What is childhood aphasia
it is an acquired language impairment caused by damage to the parts of the brain that control language.
Can be caused by stroke, brain trauma, tumours, infections etc.
diagnoses after 2 as children are less fluent in speech and find it difficult naming objects
What is Autism Spectrum Disorder (ASD)?
A group of developmental disorders that cause difficulties in social interaction, communication, and behaviour; affects about 1% of the population and is more common in boys.
hat language/social difficulties do children with ASD often have?
They may struggle to understand social interactions and non-literal language, such as irony.
what is dld
neurodevelopmental condition that primarily affects language acquisition.
Children show difficulties with language that cannot be explained by hearing loss, cognitive impairment, or other medical conditions.
More prevalent in boys than girls.
what are characteristics of dld
Language deficit
Educational difficulties, social and behavioral problems.
when is dld diagnosed
preschool years (3)
Which TOLD-2:P subtests assess receptive vs. expressive language?
test of language development 2 :primary assess
Receptive: Picture Vocabulary (point to picture), Grammatical Understanding (match sentence to picture).
Expressive: Oral Vocabulary (define a word), Sentence Imitation (repeat), Grammatical Completion (finish sentence with correct form)
.Sentence Imitation
gramatical completin- complete sentence with correct morphology form
What non-verbal IQ measures from the WPPSI are used to assess cognitive skills?( (Wechsler, 1989; WPPSI)
Block Design: Child recreates a shown pattern using blocks.
Picture Completion: Child identifies the missing part of a picture.
How do children with DLD typically score on non-verbal IQ measures?
hey generally score about 1.5 standard deviations below typically developing children.
Children with DLD tend to score lower on non-verbal IQ measures because their cognitive difficulties can extend beyond language, affecting memory, attention, and reasoning skills needed for these task
what are the issues with diagnossis
Limited resources: There are insufficient numbers of speech therapists and teachers, particularly affecting low-income children.
Inequitable access: Children from low-income backgrounds are less likely to be referred to speech and language therapy services.
Diagnostic challenges: There is no clear gold standard for diagnosing speech and language impairment.
Evidence from research:
Bishop & McDonald (2009) studied 245 twin pairs.
Of these, 82 children were classified as language-impaired, yet 44 of them had never been referred to speech and language therapy services.
How do children with DLD perform on experimental language tasks compared to typically developing children?- psycholinguistic markers ( mental processes behind language)
Children with DLD perform significantly worse on tasks such as sentence repetition, non-word repetition, third-person singular, and past tense production (Conti-Ramsden et al., 2001).
Which task is the strongest predictor of DLD?
Sentence repetition is the best predictor of DLD, according to Conti-Ramsden et al. (2001). as it relys on verbal memory and linguistic knowledge
What early language learning characteristics may children with DLD show?
Delayed start in language learning
First words produced late (around 23 months)
Smaller verb inventory
How do children with DLD perform in word learning compared to peers- what does the results from canti-ramsden 2001 show
They learn new words more slowly, showing delays in both comprehension and production compared to age-matched peers
Which language domains are most affected in children with DLD?
Children with DLD show deficits in morpho-syntax, word learning, and phonology, with morpho-syntax being the most challenging area .
o most children with DLD catch up with their typically developing peers?
No—DLD difficulties are often long-lasting, and only about 25% of children resolve their language problems spontaneously.
describe verb-marking errors
children must learn how to mark words for agreement and tense, but it often absent in young childrens speech, dld children struggle with this , egnlish speaking children with dld fail to produce 3ps and past tense in 90 percent of causes and make more verb marking errors with same age and younger children
what is the competing resource input account (leonard and Deecy 2011) for making these errors
Children learn incorrect structures from the input when they hear bare verb forms inside longer sentences as they believe these are always correct
They then use these bare forms in contexts where an inflected form is required.
Children with DLD (Developmental Language Disorder) do this for a longer period than typically developing (TD) children.
What might cause children’s errors with verb inflection?
It’s not clear whether children make mistakes because of the noun phrase structure they hear (“Baby cry”) or simply because bare verb forms (“cry”) are more common overall.
What evidence links input frequency to children’s verb-inflection errors?
Räsänen et al. (2014): Children made errors on verbs often heard in bare form (e.g., find), but not on verbs frequently heard in inflected form (e.g., fits).
Kueser et al. (2018): Similar patterns found in children with DLD.
What were Sawyer, Bannard & Pine (2023) investigating?
: Whether children’s verb-marking errors are influenced more by bare subject–verb sequences or by bare verb forms, and whether these effects differ for typically developing (TD) children vs. children with DLD.
What corpora and data were used in the study?
Manchester Corpus: TD children
Conti-Ramsden 3 Corpus: children with DLD
CHILDES Input Corpus: ~1.6 million caregiver utterances (UK & USA).
Children’s utterances were coded as correct, error, or excluded. Regular assessments overtime
What input conditions were calculated to predict errors?
Subject–Verb Sequence Bias
Looks at how often children hear bare S–V sequences (e.g., Baby cry) vs inflected S–V sequences (Baby cries).
Score:
0 = all inflected
1 = all bare
Verb Bias
Looks at how often a verb itself appears in bare form (cry) vs inflected form (cries).
Score:
0 = all inflected
1 = all bare
Both biases ranged from 0 = all inflected to 1 = all bare.
What predicted verb-marking errors in typically developing children?
Both bare S–V sequences and bare verbs predicted errors, but bare subject–verb sequences were the strongest predictor of when children produced uninflected verbs.
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word learning Week2 lecture 167
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word learning- hearing loss32
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week one theories22
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prenatal infant and brain development60
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adolescence53
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Cognitive development47
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social cognition27
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Autism33
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language development -Week 720
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Building concrete theories of language development34
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language pt week 815
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Atypical language development30
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PRENATAL EFFECTS ON CHILD MENTAL HEALTH PROBLEMS1
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Research names and theories77
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Parenting and child development39
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W11- Tuning in21
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infants mental health40
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prenatal effects on childs mental health rf25
