Communication between adults differs from adult-child communication in a number of features. Characteristics of motherese (child-directed speech) are well described in the literature, but less is ...known about adaptations adults make in other communication features. In this study we analyzed video-tapes of communication in 10 mother-child pairs. Frequencies of gestures (as well as relationship between gestures and verbal responses) and frequencies of various functions of verbal utterances were observed. These features were analyzed in children aged, on average, 13 months, e.g. in children who were starting with first words expression. Results show that mothers used gestures in about 15% of responses. This data infer that parents use less gestures when communicating with their children than with other adults. When parent used gestures, in almost 80% they used deictic gestures, while they used iconic and conventional gestures with a lower frequency. The most frequent functions of verbal utterances were: commands/warnings, descriptions, drawing attention and naming objects and people. Parent most often used gestures with verbal utterances that served as attention devices. In that way, they, intuitively, give additional support of language acquisition in children whose joint attention skills are still immature. Adapted from the source document
Communication between adults differs from adult-child communication in a number offeatures. Characteristics of motherese (child-directed speech) are well described in the literature, but less is ...known about adaptations adults make in other communication features. In this study we analyzed video-tapes of communication in 10 mother-childpairs. Frequencies of gestures (as well as relationship between gestures and verbal responses) and frequencies of various functions of verbal utterances were observed. These features were analyzed in children aged, on average, 13 months, e.g. in children who were starting with first words expression. Results show that mothers used gestures in about 15 % of responses. This data infer that parents use less gestures when communication with their children than with other adults. When parent used gestures, in almost 80% they used deictic gestures, while they used iconic and conventional gestures with a lower frequency. The most frequent functions of verbal utterances were: commands/warnings, decriptions, drawing attention and naming objects and people. Parent most often used gestures with verbal utterances that served as attention devices. In that way, they, intuitively, give additional support of language acquistion in children whose joint attention skills are still immature.
Purpose: Although researchers have explored parental perspectives of childhood speech and language disorders, most studies have been conducted in English-speaking countries. Little is known about ...parental experiences across countries, where procedures of language screening and services for language disorders differ. The authors participated in the COST 1 Action network IS1406, "Enhancing Children's Oral Language Skills Across Europe and Beyond," which provided an opportunity to conduct cross-country qualitative interviews with parents. The aim of this pilot study was to explore ways in which parents construed and described speech and language disorders across countries.Method: Semistructured qualitative interviews were conducted with parents from 10 families in 10 different countries. The data were analyzed using thematic analysis.Findings: The overall theme was "acknowledging parental expertise." The parents described, in detail, ways in which their children's speech and language (dis)abilities had an impact on the children's everyday life. Three subthemes were identified: impairment, disability, and changes over time.Conclusions: The findings suggest that, across a range of countries, parents demonstrated contextualized understandings of their children's speech and language (dis)abilities, along with the everyday functional implications of the disorders. Hence, despite not holding professional knowledge about language disorders, the voices, views, understandings, and personal experiences of parents in relation to their child's disorder should be listened to when planning therapy services.
In research and clinical practice language development can be described by two basic methods: scores on psychometric test and calculating basic measures of language development. The other method ...should have a high applicability where there is low possibility of psychometric testing, like in Croatia where only few standardised tests are available. The aim of this research was to compare basic measures of language development in three groups of participants. First group consists of participants with special language impairment (SLI). Participants in second group have typically developing language and are matched with SLI group by chronological age. Third group is also typically developing, but with lower chronological age. Same pictorial material was used to elicitate narration in all three groups of participants. Language samples were taken, transcribed, coded and used for calculating basic measures of language development (mean length of utterance in words, type-token ratio, lemma-token ratio and others). Results showed that basic measures of language development differentiate among groups of participants: measures on the level of utterances and discourse showed statistically significant difference between SLI group and chronologically matched group with typical language development, but did not showed such difference between SLI group and younger group with typical language development. Measures of lexical development show similar tendencies, but not statistically significant differences. However, with lexical measures, other factors, such as elicitation material and the type of sampling should be taken into account. Overall, results suggest that basic measures of language development can describe language status. More frequent usage of such measures in clinic and research should enhance the amount of data and enable more precise and reliable application of this type of language profiling. Adapted from the source document
In research and clinical practice language development can be described by two basic methods: scores on psychometric test and calculating basic measures of language development. The other method ...should have a high applicability where there is low possibility of psychometric testing, like in Croatia where only few standardised tests are available. The aim of this research was to compare basic measures of language development in three groups of participants. First group consists of participants with special language impairment (SLI). Participants in second group have typically developing language and are matched with SLI group by chronological age. Third group is also typically developing, but with lower chronological age. Same pictorial material was used to elicitate narration in all three groups of participants. Language samples were taken, transcribed, coded and used for calculating basic measures of language development (mean length of utterance in words, type-token ratio, lemma-token ratio and others). Results showed that basic measures of language development differentiate among groups ofparticipants: measures on the level of utterances and discourse showed statistically significant difference between SLI group and chronologically matched group with typical language development, but did not showed such difference between SLI group and younger group with typical language development. Measures of lexical development show similar tendencies.However, with lexical measures, other factors, such as elicitation material and the type of sampling should be taken into account. Overall, results suggest that basic measures of language development can describe language status. More frequent usage of such measures in clinic and research should enhance the amount of data and enable more precise and reliable application of this type of language profiling.
We study first language acquisition of Croatian morphonotactic vs. phonotactic word-initial consonant clusters. Morphonotactic clusters cross a morpheme boundary, such as /sl/ in s+loiti 'to ...arrange', whereas phonotactic clusters occur within a morpheme, as in slad+o+led 'ice-cream'. With a new method we show that, similarly to equally morphology-rich Polish and Lithuanian, the three investigated Croatian children acquire morphonotactic clusters earlier than homophonous phonotactic clusters. We also study preferences of double and triple word-initial consonant clusters via the concept of Net Auditory Distance (NAD), never before used for Croatian, with partially unexpected results. When dealing for the first time in studies of (mor)phonotactic development with the rise of cluster complexity, we will show that morphonotactics creates new complexity. Since children do not learn directly the target language, as represented in grammars, dictionaries and electronic corpora of written or oral adult language, we compare the development of child speech (CS) systematically with the children's language input, i.e. child-directed speech (CDS) of their caretakers. In this way, we can achieve a higher degree of ecological validity than with formal transversal tests. The three longitudinal corpora of spontaneous interaction between a child and a caretaker (Croatian Corpus of Child Language, Kovacevic 2002) have been recorded, transcribed and coded according to the methodologies of the international project CHILDES and the Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition headed by the second author. The results are compared with those of the acquisition of morphonotactic vs. phonotactic clusters by Polish children. Diverging results are due to structural differences between these two Slavic languages. Ovaj se rad bavi usvajanjem pocetnih morfonotaktickih i fonotaktickih zatvornickih skupina u hrvatskome. Morfonotakticke se zatvornicke skupine proteu preko granice morfema, npr. /sl/ u s+loiti, dok se fonotakticke zatvornicke skupine nalaze unutar morfema, npr. sladoled. Analiziran je Hrvatski korpus djecjeg jezika (Kovacevic 2002), longitudinalni korpus koji je prikupljen prema smjernicama medunarodnog projekta CHILDES te medujezicnog projekta Pre- i Protomorfologija u jezicnom usvajanju pod vodstvom drugog autora. Dosadanja su istraivanja u podrucju usvajanja morfonotaktike pokazala prednost u usvajanju morfonotaktickih zatvornickih skupina u morfoloki bogatim jezicima, poljskom i litavskom. Ovaj rad proiruje dosadanji pristup usmjeravajuci se na proces ovladavanja proizvodnjom suglasnicke skupine, a ne samo na vrijeme pojavljivanja u djecjem jeziku. Analiza Hrvatskog korpusa djecjeg jezika pokazala je da se u hrvatskome, usporedivo s podatcima dobivenim iz drugih morfoloki bogatih jezika, morfonotakticke zatvornicke skupine usvajaju ranije nego istozvucne fonotakticke zatvornicke skupine. Istraena je i obiljeenost dvoclanih i troclanih pocetnih zatvornickih skupina promatrajuci ih u svjetlu koncepta NetAuditory Distance (NAD) koji do sada za hrvatski nije koriten. Dosadanje su spoznaje u podrucju usvajanja morfonotaktike proirene i istraivanjem razvoja sloenosti zatvornickih skupina te se pokazalo da morfonotaktika vodi k vecoj sloenosti, no sloenije zatvornicke skupine nisu nuno i vie obiljeene. Djecji je jezik usporeden s ulaznim jezikom te je na taj nacin postignuta veca ekoloka valjanost. Dobiveni su rezultati usporedeni s dosadanjim istraivanjima usvajanja morfonotaktickih i fonotaktickih zatvornickih skupina u poljskome te su pronadene odredene razlike u tijeku usvajanju koje su rezultat strukturalnih razlika izmedu ovih dvaju slavenskih jezika. Keywords: first-language acquisition, morphonotactics, phonotactics, child corpora, Net Auditory Distance (NAD), Croatian language Kljucne rijeci: jezicno usvajanje, morfonotaktika, fonotaktika, korpus djecjeg jezika, Net Auditory Distance (NAD), hrvatski jezik
Fonološka svjesnost, brzo automatizirano imenovanje i radno pamćenje smatraju se najvažnijim čimbenicima koji podupiru ovladavanje čitanjem, no njihova relativna važnost ovisi o dobi te o pravopisu ...kojim dijete ovladava. Cilj je ovoga rada ispitati prediktore čitanja u hrvatskome jeziku, koji ima proziran pravopis, nakon tri godine sustavne poduke u čitanju. U istraživanje je uključeno 80 sudionika (prosječne dobi 10.07 godina). Kriterijske varijable, brzina čitanja i točnost čitanja mjerene su čitanjem liste riječi i liste pseudoriječi. Fonološka je svjesnost ispitana zadatcima brisanja i dodavanja fonema te zadatkom premetanja, a brzo imenovanje zadatkom imenovanja boja. Radno je pamćenje ispitano ponavljanjem pseudoriječi i suptestom raspona pamćenja brojeva (WISC-IV-HR). Da bi se provjerila prediktivnost promatranih varijabli, provedena je hijerarhijska regresijska analiza. Rezultati su pokazali da je u jeziku s prozirnim pravopisom nakon tri godine sustavne poduke brzo automatizirano imenovanje najznačajniji prediktor i brzine čitanja i točnosti čitanja. Iako ovo istraživanje nije pokazalo disocijaciju prediktora koji podupiru brzinu čitanja i točnost čitanja, potvrdilo je važnost fonološke svjesnosti kao supresijske varijable za brzo imenovanje u predviđanju brzine čitanja pseudoriječi.
Ponavljanje pseudoriječi jedna je od najčešćih mjera fonološkog radnog pamćenja. Unatoč učestaloj uporabi, nerijetko se pri izradi pseudoriječi malo pažnje posvećuje parametrima koji ih određuju, a ...pri uporabi zadatka ponavljanja pseudoriječi ne preispituje se uloga ostalih procesa i mehanizama fonološke obrade koji ga podupiru. U skladu s tim, načinjena je lista pseudoriječi varirajući duljinu (broj slogova) i fonološku složenost (strukturu sloga, tj. pristup i odstup sloga). Cilj je ovoga rada utvrditi povezanost ponavljanja pseudoriječi s drugim mjerama radnoga pamćenja – pamćenjem brojeva i slogova. Lista pseudoriječi primijenjena je kao mjera radnoga pamćenja na uzorku djece s posebnim jezičnim teškoćama (N=10, KD: 10;06). Uz ponavljanje pseudoriječi radno je pamćenje mjereno ponavljanjem slogova te ponavljanjem brojeva (WISC-IV). Rezultati pokazuju značajnu i pozitivnu korelaciju između ponavljanja brojeva i slogova, no ponavljanje pseudoriječi nije povezano ni s jednom drugom mjerom radnoga pamćenja. Čini se da ponavljanje pseudoriječi oblikovanih na taj način ne odražava samo opseg radnoga pamćenja, već i intaktnost fonološkog sustava.
Repetition of pseudowords is one of the most common measures of phonological working memory. Although pseudowords are widely used, little attention has been given to the parameters that should be taken into account in their construction. Accordingly, a list of pseudowords has been produced by manipulating the length (number of syllables) and phonological complexity (syllable structure, i.e. onset and coda) of each pseudoword. The aim of this research was to determine the correlation between pseudoword repetition and other working memory measures – digit span and syllable repetition. The list of pseudowords, as a measure of working memory, was administered with a sample of children with specific language impairment (N=10, mean age=10,6 years). In addition to pseudoword repetition, working memory was measured using syllable repetition and digit span (WISC-IV) tasks. The results demonstrated a significant and positive correlation between digit span and syllable repetition, while pseudoword repetition was not correlated to any other working memory measure. Based on these findings, it seems that pseudoword repetition is not only a working memory measure, but rather reflects the development of the phonological system.
Communication between adults differs from adult-child communication in a number of features. Characteristics of motherese (child-directed speech) are well described in the literature, but less is ...known about adaptations adults make in other communication features. In this study we analyzed video-tapes of communication in 10 mother-child pairs. Frequencies of gestures (as well as relationship between gestures and verbal responses) and frequencies of various functions of verbal utterances were observed. These features were analyzed in children aged, on average, 13 months, e.g. in children who were starting with first words expression. Results show that mothers used gestures in about 15% of responses. This data infer that parents use less gestures when communicating with their children than with other adults. When parent used gestures, in almost 80% they used deictic gestures, while they used iconic and conventional gestures with a lower frequency. The most frequent functions of verbal utterances were: commands/warnings, descriptions, drawing attention and naming objects and people. Parent most often used gestures with verbal utterances that served as attention devices. In that way, they, intuitively, give additional support of language acquisition in children whose joint attention skills are still immature. Key-words: interaction, communication, gestures, prelinguistic period, mother-child, functions of verbal responses Komunikacija odraslih s djecom razlikuje se odkomunikacije medu odraslima u velikom broju obiljezja. Uliteraturi su vec dobro opisana obiljezja maminskog govora, no mnogo manje su poznate prilagodbe koje odrasle osobe rade u drugim obiljezjima komunikacije. U ovom istrazivanjuje, analizom video-snimaka komunikacije 10 parova majke i djeteta, promatrana pojavnost uporabe gesta (kao i njihovog meduodnosa s verbalnim iskazima) te razlicitih funkcija verbalnih iskaza. Ta su obiljezja analizirana u djece prosjecne dobi 13 mjeseci, tj. u djece koja su u faziproizvodnje prvih rijeci. Rezultati pokazuju da majke 15% verbalnih iskaza prate gestama. Ovipodaci ukazuju da roditelji u komunikaciji sa svojom djecom koriste manje gesta negoli u komunikaciji s odraslima. Kada to cine, u gotovo 80% slucajeva koriste deikticke geste, a u znatno manjoj mjeri ikonicke i konvencionalne. Najcesce sejavljaju verbalni iskazi s funkcijama davanja uputa/upozoravanja, opisivanja, privlacenja paznje i imenovanja. Gestama se roditelji najcesce koriste zaprivlacenje paznje, cime, intuitivno, daju dodatnu podrsku usvajanjujezika u djece cije su vjestine zdruzenepaznjejos nezrele. Kljucne rijeci: interakcija, komunikacija, geste, predlingvisticko razdoblje, majka-dijete, funkcije verbalnih odgovora
In research and clinical practice language development can be described by two basic methods: scores on psychometric test and calculating basic measures of language development. The other method ...should have a high applicability where there is low possibility of psychometric testing, like in Croatia where only few standardised tests are available. The aim of this research was to compare basic measures of language development in thee groups of participants. First group consists of participants with special language impairment (SLI). Participants in second group have typically developing language and are matched with S/.I group by chronological age. Third group is also typically developing, but with lower chronological age Same pictorial material was used to elicitate narration in all three groups of participants. Language samples were taken, transcribed, coded and used for calculating basic measures of language development (mean length of utterance in words, type-token ratio, lemma-token ratio and others). Results showed that basic measures of language development differentiate among groups of participants: measures on tfie level of utterances and discourse showed statistically significant difference between SLI group and chronologically matched group with typical language development, but did not showed such difference between SLI group and younger group with typical language development. Measures of lexical development show similar tendencies. However, with lexical measures, other factors, such as elicitation material and the type of sampling should be taken into account. Overall, results suggest that basic measures of language development can describe language status. More frequent usage of such measures in clinic and research should enhance the amount of data and enable more precise and reliable application of this type of language profiling. Key words: measures of language development, situational sampling, narrative ability, specific language impairment Jezicni se razvoj u istrazivanju i u klinickoj praksi moze opisati psihometrijskim testovima ili osnovnim mjerama jezicnog razvoja. Kako logopedija u Hrvatskoj raspolaze malim brojem standardiziranih testova, kao mogucnost procjene jezicnih sposobnosti namece se uzimanje uzoraka i racunanje mjera jezicnog razvoja. Ovim se istrazivanjem zeljelo utvrditi sio osnovne mjere jezicnog razvoja dobivene na temelju uzorka pripovijedanja mogu reci o razlikama u jezicnom razvoju djece s jezicnim teskocama i djece urednog jezicnog razvoja. Ispitane su tri skupine ispitanika; skupina s posebnim jezicnim teskocama (PJT), skupina urednog jezicnog razvoja izjedna?ena po dobi sa skupinom s PJT-om te skupina urednog jezicnog razvoja nize kronoloske dobi. Na temelju eiicitirajuceg materijala snimljen je uzorak pripovijedanja koji je prepisan i kodiran te su izracunate osnovne mjere jezicnog razvoja (prosjecna duljina iskaza mjerena u rijecima, broj natuknica, omjer natuknica i pojavnica i druge). Rezultati su pokazali da osnovne mjere jezicnog razvoja dobro razlikuju skupinu s jezicnim teskocama. U skupini mjera jezicnog razvoja kojima se procjenjuju razina iskaza i diskursa pokazane su statisticki znacajne razlike izmedu ispitanika s pos ebnim jezicnim teskocama i s njima po kronoloskoj dobi izjednacenih ispitanika urednog jezicnog razvoja, ali ne i izmedu ispitanika s posebnim jezicnim teskocama i mladih ispitanika urednog jezicnog razvoja, sto je jasan pokazatelj kasnjenja u jezicnom razvoju ispitanika s posebnim jezicnim teskocama. I numericke mjere leksickog razvoja pokazuju znacajne razlike medu skupinama. U usporedbi osnovnih mjera jezicnog razvoja pri analizi rezultata u obzir je uzet izbor eiicitirajuceg materijala i vrste uzorkovanja. Pri tome treba naglasiti da izbor eiicitirajuceg materijala vise utjece na mjere leksickog razvoja jer elicitirajuci materijal usmjerava i ogranicava opseg i raznolikost rjecnika koji ispitanik upotrebljava kao odgovor na odabrani materijal. Rezultati su pokazali da s.sub.u osnovne jezicne mjere dobar pokazatelj jezicnog razvoja, a njihova cesca uporaba u klinickom i istrazivackom radu moze povecati kolicinu raspolozivih podataka u dijagnostickim i terapijskim postupcima te povecati korisnost primjene ovakvog nacina ispitivanja. Kljucne rijeci: mjere jezicnog razvoja, situacijsko uzorkovanje, pripovijedanje, posebne jezicne teskoce
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