Sentence Repetition Tasks to Detect and Prevent Language Difficulties: A Scoping Review.
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ABSTRACT:
SUBMITTER: Rujas I
PROVIDER: S-EPMC8305617 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:The study of deaf users of signed languages, who often experience delays in primary language (L1) acquisition, permits a unique opportunity to examine the effects of aging on the processing of an L1 acquired under delayed or protracted development. A cohort of 107 congenitally deaf adult signers ages 45-85 years who were exposed to American Sign Language (ASL) either in infancy, early childhood, or late childhood were tested using an ASL sentence repetition test. Participants repeated 20 sentences that gradually increased in length and complexity. Logistic mixed-effects regression with the variables of chronological age (CA) and age of acquisition (AoA) was used to assess sentence repetition accuracy. Results showed that CA was a significant predictor, with increased age being associated with decreased likelihood to reproduce a sentence correctly (odds ratio [OR] = 0.56, p = .010). In addition, effects of AoA were observed. Relative to native deaf signers, those who acquired ASL in early childhood were less likely to successfully reproduce a sentence (OR = 0.42, p = .003), as were subjects who learned ASL in late childhood (OR = 0.27, p < .001). These data show that aging affects verbatim recall in deaf users of ASL and that the age of sign language acquisition has a significant and lasting effect on repetition ability, even after decades of sign language use. These data show evidence for life-span continuity of early life effects. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
| S-EPMC8425788 | biostudies-literature
Project description:PurposeWe asked whether sentence repetition accuracy could be explained by interactions of participant processing limitations with the structures of the sentences. We also tested a prediction of the procedural deficit hypothesis (Ullman & Pierpont, 2005) that adjuncts are more difficult than arguments for individuals with developmental language impairment (DLI).MethodForty-four young adults participated, 21 with DLI. The sentence repetition task varied sentence length and the use of arguments and adjuncts. We also administered measures of working memory and processing speed. Our regression models focused on these interactions: group and argument status; processing speed, length, and argument status; and working memory capacity, length, and argument status.ResultsLanguage ability group was a significant predictor of sentence repetition accuracy but did not interact with argument status. Processing speed interacted with sentence length and argument status. Working memory capacity and its separate interactions with argument status and sentence length predicted sentence repetition accuracy.ConclusionsMany adults with DLI may have difficulty with adjuncts as a result of their working memory limitations rather than their language ability. Cognitive limitations common to individuals with DLI are revealed more by particular sentence structures, suggesting ways to construct more diagnostically accurate sentence repetition tasks.
| S-EPMC4972009 | biostudies-literature
Project description:In psycholinguistics and clinical linguistics, the Sentence Repetition Task (SRT) is known to be a valuable tool to screen general language abilities in both spoken and signed languages. This task enables users to reliably and quickly assess linguistic abilities at different levels of linguistic analysis such as phonology, morphology, lexicon, and syntax. To evaluate sign language proficiency in deaf children using French Sign Language (LSF), we designed a new SRT comprising 20 LSF sentences. The task was administered to a cohort of 62 children- 34 native signers (6;09-12 years) and 28 non-native signers (6;08-12;08 years)-in order to study their general linguistic development as a function of age of sign language acquisition (AOA) and chronological age (CA). Previously, a group of 10 adult native signers was also evaluated with this task. As expected, our results showed a significant effect of AOA, indicating that the native signers repeated more signs and were more accurate than non-native signers. A similar pattern of results was found for CA. Furthermore, native signers made fewer phonological errors (i.e., handshape, movement, and location) than non-native signers. Finally, as shown in previous sign language studies, handshape and movement proved to be the most difficult parameters to master regardless of AOA and CA. Taken together, our findings support the assumption that AOA is a crucial factor in the development of phonological skills regardless of language modality (spoken vs. signed). This study thus constitutes a first step toward a theoretical description of the developmental trajectory in LSF, a hitherto understudied language.
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Project description:Recent reading research implicates executive control regions as sites of difference in struggling readers. However, as studies often employ only reading or language tasks, the extent of deviation in control engagement in children with reading difficulties is not known. The current study investigated activation in reading and executive control brain regions during both a sentence comprehension task and a nonlexical inhibitory control task in third-fifth grade children with and without reading difficulties. We employed both categorical (group-based) and individual difference approaches to relate reading ability to brain activity. During sentence comprehension, struggling readers had less activation in the left posterior temporal cortex, previously implicated in language, semantic, and reading research. Greater negative activity (relative to fixation) during sentence comprehension in a left inferior parietal region from the executive control literature correlated with poorer reading ability. Greater comprehension scores were associated with less dorsal anterior cingulate activity during the sentence comprehension task. Unlike the sentence task, there were no significant differences between struggling and nonstruggling readers for the nonlexical inhibitory control task. Thus, differences in executive control engagement were largely specific to reading, rather than a general control deficit across tasks in children with reading difficulties, informing future intervention research.
| S-EPMC6132278 | biostudies-literature
Project description:BackgroundDevelopmental language disorder (DLD) often remains undetected until children shift from 'learning to read' to 'reading to learn,' around 9 years of age. Mono- and bilingual children with DLD frequently have co-occurring reading, attention, and related difficulties, compared to children with typical language development (TLD). Data for mono- and bilingual children with DLD and TLD would aid differentiation of language differences versus disorders in bilingual children.ObjectiveWe conducted a scoping review of descriptive research on mono-and bilingual children < and >= 9 years old with DLD versus TLD, and related skills (auditory processing, attention, cognition, executive function, and reading).Data sourcesWe searched PubMed for the terms "bilingual" and "language disorders" or "impairment" and "child[ren]" from August 1, 1979 through October 1, 2018.Charting methodsTwo abstracters charted all search results. Main exclusions were: secondary data/reviews, special populations, intervention studies, and case studies/series. Abstracted data included age, related skills measures', and four language groups of participants: monolingual DLD, monolingual TLD, bilingual DLD, and bilingual TLD.ResultsOf 366 articles, 159 (43%) met inclusion criteria. Relatively few (14%, n = 22) included all 4 language groups, co-occurring difficulties other than nonverbal intelligence (n = 49, 31%) or reading (n = 51, 32%) or any 9-18 year-olds (31%, n = 48). Just 5 (3%) included only 9-18 year-olds. Among studies with any 9 to 18 year olds, just 4 (8%, 4/48) included 4 language groups.ConclusionsFuture research should include mono- and bilingual children with both DLD and TLD, beyond 8 years of age, along with data about their related skills.
| S-EPMC9252163 | biostudies-literature
Project description:Language lateralisation refers to the phenomenon in which one hemisphere (typically the left) shows greater involvement in language functions than the other. Measurement of laterality is of interest both to researchers investigating the neural organisation of the language system and to clinicians needing to establish an individual's hemispheric dominance for language prior to surgery, as in patients with intractable epilepsy. Recently, there has been increasing awareness of the possibility that different language processes may develop hemispheric lateralisation independently, and to varying degrees. However, it is not always clear whether differences in laterality across language tasks with fMRI are reflective of meaningful variation in hemispheric lateralisation, or simply of trivial methodological differences between paradigms. This systematic review aims to assess different language tasks in terms of the strength, reliability and robustness of the laterality measurements they yield with fMRI, to look at variability that is both dependent and independent of aspects of study design, such as the baseline task, region of interest, and modality of the stimuli. Recommendations are made that can be used to guide task design; however, this review predominantly highlights that the current high level of methodological variability in language paradigms prevents conclusions as to how different language functions may lateralise independently. We conclude with suggestions for future research using tasks that engage distinct aspects of language functioning, whilst being closely matched on non-linguistic aspects of task design (e.g., stimuli, task timings etc); such research could produce more reliable and conclusive insights into language lateralisation. This systematic review was registered as a protocol on Open Science Framework: https://osf.io/5vmpt/.
| S-EPMC5659218 | biostudies-literature
Project description:Previous studies have indicated that sentences are comprehended via widespread brain regions in the fronto-temporo-parietal network in explicit language tasks (e.g., semantic congruency judgment tasks), and through restricted temporal or frontal regions in implicit language tasks (e.g., font size judgment tasks). This discrepancy has raised questions regarding a common network for sentence comprehension that acts regardless of task effect and whether different tasks modulate network properties. To this end, we constructed brain functional networks based on 27 subjects' fMRI data that was collected while performing explicit and implicit language tasks. We found that network properties and network hubs corresponding to the implicit language task were similar to those associated with the explicit language task. We also found common hubs in occipital, temporal and frontal regions in both tasks. Compared with the implicit language task, the explicit language task resulted in greater global efficiency and increased integrated betweenness centrality of the left inferior frontal gyrus, which is a key region related to sentence comprehension. These results suggest that brain functional networks support both explicit and implicit sentence comprehension; in addition, these two types of language tasks may modulate the properties of brain functional networks.
| S-EPMC3823842 | biostudies-literature
Project description:PurposeDespite the clinical utility of sentence production and sentence repetition to identify language impairment in autism, little is known about the extent to which these tasks are sensitive to potential dialectal variation. One promising method is strategic scoring (Oetting et al., 2016), which has good clinical utility for identifying language impairment in nonautistic school-age children across dialects of English. This report applies strategic scoring to analyze sentence repetition and sentence production in autistic adolescents and adults.MethodThirty-one diverse autistic adolescents and adults with language impairment (ALI; n=15) and without language impairment (ASD; n=16) completed the Formulated Sentences and Recalling Sentences subtests of the Clinical Evaluation of Language Fundamentals-5th Ed (Wiig et al., 2013). Descriptive analyses and regression evaluated effects of scoring condition, group, and scoring condition by group on outcomes, as well as group differences in finiteness-marking across utterances and morphosyntactic structures.ResultsStrategic and unmodified item-level scores were essentially constant on both subtests and significantly lower in the ALI than the ASD group. Only group predicted item-level scores. Group differences were limited to: percent grammatical utterances on Formulated Sentences and percent production of overt structures combined on Sentence Repetition (ALI < ASD).DiscussionFindings support the feasibility of strategic scoring for sentence production and sentence repetition to identify language impairment and indicate that potential dialectal variation in finiteness-marking did not confound outcomes in this sample. To better understand the clinical utility of strategic scoring, replication with a larger sample varying in age and comparisons with dialect-sensitive measures are needed.
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Project description:Natural language inference (NLI) is an essential subtask in many natural language processing applications. It is a directional relationship from premise to hypothesis. A pair of texts is defined as entailed if a text infers its meaning from the other text. The NLI is also known as textual entailment recognition, and it recognizes entailed and contradictory sentences in various NLP systems like Question Answering, Summarization and Information retrieval systems. This paper describes the NLI problem attempted for a low resource Indian language Malayalam, the regional language of Kerala. More than 30 million people speak this language. The paper is about the Malayalam NLI dataset, named MaNLI dataset, and its application of NLI in Malayalam language using different models, namely Doc2Vec (paragraph vector), fastText, BERT (Bidirectional Encoder Representation from Transformers), and LASER (Language Agnostic Sentence Representation). Our work attempts NLI in two ways, as binary classification and as multiclass classification. For both the classifications, LASER outperformed the other techniques. For multiclass classification, NLI using LASER based sentence embedding technique outperformed the other techniques by a significant margin of 12% accuracy. There was also an accuracy improvement of 9% for LASER based NLI system for binary classification over the other techniques.
| S-EPMC8114806 | biostudies-literature
Project description:AimTo provide an overview of responsibilities and tasks of nurses in pharmaceutical care.DesignScoping review.MethodsTwo databases were systematically searched (MEDLINE and Scopus) for recent original research papers concerning nurses' responsibilities and tasks in pharmaceutical care. The definition of responsibility was based on literature, moral and ethical discussions. Existing responsibilities and tasks beyond preparation and administration of medication were collected and synthesized. This main study outcome was extracted from titles and abstracts only. Results were reported in accordance with PRISMA-ScR guidelines.ResultsOf the 3,805 titles and abstracts reviewed, 453 abstracts were included. A total of seven responsibilities were identified: (a) management of therapeutic and adverse effects of medication, (b) management of medication adherence, (c) management of patient medication self-management, (d) management of patient education and information about medication, (e) prescription management, (f) medication safety management and (g) (transition of) care coordination. Within these responsibilities, all tasks performed by nurses were described.
| S-EPMC9584497 | biostudies-literature