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LING228- Child language acquisition > 8>Language impairments > Flashcards

8>Language impairments Flashcards

1
Q

outdated perspectives on language acquisition>

A
  • every child acquires language in the end
  • as an automatic process & innate
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2
Q

Current knowledge of lang acquisiton>

A
  • in Uk now more than 1.4 mill children with speech, lang & communication needs
  • more than 10% of UK children have some problems acquiring/using lang in everyday settings/domains
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3
Q

What percentage of children does DLD affect?>

A
  • 7.5 % of all english speaking children
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4
Q

why is DLD called ‘the most common childhood condition you’ve never heard of’? (4)

A
  • as often goes unnoticed for a long time
  • unlike ADHD/autism, doesnt have clear symptoms (many children mask)
  • might not include problems with pronunciation, may just understand complex lang later
  • might come across as ‘shy’
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5
Q

Why should we be concerned about lang learning difficulties?>

A
  • only 20.3% of pupils with SLCN gained grade 4/C or above in english & maths at GCSE compared to 69% of all pupils
  • children with poor vocabulary skills are twice as likely to be unemployed when reach adulthood
  • high emotional cost (stressful)
  • can cause struggle to form relationships
  • DLS common among young offenders
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6
Q

what to do with case that you think might be DLD?>

A
  • use NHS link for referral
  • as parent–>go through GP; they will refer a speech & lang therapist
  • in school/nurseries–>forms to fill in; dont have to wait for parents if they seem to not be doing anything
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7
Q

Diagnosing DLD process> (once referred)

A
  • FIRST: need to exclude possibility eng struggles are due to bilingualism
  • SECOND: need to exclude BIOMEDICAL causes
  • AlSO: need to check hearing (if temporary can cause temporary problems)
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8
Q

Diagnosing DLD process> Step 1:

A
  • need to exclude possibilty eng struggle are due to bilingualism
  • bilinguals tend to have smaller vocabularies in single lang, thus can appear similar to DLD
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9
Q

diagnosing DLD> step 2:

A

need to exclude biomedical causes
-i.e. could disorder be explained by Down’s syndrome/other disorder
- found DLD often co-occurs with other disorders (thus want to understand if disorder is on own or if other factors involved)

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10
Q

Traditionally how is DLD characterised?>

A

-by language deficits in the ABSENCE of any clear biomedical cause (such as the chromosome abnormality seen in down’s)

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11
Q

why is the label DLD recommended?>

A

1> labels like ‘developmental aphasia’ implies parallels with adult acquired deficits (<these caused usually by a stroke, so quite different)
2> problems observed are not specific to lang (as SLI implies)

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12
Q

Which aspects of language does DLD affect?>

A

(ALL)
- phonology
- word learning
- grammar
- pragmatics

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13
Q

DLD & problems with phonology (2)

A
  • difficulties perceiving, storing & producing speech segments
  • deficits in phoneme constancy
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14
Q

how to test DLD phonological difficulties with perceiving storing and producing speech segments> (3)

A

give a new word to them> see if can imitate word> see if can re-produce 5 mins later

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15
Q

DLD & problems with phonology> deficits in phoneme constance>

A

-problems with knowledge of sound categories
(e.g. treating the /t/ in ‘cat’ & ‘tap’ as different phonemes & not seeing commonality between two)

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16
Q

DLD & problems with word learning> (2)

A
  • require more exposure to learn new words & retention is poor
  • have a underdeveloped knowledge of word meanings
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17
Q

DLD & problems with word learning> study (meaningful/non-meaningful words)

A
  • played sentences to kids with & kids without DLD
  • presented words in meaningful vs non-meaningful phrases “eat the bread” vs “eat the bed”
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18
Q

DLD & problems with word learning> study (meaningful/non-meaningful words)>results:

A
  • only kids without DLD showed an EEG response to nonsensical sentence “eat the bed”
  • kids with DLD either didnt show a response, or less likely to show EEG response to nonsensical “eat the bed”
    ^thus clear processing word meanings in different ways
19
Q

DLD & problems with grammar> (4)

A
  • missing inflections (“he like chocolate”)
  • object/sub pronoun errors (“her sleeping”)
  • tense errors (“yesterday i goed beach”)
  • less generalisation
    (i.e. worse at WUG where have to show creativity> also problems with converting passive>active)
20
Q

DLD & problems with pragmatics> (4)

A
  • higher rate of non-verbal responses
  • tangential or ‘wandering’ answers (‘over-informative’)
  • poor discourse-level understanding, despite understanding of constituent sentences
  • poor understanding of jokes, figurative lang, idioms & metaphors, potentially attributable to lexical deficits
21
Q

problems with pragmatics> DLD vs autism>

A
  • suggestion that this is what differs between DLD & autistic kids
  • autistic–>general misunderstanding of figurative lang
  • DLD–>caused by underlying problems with lexical knowledge
22
Q

DLD & comorbidity>

A
  • comorbidity as norm
    -DLD can cooccur with: motor control deficits (dyspraxia, dysarthria); ADHD; dyslexia; autism
23
Q

evidence for ‘delay’ theory of DLD>

A
  • many deficits (e.g. in word learning) seen in DLD disappear when children get older
24
Q

evidence for ‘deviance’ theory of DLD>

A
  • children with DLD produce a higher rate of bare stems (“he like tennis”) than younger children
25
Q

How to do clinical assessment of DLD>

A
  • step 1: use ‘standardised assessment kit’
  • step 2: tailored intervention by trained SLT (speech & lang therapist)
26
Q

clinical assessment of DLD> step 1: standardised assessment kit (3)

A
  • this as clinical evaluation of language fundamentals
  • ^these include: word classes, sentence comprehension, following direction, pragmatic understanding
  • have different kits for different age ranges
27
Q

clinical assessment of DLD> step 2: tailored intervention by trained SLT>

A
  • this as based on areas of weakness identified during clinical assessment
28
Q

clinical assessment of DLD> step 2: tailored intervention by trained SLT> e.g. for phonological problems>

A
  • for initial/medial sounds–> given words/images & asked to find words with similar sounds
  • for rhyming pairs–>given words/images & asked to identify rhyming pairs
29
Q

clinical assessment of DLD> step 2: tailored intervention by trained SLT> e.g. for syntactic problems>

A
  • use of different colours & shapes to show how phrases can move around & illustrate constituent structure of sentences
    (e.g. Ns in red; DETs in pink; V/aux in blue)
30
Q

Problems with determining which programs of intervention work & which do not>

A
  • some people cagey about methods (/down to intuition)
  • not clear if same types of procedure/interventions are useful
31
Q

What are 2 types of causes DLD?>

A

1>proximal causes (e.g. cognitive deficits)
2>distal causes (e.g. environment, genetics, neurobiology)

32
Q

Proximal causes of DLD>

A
  • working memory capacity limitation (remembering & manipulating info)
  • auditory processing deficit
  • sequence learning deficit
33
Q

Proximal causes of DLD> how can test working memory limation>

A
  • giving a sequence of digits & asking to repeat in reverse order (remembering & manipulating info)
34
Q

Proximal casues of DLD> sequence learning deficit>

A
  • dont remember sequences/order of words (& also other items i.e. coloured blocks)
35
Q

why is it difficult to determine WHERE problem lies with proximal causes of DLD?>

A
  • 3 causes partly interrleated
  • e.g. working memory & auditory processing both are related to ‘fuzziness’ around words (in 1st difficult to remember word due to poor working memory> fuzziness; in 2nd ‘fuzziness’ due to poor auditory processing)
36
Q

distal causes of DLD> early theories> (3)

A
  • “bad parenting”
  • repeated ear infections during crit period for lang development
  • brain damage sustained around birth
37
Q

distal causes of DLD> twin studies>

A
  • monozygotic twins found to resemble each other in terms of DLD diagnosis more closely than dizygotic twins
  • suggests there is a genetic component that causes DLD
38
Q

distal causes of DLD> a ‘language gene’?

A
  • mutation on FOXP2 gene linked with abnormalities in ‘broca’s area’
  • abnormality identified in studies of ‘KE’ family, many of whom have lang difficulties
39
Q

distal causes of DLD> A ‘language gene’> nativist view>

A
  • nativist view of lang development that there is an innate lang ‘faculty’ which encodes grammar & which is genetically specified
  • idea genes of children with DLD impair their grammar while sparing their intellgence
40
Q

distal causes of DLD> evidence against ‘a language gene’

A
  • idea studies of KE family helped identify one route by which genetic variation affects brain development & subsequent lang capacity
  • most people with DLD do not have abnormality of FOXP2 gene & seems likely in most cases the disorder is caused by the interaction of several genes together with environmental risk factors
41
Q

distal causes of DLD> atypical brain development & cortical dysplasia>

A
  • suggestion atypical neuronal migration causing ‘cortical dysplasia’ as linked to DLD
  • cortical dysplasia as occuring when top layer of brain doesnt form properly (either genetic/due to brain injury)
42
Q

distal causes of DLD> atypical synaptic pruning

A
  • during synaptic pruning, the brain eliminates extra synapses
  • synaptic pruning as though to be brains way of removing connections in brain that are no longer needed
  • suggested ‘synaptic pruning’ process as different in kids with DLD
43
Q

future research agenda of DLD> (6)

A
  • better understanding of genetic basis of DLD
  • better understanding of the underlying NEURAL mechanisms involved
  • determine optimal methods of identification
  • improve intervention efficacy
  • study more diverse population
  • better understanding of link with comorbidities such as dyslexia

LING228- Child language acquisition (9 decks)

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