ◽  
Author(s):  
Alice Lee ◽  
Fiona E. Gibbon ◽  
Kimberley Spivey
Keyword(s):  
Cleft Palate ◽  
Speech Intelligibility ◽  
Cleft Lip ◽  
Rating Scale ◽  
Age Groups ◽  
Personal Attribute ◽  
Personal Attributes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Different Ages

Objective The objective of this study was to investigate whether reduced speech intelligibility in children with cleft palate affects social and personal attribute judgments made by typically developing children of different ages. Design The study (1) measured the correlation between intelligibility scores of speech samples from children with cleft palate and social and personal attribute judgments made by typically developing children based on these samples and (2) compared the attitude judgments made by children of different ages. Participants A total of 90 typically developing children, 30 in each of three age groups (7 to 8 years, 9 to 10 years, and 11 to 12 years). Outcome Measures Speech intelligibility scores and typically developing children s attitudes were measured using eight social and personal attributes on a three-point rating scale. Results There was a significant correlation between the speech intelligibility scores and attitude judgments for a number of traits: “sick-healthy” as rated by the children aged 7 to 8 years, “no friends-friends” by the children aged 9 to 10 years, and “ugly-good looking” and “no friends-friends” by the children aged 11 to 12 years. Children aged 7 to 8 years gave significantly lower ratings for “mean-kind” but higher ratings for “shy-outgoing” when compared with the other two groups. Conclusions Typically developing children tended to make negative social and personal attribute judgments about children with cleft palate based solely on the intelligibility of their speech. Society, educators, and health professionals should work together to ensure that children with cleft palate are not stigmatized by their peers.

Fast mapping by bilingual preschool children

2008 ◽  
Vol 35 (3) ◽  
pp. 495-514 ◽  
Author(s):  
PUI FONG KAN ◽  
KATHRYN KOHNERT
Keyword(s):  
Preschool Children ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Typically Developing ◽  
Fast Mapping ◽  
Typically Developing Children ◽  
Word Forms ◽  
Cross Language ◽  
L2 Vocabulary ◽  
L1 And L2

ABSTRACTPrevious studies show that young monolingual children's ability to ‘fast map’ new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool children. Participants were twenty-six typically developing children, ages 3 ; 0 to 5 ; 3. All children learned Hmong as their primary home language (L1) and English as a second language (L2). Fast mapping and vocabulary knowledge tasks were administered in L1 and L2. For vocabulary knowledge, scores were comparable in L1 and L2; for fast mapping, scores were somewhat greater in L1 than L2. In contrast to previous findings with monolingual children, fast mapping performance was not related to age or existing vocabulary knowledge in either Hmong or English. There were, however, significant positive and negative cross-language correlations between L1 fast mapping and L2 vocabulary.

Final Consonant Discrimination in Children

2002 ◽  
Vol 45 (2) ◽  
pp. 231-242 ◽  
Author(s):  
Jan Edwards ◽  
Robert A. Fox ◽  
Catherine L. Rogers
Keyword(s):  
Age Groups ◽  
Preschool Age ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
Phonological Disorders ◽  
Preschool Age Children ◽  
Whole Word

Preschool-age children with phonological disorders were compared to their typically developing age peers on their ability to discriminate CVC words that differed only in the identity of the final consonant in whole-word and gated conditions. The performance of three age groups of typically developing children and adults was also assessed on the same task. Children with phonological disorders performed more poorly than age-matched peers, and younger typically developing children performed more poorly than older children and adults, even when the entire CVC word was presented. Performance in the whole-word condition was correlated with receptive vocabulary size and a measure of articulatory accuracy across all children. These results suggest that there is a complex relationship among word learning skills, the ability to attend to fine phonetic detail, and the acquisition of articulatory-acoustic and acoustic-auditory representations.

Prosodic abilities in Spanish and English children with Williams syndrome: A cross-linguistic study

2011 ◽  
Vol 33 (1) ◽  
pp. 1-22 ◽  
Author(s):  
PASTORA MARTÍNEZ-CASTILLA ◽  
VESNA STOJANOVIK ◽  
JANE SETTER ◽  
MARÍA SOTILLO
Keyword(s):  
Williams Syndrome ◽  
Spanish Version ◽  
Speech Communication ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Linguistic Differences ◽  
Linguistic Study ◽  
Spanish Speaking ◽  
Mental Age ◽  
The Cross

ABSTRACTThe aim of this study was to compare the prosodic profiles of English- and Spanish-speaking children with Williams syndrome (WS), examining cross-linguistic differences. Two groups of children with WS, English and Spanish, of similar chronological and nonverbal mental age, were compared on performance in expressive and receptive prosodic tasks from the Profiling Elements of Prosody in Speech–Communication Battery in its English or Spanish version. Differences between the English and Spanish WS groups were found regarding the understanding of affect through prosodic means, using prosody to make words more prominent, and imitating different prosodic patterns. Such differences between the two WS groups on function prosody tasks mirrored the cross-linguistic differences already reported in typically developing children.

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