This study focuses on the association between language skills and core cognitive processes relative to the duration of institutionalization in children adopted from orphanages abroad. Participants in the adoptive group (n = 46) had arrived in the United States between the ages of 2 and 84 months (mean = 24 months), and had been living in the United States for 1-9 years. Drawing on both experimental and standardized assessments, language skills of the international adoptees differed as a function of length of time spent in an institution and from those of 24 nonadopted controls. Top-down cognitive assessments including measures of explicit memory and cognitive control differed between adopted and nonadopted children, yet differences between groups in bottom-up implicit learning processes were unremarkable. Based on the present findings, we propose a speculative model linking language and cognitive changes to underlying neural circuitry alterations that reflect the impact of chronic stress, due to adoptees' experience of noncontingent, nonindividualized caregiving. Thus, the present study provides support for a relationship between domain-general cognitive processes and language acquisition, and describes a potential mechanism by which language skills are affected by institutionalization.

/pdf/language-and-cognitive-outcomes-in-internationally-adopted-xipf9sql4n.pdf

Language and cognitive outcomes in internationally adopted children

BACKGROUND: phonological working memory and typical language development in children. AIM: to describe and discuss findings of researches concerning the assessment of phonological working memory in normally developing children undertaken since the 1980's. AIM: to present a systematic literature review regarding the phonological working memory and its relationship with normal language development. METHOD: A systematic review of the literature on phonological working memory and its relationship with language development skills of normal children was made. The used material involved books, monographs, thesis, dissertations and articles stored in Lilacs, Pubmed, Scielo and Medline databases. An analysis was made considering the applied tests and the results regarding the effects of extension and age and the relationship of these variables with phonological working memory for speakers of English and the Brazilian Portuguese language. CONCLUSION: according to the consulted literature, studies indicate a relationship between the phonological and lexical knowledge and the phonological working memory in children with normal language development.

/pdf/phonological-working-memory-and-its-relationship-with-2d0hcawcsu.pdf

Phonological working memory and its relationship with language development in children.

The aim of the present study was to describe the similarities and differences found throughout lexical acquisition between normally developing children and children with developmental language disorder through an extensive literature review. The search was carried out in the databases SciELO, Lilacs, PubMed, Web of Science and Dedalus, and covered the last decades of studies in the area. The selected studies, of observational or experimental nature, showed great variability of findings related to vocabulary development, describing tendencies and variations, and also other abilities enrolled in the lexical acquisition process. Generally, the results suggest that the lexical difficulties that constitute one of the first alterations observed in children with developmental language disorder are justified by difficulties in abilities and/or characteristics influenced or directly related to mechanisms involved in information processing, which compromise the quality and the retrieval of phonological and semantic representations corresponding to a new lexical item. However, many studies suggest that ostensive situations and great contextual support emphasizing few novel words facilitate the lexical acquisition of children with developmental language disorder.

/pdf/tendencias-da-aquisicao-lexical-em-criancas-em-3u1zgen162.pdf

Tendências da aquisição lexical em crianças em desenvolvimento normal e crianças com Alterações Específicas no Desenvolvimento da Linguagem

Background: phonological working memory and typical language development in children. Aim: to describe and discuss findings of researches concerning the assessment of phonological working memory in normally developing children undertaken since the 1980's. Aim: to present a systematic literature review regarding the phonological working memory and its relationship with normal language development. Method: A systematic review of the literature on phonological working memory and its relationship with language development skills of normal children was made. The used material involved books, monographs, thesis, dissertations and articles stored in Lilacs, Pubmed, Scielo and Medline databases. An analysis was made considering the applied tests and the results regarding the effects of extension and age and the relationship of these variables with phonological working memory for speakers of English and the Brazilian Portuguese language. Conclusion: according to the consulted literature, studies indicate a relationship between the phonological and lexical knowledge and the phonological working memory in children with normal language development.

/pdf/memoria-operacional-fonologica-e-suas-relacoes-com-o-4qt91uuema.pdf

Memória operacional fonológica e suas relações com o desenvolvimento da linguagem infantil*** Phonological working memory and its relationship with language development in children

OBJETIVO: Analisar o desempenho longitudinal de criancas com Alteracoes Especificas no Desenvolvimento da Linguagem (AEDL) em uma prova de Pragmatica a fim de observar o desenvolvimento da competencia comunicativa ao longo do processo terapeutico. METODOS: Participaram desta pesquisa 56 criancas de ambos os sexos, com idades entre 1;10 (anos;meses) a 5;11 na primeira avaliacao. Todos os sujeitos foram diagnosticados com AEDL e estavam/estiveram em terapia fonoaudiologica por pelo menos dois anos ou receberam alta antes deste periodo. As provas de Pragmatica que faziam parte das avaliacoes anuais dos pacientes foram analisadas e pontuadas de 0 a 4 (pior ao melhor desempenho, respectivamente) com base em criterios de gravidade. Os resultados foram tratados estatisticamente (pd"0,05; ANOVA, Tukey-T, Pearson). RESULTADOS: A idade das criancas com AEDL no momento do ingresso no servico nao foi uma variavel relevante para determinar seus desempenhos na primeira avaliacao de Pragmatica, exceto para a idade de um ano (p=0,02), nem para predizer o tempo de terapia necessario para que eles normalizassem suas habilidades pragmaticas (p=0,72). As criancas que atingiram os criterios de normalidade para a prova (64,3%) apresentaram um desempenho inicial melhor do que os sujeitos que nao normalizaram seus desempenhos ate o momento da coleta (p=0,01). Finalmente, enquanto o meio comunicativo foi o parâmetro que mais melhorou apos terapia fonoaudiologica, o numero de atos por minuto foi a variavel cujo prejuizo mostrou-se mais persistente. CONCLUSAO: O desempenho inicial das criancas com AEDL foi a variavel que melhor predisse a normalizacao das habilidades pragmaticas dos sujeitos (64,3%), apos terapia fonoaudiologica.

/pdf/perfil-comunicativo-de-criancas-com-alteracoes-especificas-4tfd3eov4q.pdf

Perfil comunicativo de crianças com alterações específicas no desenvolvimento da linguagem: caracterização longitudinal das habilidades pragmáticas

PURPOSE: The purpose of this study was to design a short-term memory test, to describe quantitative performance in typically language developing children and to verify the relationship between the non-words repetition and oral phonological measure. METHODS: The participants included 136 typically language developing children aged from 3 years to 6 years and 11 months old in this study, who were evaluated. The test consisted of 40 non-words of one, two, three, and four syllables. The subjects' repetitions were transcribed and the number of right answers was calculated for each age range. RESULTS: The effect of age was observed in the test, as well as the effect of length, only for disyllabic non-words. The performance in the non-word repetition task showed correlation with the oral phonology measure. CONCLUSION: The test designed in this research was able to verify the short-term memory in typically language developing children and the results showed correlation between this memory and phonological performance.

http://www.scielo.br/pdf/codas/v25n5/2317-1782-codas-25-05-00422.pdf

Amalia Rodrigues

Papers

Phonological working memory and its relationship with language development in children.

Memória operacional fonológica e suas relações com o desenvolvimento da linguagem infantil*** Phonological working memory and its relationship with language development in children

Perfil comunicativo de crianças com alterações específicas no desenvolvimento da linguagem: caracterização longitudinal das habilidades pragmáticas

Short-term phonological memory in preschool children

Aspectos semânticos e pragmáticos nas alterações de desenvolvimento de linguagem