Cognitive control factors in speech perception at 11 months.

The development of speech perception during the 1st year reflects increasing attunement to native language features, but the mechanisms underlying this development are not completely understood. One previous study linked reductions in nonnative speech discrimination to performance on nonlinguistic tasks, whereas other studies have shown associations between speech perception and vocabulary growth. The present study examined relationships among these abilities in 11-month-old infants using a conditioned head-turn test of native and nonnative speech sound discrimination, nonlinguistic object-retrieval tasks requiring attention and inhibitory control, and the MacArthur-Bates Communicative Development Inventory (L. Fenson et al., 1993). Native speech discrimination was positively linked to receptive vocabulary size but not to the cognitive control tasks, whereas nonnative speech discrimination was negatively linked to cognitive control scores but not to vocabulary size. Speech discrimination, vocabulary size, and cognitive control scores were not associated with more general cognitive measures. These results suggest specific relationships between domain-general inhibitory control processes and the ability to ignore variation in speech that is irrelevant to the native language and between the development of native language speech perception and vocabulary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vocabulary competence in early childhood: measurement, latent construct, and predictive validity

We systematically examined relations among 6 measures of child language derived from 3 sources, including observations of the child's speech with mother, experimenter assessments, and maternal reports. A total of 184 20-month-olds and their mothers contributed complete information about child language comprehension and expression. Correlations of child language measures with socioeconomic status and maternal education were accounted for, as were correlations of child language measures with mothers' verbal intelligence, maternal report measures with mothers' tendency to respond in a socially desirable fashion, and experimenter assessments with child social competence. Structural equation modeling supported (1) strong relations among child language measures derived from observations of the child's speech with mother, experimenter assessments, and maternal reports; (2) the loading of multiple measures of child language from different sources on a single latent construct of vocabulary competence; and (3) the predictive validity of the vocabulary competence latent variable at 20 months, as well as receptive vocabulary specifically, for both verbal and performance IQ (verbal better than performance) at 48 months. Neither an index of child monologing (a nonvocabulary language measure) nor symbolic play (a nonlinguistic representational measure) covaried with vocabulary competence. Girls consistently outperformed boys on individual language measures, but no differences emerged in any model in the fit for boys and girls.     

Identifiers of predominantly Spanish-speaking children with language impairment

The purpose of this study was to identify a set of measures that would discriminate 31 predominantly Spanish-speaking children with normal language (NL children) from 31 children with language impairment (LI children). The LI children were identified as such by experienced, bilingual (Spanish/English), ASHA-certified, speech-language pathologists who were currently seeing the children in their caseloads. Children ranged in age from 5 to 7 years and were matched for age, gender, and school. Additionally, nonverbal cognitive measures assured that they did not differ significantly intellectually. Measures of vocabulary, novel bound-morpheme learning skills, and language form were randomly administered to all children. Further, parents responded to questions about their perceptions of their children's speech and language skills and family history of speech and language problems. A stepwise discriminant analysis indicated that 4 measures discriminated the groups of children with a sensitivity of 91.3% and a specificity of 100% (p < .0001): parental report of the child's speech and language skills, number of errors per T-unit, mean length per T-unit, and family history of speech and language problems. A second discriminant analysis indicated that the sensitivity and specificity could be maintained when only the first 2 measures were included. Confirmatory discriminant analyses of the 2- and 4-measure models indicated that the discriminant accuracy was stable on an independent sample.     

The use of nonword repetition as a test of phonological memory in children with Down syndrome

Recent research suggests a significant relationship between verbal short-term memory and normal language development. Although poor short-term memory and impaired language are features of Down syndrome there has been little investigation of the relationship between these functions in this population, and no studies have included the nonword repetition test devised by Gathercole and Baddeley on which much of the evidence from normal development is based. This study reports the use of nonword repetition with 33 children and teenagers with Down syndrome aged from 5 to 18 years, and investigates the relationship between this test and other memory and language measures. Word repetition was included as an indirect control for the perceptual and speech impairments often associated with this group. Words were repeated significantly more successfully than nonwords and both these tasks were sensitive to word length. Nonword repetition was significantly correlated with age, and when age and nonverbal cognitive ability were controlled, nonword repetition was significantly correlated with all other language-based memory measures, i.e. auditory digit span, word span, sentence repetition, and fluency, and also with memory for a sequence of hand movements, but not with memory for faces or a visual digit span task. There was also a significant relationship between nonword repetition and receptive vocabulary, language comprehension, and reading. When performance on the word repetition task was controlled in addition to age and nonverbal ability, significant correlations between nonword repetition and word span, sentence memory, hand movements, language comprehension, and reading remained. Fewer relationships between auditory digit span and these other measures were established; in particular, there was no association between digit span and the language and reading measures. Results suggest that nonword repetition is a reliable measure of phonological memory in Down syndrome and can predict language comprehension and reading ability.     

Speech perception, vocabulary, and the development of reading skills in english among Korean- and English-speaking children.

This study examined the roles of speech perception and phonological processing in reading and spelling acquisition for native and nonnative speakers of English in the 1st grade. The performance of 50 children (23 native English speakers and 27 native Korean speakers) was examined on tasks assessing reading and spelling, phonological processing, speech perception, and receptive vocabulary at the start and end of the school year. Korean-speaking children outperformed native English speakers on each of the literacy measures at the start and end of 1st grade, despite differences in their initial phonological representations and processing skills. Furthermore, speech perception and phonological processing were important contributors to early literacy skills, independent of oral language skills, for children from both language groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Word learning in children with autism spectrum disorders.

Autism spectrum disorders (ASD) have been gaining attention, partly as an example of unusual developmental trajectories related to early neurobiological differences. The present investigation addressed the process of learning new words to explore mechanisms of language delay and impairment. The sample included 21 typically developing toddlers matched on expressive vocabulary with 21 young children with ASD. Two tasks were administered to teach children a new word and were supplemented by cognitive and diagnostic measures. In most analyses, there were no group differences in performance. Children with ASD did not consistently make mapping errors, even in word learning situations that required the use of social information. These findings indicate that some children with ASD, in developmentally appropriate tasks, are able to use information from social interactions to guide word–object mappings. This result has important implications for understanding of how children with ASD learn language. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vocabulary acquisition and verbal short-term memory: computational and neural bases

In this paper, we explore the hypothesis that human vocabulary acquisition processes and verbal short-term memory abilities utilize a common cognitive and neural system. We begin by reviewing behavioral evidence for a shared set of processes. Next, we examine what the computational bases of such a shared system might be and how vocabulary acquisition and verbal short-term memory might be related in mechanistic terms. We examine existing computational models of vocabulary acquisition and of verbal short-term memory, concluding that they fail to adequately relate these two domains. We then propose an alternative model which accounts not only for the relationship between word learning and verbal short-term memory, but also for a wide range of phenomena in verbal short-term memory. Furthermore, this new account provides a clear statement of the relationship between the proposed system and mechanisms of language processing more generally. We then consider possible neural substrates for this cognitive system. We begin by reviewing what is known of the neural substrates of speech processing and outline a conceptual framework within which a variety of seemingly contradictory neurophysiological and neuropsychological findings can be accommodated. The linkage of the shared system for vocabulary acquisition and verbal short-term memory to neural areas specifically involved in speech processing lends further support to our functional-level identification of the mechanisms of vocabulary acquisition and verbal short-term memory with those of language processing. The present work thus relates vocabulary acquisition and verbal short-term memory to each other and to speech processing, at a cognitive, computational, and neural level.     

Phonological working memory in very young children.

This study was designed to establish whether phonological working memory skills could be assessed in children below 4 yrs of age. A group of 2- and 3-yr-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that tapped other cognitive skills. Scores on the 3 phonological memory tasks were closely related. In addition, repetition performance was linked with both vocabulary knowledge and articulation rate. Results indicate that phonological memory skills can be reliably assessed in very young children by using conventional serial span and repetition procedures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese–English bilingual children.

In this study, we examined the intercorrelations among speech perception, metalinguistic (i.e., phonological and morphological) awareness, word reading, and vocabulary in a 1st language (L1) and a 2nd language (L2). Results from 3 age groups of Chinese–English bilingual children showed that speech perception was more predictive of reading and vocabulary in the L1 than L2. While morphological awareness uniquely predicted reading and vocabulary in both languages, phonological awareness played such a role after we controlled for morphological awareness only in the L2, which was alphabetic. L1 speech perception and metalinguistic awareness predicted L2 word reading but not vocabulary, after we controlled for the corresponding L2 variables. Hence, there are both similarities and differences between the 2 languages in how the constructs are related. The differences are attributable to variations in language properties and learning contexts. Implications of the present results for an effective L2 learning program are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the 2nd year.

To explore how online speech processing efficiency relates to vocabulary growth in the 2nd year, the authors longitudinally observed 59 English-learning children at 15, 18, 21, and 25 months as they looked at pictures while listening to speech naming one of the pictures. The time course of eye movements in response to speech revealed significant increases in the efficiency of comprehension over this period. Further, speed and accuracy in spoken word recognition at 25 months were correlated with measures of lexical and grammatical development from 12 to 25 months. Analyses of growth curves showed that children who were faster and more accurate in online comprehension at 25 months were those who showed faster and more accelerated growth in expressive vocabulary across the 2nd year. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

At risk for language disorders? Correlates and course of language disorders in preschool children born at risk

The language abilities of 324 children of an at-risk population were investigated at age 2 and 4.5 y. Modified research criteria of the ICD-10 for specific developmental disorders of speech and language were applied. Frequencies between 4% and 7%, depending on age and type of disorder, were diagnosed among children whose performance on the language measure was only 1 instead of ICD-10's 2 SD below group mean, but the discrepancy measure of 1 SD between non-verbal language score and language measure was retained. Psychosocial aspects of a child's environment proved to be better predictors of later language disorders than obstetric complications. Stability of specific language disorders was on the whole fairly low, but children who perform below age level on language measures remained at risk. Gender differences are almost compensated by the age 4.5 y.     

Spanish and English Neuropsychological Assessment Scales: Relationship to Demographics, Language, Cognition, and Independent Function.

This study examined the relationship of the Spanish and English Neuropsychological Assessment Scales (SENAS) to demographic, cultural, and language fluency variables and to measures of cognition and independent functioning. Participants were 367 Hispanics and 160 Caucasians in the 60+ years age range, all living in the community. In Study 1, education and language use had strong influences on SENAS scores and largely explained ethnic group differences in mean scale scores. Age had weak effects on most scales except for verbal memory measures. Acculturation effects in Hispanics were largely accounted for by education and language use. Study 2 showed equivalent sensitivity of SENAS to cognitive and functional status in Hispanics and Caucasians. Results indicate that interpretation of SENAS scores must be informed by effects related to education and language fluency but provide evidence of equivalent validity in Hispanics and Caucasians with respect to concurrent measures of cognition and independent function. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of social and emotional communication skills in leader emergence and effectiveness.

Three studies explored the role that basic social/communication skills play in leader emergence and effectiveness. In Study 1, 218 undergraduate students were administered self-report measures of social/communication skills and extraversion, worked in small groups on a problem-solving task, and elected leaders at task midpoint. Coders measured leaders' verbal communication. Groups elected leaders who spoke most and were extraverted but were not more socially skilled. In Study 2, leaders were selected on the basis of their possession of communication skills and led small groups in 2 tasks. More skilled communicators were rated as more effective leaders, but they did not lead more productive groups. Study 3 examined fire service leaders. Social skills were related to satisfaction with the leader but related to leader performance only for higher level leaders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social interaction skills and theory of mind in young children.

Two studies explored relations between peer social skills and theory of mind in young children. In Study 1, a global teacher rating of social skills with peers, performance on a traditional false-belief task, a standardized assessment of auditory language comprehension, and a time sampling of amount of speech with peers were obtained. Positive, but moderate, zero-order correlations were observed between the false-belief measure and social skills, and false belief accounted for a significant amount of additional variance in social skills after covarying age and the 2 measures of language. Study 2 replicated the findings of Study 1 by using a larger sample and a standardized teacher questionnaire. The results are discussed with regard to the critical role of a mentalistic theory of behavior for human social interactions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-reported hearing problems in daily life throughout adulthood

The authors assessed age differences on self-reported hearing problems on the performance of auditory tasks in the natural environment. The Your Hearing questionnaire was administered to 265 respondents (aged 20-94 years). Both the degree and variability of self-reported hearing problems were found to increase significantly with age, including those associated with listening to speech under conditions of background noise, the perception of normal and distorted speech, and the perception of short segments of speech and the perception of high-pitched sounds. Experienced hearing problems were greater for Ss who judged their hearing as being of poor quality. Findings suggest that self-report measures can provide valuable insights into the impact of age-related hearing disability on daily life that are not provided by more traditional laboratory-based studies.     

Speech and language development of children born at < or = 32 weeks' gestation: a 5-year prospective follow-up study

Speech and language comprehension and production were assessed at the age of 5 years in a cohort of children born preterm at < or = 32 weeks' gestational age (N=55) in comparison with children born at term and of similar age, sex, and social backgrounds. Data both including and excluding major neurological disabilities are presented. Mean performance for the entire group of preterm children was significantly lower than for the controls on most of the measures including the composite IQ scores. When the nine children who had major neurological disabilities were excluded from the preterm group, statistically significant differences were found on four of the total 12 speech and language measures. Intellectually normal preterm children without major neurological disability were slower than the controls on rapid word retrieval. In addition, difficulties in comprehending relative concepts were typical for the preterm children. The results suggest 'subtle dysnomia', which is indicative of later reading problems. On global verbal measures and on the basic speech and language aspects the study groups did not differ. Specific language impairment, defined as a discrepancy of > 1SD between Performance IQ and Verbal IQ scores, showed a tendency to be more common in the control group. Within both the study groups, the boys showed a tendency for a greater discrepancy between their Performance and Verbal IQ scores.     

Relationships between physical exercise and cognitive abilities in older adults.

We investigated relationship between physical exercise and the cognitive abilities of older adults. We hypothesized that the performance of vigorous exercisers would be superior to that of sedentary individuals on measures of reasoning, working memory, and reaction time (RT). We gave a series of cognitive tasks to 62 older men and women who exercised vigorously and 62 sedentary men and women. Multivariate and univariate analyses of variance (ANOVAs), with age and education as covariates, indicated that the performance of the exercisers was significantly better on measures of reasoning, working memory, and RT. Between-group differences persisted when vocabulary, on which the performance of exercisers was superior, was used as third covariate. Subsequent analyses showed that neither self-rated health, medical conditions, nor medications contributed to the differences between exercise groups. Results suggest that the possible contribution of physical exercise to individual differences in cognition among older adults should be further investigated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The efficacy of computer-provided reading treatment for chronic aphasic adults

We examined the effects of computer-provided reading activities on language performance in chronic aphasic patients. Fifty-five aphasic adults were assigned randomly to one of three conditions: computer reading treatment, computer stimulation, or no treatment. Subjects in the computer groups used computer 3 hours each week for 26 weeks. Computer reading treatment software consisted of visual matching and reading comprehension tasks. Computer stimulation software consisted of nonverbal games and cognitive rehabilitation tasks. Language measures were administered to all subjects at entry and after 3 and 6 months. Significant improvement over the 26 weeks occurred on five language measures for the computer reading treatment group, on one language measure for the computer stimulation group, and on none of the language measures for the no-treatment group. The computer reading treatment group displayed significantly more improvement on the Porch Index of Communicative Ability "Overall" and "Verbal" modality percentiles and on the Western Aphasia Battery Aphasia "Quotient" and "Repetition" subtest than the other two groups. The results suggest that (a) computerized reading treatment can be administered with minimal assistance from a clinician, (b) improvement on the computerized reading treatment tasks generalized to non-computer language performance, (c) improvement resulted from the language content of the software and not stimulation provided by a computer, and (d) the computerized reading treatment we provided to chronic aphasic patients was efficacious.     

"Contribution of specific cognitive processes to executive functioning in an aging population": Correction to Lamar et al.(2002).

Reports an error in the article "Contributions of Specific Cognitive Processes to Executive Function in an Aging Population," by M. Lamar, et al. (Neuropsychology, 2002, 16[2]: 156-162). The article contained errors in Tables 2-4. Reanalyzed data with the corrected coding for phonemic and semantic fluency are available at http://dx.dou.org/neu162156.cx1. (The following abstract of this article originally appeared in record 2002-02127-004. The current study investigated executive function measures emphasizing Alpha Span (ASp) to understand relationships among executive and nonexecutive tasks. Nondemented older participants (N = 417) received a comprehensive cognitive battery. Age and vocabulary adjusted correlations revealed associations among ASp, Wechsler Adult Intelligence Scale--Revised (D. Wechsler, 1981) Digit Span subtests, and fluency tasks. Principal-components analysis with varimax rotation revealed a 4 component solution (86.4% of the variance) with executive variables contributing to all loadings. Calculated component indices were submitted to a regression analysis predicting ASp performance. After accounting for age (6.3% of the variance), Component 3 reflecting brief attention-mental manipulation accounted for 13.4% of ASp variance; Component 1, verbal language... (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mother–child problem solving: Continuity through the early childhood years.

Maternal ratings of child temperament and observed maternal behaviors in the home were collected when children were 18 months old. Both variables were examined as predictors of mothers' problem solving behaviors with their toddlers at 30 months and the children's independent problem solving at 5 years. Maternal instructional behavior in the home at 18 months and maternal ratings of temperament at 18 months predicted maternal behaviors when the children were 30 months old and child performance in a cognitive problem-solving task. maternal cognitive assistance during the 18- and 30-month tasks also predicted child cognitive task performance in the laboratory at 5 years of age. These same maternal behaviors were related to the child's performance on the Preschool and Primary Scale of Intelligence (D. Wechsler, 1967) at age 5, and lack of maternal assistance was related to teacher ratings of learning problems at age 5. (PsycINFO Database Record (c) 2010 APA, all rights reserved)