Although a growing literature points to substantial variation in speech/language abilities related to individual differences in musical abilities, mainstream models of communication sciences and ...disorders have not yet incorporated these individual differences into childhood speech/language development. This article reviews three sources of evidence in a comprehensive body of research aligning with three main themes: (a) associations between musical rhythm and speech/language processing, (b) musical rhythm in children with developmental speech/language disorders and common comorbid attentional and motor disorders, and (c) individual differences in mechanisms underlying rhythm processing in infants and their relationship with later speech/language development. In light of converging evidence on associations between musical rhythm and speech/language processing, we propose the Atypical Rhythm Risk Hypothesis, which posits that individuals with atypical rhythm are at higher risk for developmental speech/language disorders. The hypothesis is framed within the larger epidemiological literature in which recent methodological advances allow for large‐scale testing of shared underlying biology across clinically distinct disorders. A series of predictions for future work testing the Atypical Rhythm Risk Hypothesis are outlined. We suggest that if a significant body of evidence is found to support this hypothesis, we can envision new risk factor models that incorporate atypical rhythm to predict the risk of developing speech/language disorders. Given the high prevalence of speech/language disorders in the population and the negative long‐term social and economic consequences of gaps in identifying children at‐risk, these new lines of research could potentially positively impact access to early identification and treatment.
This article is categorized under:
Linguistics > Language in Mind and Brain
Neuroscience > Development
Linguistics > Language Acquisition
The article proposes the Atypical Rhythm Risk Hypothesis, which posits that individuals with poor rhythm are at higher risk for developmental speech/language disorders. If a significant body of evidence is found to support this hypothesis, we can envision new risk factor models that incorporate atypical rhythm to predict risk of developing speech/language disorders.
A growing number of studies have shown a connection between rhythmic processing and language skill. It has been proposed that domain-general rhythm abilities might help children to tap into the ...rhythm of speech (prosody), cueing them to prosodic markers of grammatical (syntactic) information during language acquisition, thus underlying the observed correlations between rhythm and language. Working memory processes common to task demands for musical rhythm discrimination and spoken language paradigms are another possible source of individual variance observed in musical rhythm and language abilities. To investigate the nature of the relationship between musical rhythm and expressive grammar skills, we adopted an individual differences approach in N = 132 elementary school-aged children ages 5-7, with typical language development, and investigated prosodic perception and working memory skills as possible mediators. Aligning with the literature, musical rhythm was correlated with expressive grammar performance (r = 0.41, p < 0.001). Moreover, musical rhythm predicted mastery of complex syntax items (r = 0.26, p = 0.003), suggesting a privileged role of hierarchical processing shared between musical rhythm processing and children's acquisition of complex syntactic structures. These relationships between rhythm and grammatical skills were not mediated by prosodic perception, working memory, or non-verbal IQ; instead, we uncovered a robust direct effect of musical rhythm perception on grammatical task performance. Future work should focus on possible biological endophenotypes and genetic influences underlying this relationship.
Studies have shown that children vary in the trajectories of their language development after cochlear implant (CI) activation. The aim of the present study is to assess the preverbal and lexical ...development of a group of 20 Italian-speaking children observed longitudinally before CI activation and at three, 6 and 12 months after CI surgery (mean age at the first session: 17.5 months; SD: 8.3; and range: 10-35). The group of children with CIs (G-CI) was compared with two groups of normally-hearing (NH) children, one age-matched (G-NHA; mean age at the first session: 17.4 months; SD: 8.0; and range: 10-34) and one language-matched (G-NHL;
= 20; mean age at the first session: 11.2 months; SD: 0.4; and range: 11-12). The spontaneous interactions between children and their mothers during free-play were transcribed. Preverbal babbling production and first words were considered for each child. Data analysis showed significant differences in babbling and word production between groups, with a lower production of words in children with CIs compared to the G-NHA group and a higher production of babbling compared to the G-NHL children. Word production 1 year after activation was significantly lower for the children with CIs than for language-matched children only when maternal education was controlled for. Furthermore, latent class growth analysis showed that children with CIs belonged mainly to classes that exhibited a low level of initial production but also progressive increases over time. Babbling production had a statistically significant effect on lexical growth but not on class membership, and only for groups showing slower and constant increases. Results highlight the importance of preverbal vocal patterns for later lexical development and may support families and speech therapists in the early identification of risk and protective factors for language delay in children with CIs.
The present study aimed to investigate the communicative characteristics of children with cochlear implants (CIs) and their mothers in interaction, whether and how they differ from those of ...mother–child dyads with normal hearing, and whether mother and child influence each other over the first year after implantation. Eighteen Italian-speaking children with CIs were assessed longitudinally across four time points, from before implantation (ages: 10–33 months) to 1 year after implantation. Two groups of normally-hearing children matched for age or lexical production level were used as comparison groups. The language used by mothers in semi-structured play sessions with their children was analyzed for use of specific techniques aimed at eliciting language in children with CIs (or Facilitating Language Techniques FLTs: questions, labeling, comments, parallel talk, reformulations, and directives); children’s language was analyzed for communicative functions (initiatives and adequate responses). Results showed delayed communicative development for children with CIs with respect to both control groups and different use of FLTs such as directives between mothers of children with or without normal hearing. Findings also highlighted an effect of the interlocutor’s communicative behavior for both children and mothers: In the group of children with CIs, children’s initiatives were hindered by a higher use of questions; mothers’ labeling was negatively affected by children’s responsivity. Findings may have important implications for language development support programs, families, and professionals.
Background
Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this ...association is affected by language and curriculum practices.
Objective
The study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries.
Method
Three countries, Italy (
n
= 73), Romania (
n
= 65), and Belgium (
n
= 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests.
Results
Results showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries.
Conclusions
Findings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices.
Considering the large amount of tires that reach the end of life every year, the aim of this study was the evaluation of both acute and chronic effects of end-of-life-tire (ELT)-derived rubber ...granules (ELT-dg) and powder (ELT-dp) on a freshwater trophic chain represented by the green alga Pseudokirchneriella subcapitata, the crustacean Daphnia magna and the teleost Danio rerio (zebrafish). Adverse effects were evaluated at the organism and population levels through the classical ecotoxicological tests. Acute tests on D. magna and D. rerio revealed a 50% effect concentration (EC50) > 100.0 mg/L for both ELT-dg and ELT-dp. Chronic exposures had a lowest observed effect concentration (LOEC) of 100.0 mg/L for both ELT-dg and ELT-dp on P. subcapitata grow rate and yield. LOEC decreased in the other model organisms, with a value of 9.8 mg/L for D. magna, referring to the number of living offspring, exposed to ELT-dg suspension. Similarly, in D. rerio, the main results highlighted a LOEC of 10.0 mg/L regarding the survival and juvenile weight parameters for ELT-dg and a LOEC of 10.0 mg/L concerning the survival and abnormal behavior in specimens exposed to ELT-dp. Tested materials exhibited a threshold of toxicity of 9.8 mg/L, probably a non-environmental concentration, although further investigations are needed to clarify the potential ecological impact of these emerging contaminants.
•Balance of lexical knowledge affects processing efficiency in each language.•Between age 6–9 processing efficiency improves more for unbalanced bilinguals.•Bilingual proficiency affects responses to ...words similar in form but not meaning.•Cross-language similarity affects the course of bilingual lexical development.
Using a picture–auditory word recognition task, we examined how early child bilinguals access their languages and how the languages affect one another. Accuracy and response times in “false friends” (i.e., words with similar form but unrelated meanings) and semantically related words were compared with control conditions within and across languages and grades. Study 1 tested the performance of school-age children with balanced versus unbalanced knowledge of first-language (L1) Italian and second-language (L2) German. Study 2 compared unbalanced bilingual children with L1 Italian and L2 French or German to investigate the effect of lexical similarity in the children’s languages. Children were found to activate both languages on receiving an auditory stimulus; performance in each language was affected by proficiency in the other language, degree of between-language similarity, and length of experience with each language. The BLINCS (Bilingual Language Interactive Network for Comprehension of Speech) model was invoked as a plausible framework for conceptualizing the nature of bilingual phonolexical representation and its effect on word recognition.
Environmental sources of variance in the Italian vocabulary and reading skills of bilingual primary school children from immigrant families (or language minority bilingual children (LMBC)) in Italy ...were investigated, and the LMBC's skill levels were compared to those of their monolingual classmates. A total of 140 children from the first, third, and fifth grades were administered standardized tests of receptive vocabulary, word reading, and nonword reading skills. LMBC's exposure to Italian at home and their mothers' Italian proficiency were reported by mothers. Immigrant mothers' Italian proficiency was a significant predictor of vocabulary and word reading speed but not of word accuracy or nonword reading. High levels of Italian exposure at home in combination with low levels of maternal Italian proficiency was a negative predictor of vocabulary; high exposure to Italian at home was positively associated with word reading speed and negatively associated with nonword reading speed. LMBC had lower vocabulary scores but did not differ from monolingual children in measures of reading skill. The findings underscore the importance of the quality of language exposure for language development and replicate findings that bilingual children show decoding skills on a par with monolingual children despite smaller vocabularies.
The Goldsmiths Musical Sophistication Index (Gold-MSI) measures a wide range of self-reported musical abilities and behaviors in the Western adult general population, regardless of musical expertise. ...This instrument has been validated in various languages, but an Italian version is lacking. The present study describes the Italian validation and adaptation of the Gold-MSI (Gold-MSI-IT) and investigates the effects of socio-demographic variables on scores of musical sophistication. Analyses of factor structure and internal reliability on an Italian sample (N = 429, mean age = 31.08, SD = 11.68, 75.5% female) and analyses of test–retest reliability on a smaller sample (N = 57, mean age = 34.68, SD = 10.80, 75% female) show that the Gold-MSI-IT conforms to a bifactor model, similarly to the original version, including an underlying General Musical Sophistication factor and five subfactors, and that our instrument has good internal consistency and good test–retest reliability. Additional tests showed gender differences in musical sophistication and that musical sophistication correlated with education but not with age. The study provides a reliable and stable tool to investigate individual differences in the Italian context and adds to our knowledge of musicality in the general population across countries.
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