The kindergarten-path effect revisited: children’s use of context in processing structural ambiguities

Research with adults has shown that ambiguous spoken sentences are resolved efficiently, exploiting multiple cues—including referential context—to select the intended meaning. Paradoxically, children appear to be insensitive to referential cues when resolving ambiguous sentences, relying instead on statistical properties intrinsic to the language such as verb biases. The possibility that children’s insensitivity to referential context may be an artifact of the experimental design used in previous work was explored with 60 4- to 11-year-olds. An act-out task was designed to discourage children from making incorrect pragmatic inferences and to prevent premature and ballistic responses by enforcing delayed actions. Performance on this task was compared directly with the standard act-out task used in previous studies. The results suggest that young children (5 years) do not use contextual information, even under conditions designed to maximize their use of such cues, but that adult-like processing is evident by approximately 8 years of age. These results support and extend previous findings by Trueswell and colleagues (Cognition (1999), Vol. 73, pp. 89–134) and are consistent with a constraint-based learning account of children’s linguistic development.</p

Psychoeducation intervention effectiveness to improve social skills in young people with ADHD: a meta-analysis

Objective: Attention Deficit Hyperactivity Disorder (ADHD) can be associated with limited understanding of the condition and poor social skills. Some evidence favors a psychoeducational approach, but little is known about the effectiveness of psychoeducation. Methods: Systematic review and meta-analysis of studies assessing psychoeducational interventions that aim to improve social skills of young people with ADHD. Results: Ten studies, including 943 participants, reported across 13 papers met the inclusion criteria. Although effect sizes were small, findings suggest the included interventions significantly improved social skills in young people with ADHD. Conclusions: Results show promise for psychoeducational behavioral interventions . However, the recommendations that can be developed from existing evidence are somewhat limited by the low quality of studies. Further rigorous trials are needed. In addition, future research should consider the long-term outcomes for these interventions, they should be iteratively co-designed and research should consider the context they intend to be delivered in

A systematic review of cognitive function and psychosocial well-being in school-age children with narcolepsy

Introduction: Narcolepsy is a neurological sleep disorder characterised by excessive daytime sleepiness and attacks of muscle weakness which are often precipitated by strong emotions (cataplexy). In August 2010, concerns were raised about an increase in the incidence rate of narcolepsy diagnosis in children and adolescents. It is therefore timely to systematically review the current research that has investigated the consequences of this chronic disorder in childhood on cognitive function and psychosocial well-being. Objective: The review was conducted to assess whether cognitive function and psychosocial well-being is impaired in school-age children with narcolepsy and to assess the quality of the previous research. Data sources: Four electronic databases were searched on 27th June 2015; The Cochrane Library, EMBASE, Ovid MEDLINE and PsycINFO. Eligibility criteria for selecting studies: Research primarily concerned with; narcolepsy (and/or cataplexy) and cognitive function and/or psychosocial well-being in children aged between 5-17 years old. Studies matching this criteria, published between 2005-2015 and written in English were included in this review. Results: Eight studies met the inclusion criteria for the present review. Collectively the results provided evidence to suggest that children who develop narcolepsy are at significant cognitive and psychological risk. The findings suggest that narcolepsy puts children and adolescents at particular risk of cognitive impairment in at least one domain and emotional problems including depression, anxiety and low self-esteem which may consequently lead to poorer quality of life. Conclusions: This review has highlighted that children with narcolepsy are at significant risk of cognitive and psychological impairments. However, current research is limited by small sample sizes and lack of standardised assessments, appropriate controls and longitudinal data. In order to gain further understanding about the cognitive and psychological consequences of childhood narcolepsy, future research must address these limitations so that the results can enable recommendations to be made for any extra support needed at home and at school so that children with narcolepsy are able to achieve their full potential

Evidence of objective sleep impairment in nonepileptic attack disorder : a naturalistic prospective controlled study using actigraphy and daily sleep diaries over six nights

Poor sleep is reported by many with nonepileptic attack disorder (NEAD) with correlations evident between self-reported sleep quality and mood and functional impairment. However, it is contended that self-reported sleep impairment in NEAD is a subjective phenomenon, which represents a general tendency to over-report symptoms or misinterpret bodily states in those with NEAD. The present study was therefore designed to investigate the extent of subjective and objective sleep impairments in those with NEAD. Over six nights we prospectively recorded comparable nightly objective (actigraphy) and subjective (consensus sleep diary) sleep parameters in a sample of 17 people with NEAD, and an age- and gender-matched normative control group (N = 20). Participants recorded daily measures of attacks, dissociation, and mood. Alongside higher subjective sleep impairment, the NEAD group had significantly worse objective sleep on several metrics compared to the normative controls, characterized by disrupted sleep (frequent awakenings and wake after sleep onset, low efficiency). Exploratory analyses using mixed effects models showed that attacks were more likely to occur on days preceded by longer, more restful sleep. This study, which had good ecological validity, evidences the presence of objective sleep impairment in NEAD, suggesting that in patient reports of problems with sleep should be given careful consideration in clinical practice

Is children's reading “good enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences

We monitored 8- and 10-year-old children’s eye movements as they read sentences containing a temporary syntactic ambiguity to obtain a detailed record of their online processing. Children showed the classic garden-path effect in online processing. Their reading was disrupted following disambiguation, relative to control sentences containing a comma to block the ambiguity, although the disruption occurred somewhat later than would be expected for mature readers. We also asked children questions to probe their comprehension of the syntactic ambiguity offline. They made more errors following ambiguous sentences than following control sentences, demonstrating that the initial incorrect parse of the garden-path sentence influenced offline comprehension. These findings are consistent with “good enough” processing effects seen in adults. While faster reading times and more regressions were generally associated with better comprehension, spending longer reading the question predicted comprehension success specifically in the ambiguous condition. This suggests that reading the question prompted children to reconstruct the sentence and engage in some form of processing, which in turn increased the likelihood of comprehension success. Older children were more sensitive to the syntactic function of commas, and, overall, they were faster and more accurate than younger children

Language Structure Is Partly Determined by Social Structure

BACKGROUND: Languages differ greatly both in their syntactic and morphological systems and in the social environments in which they exist. We challenge the view that language grammars are unrelated to social environments in which they are learned and used. METHODOLOGY/PRINCIPAL FINDINGS: We conducted a statistical analysis of >2,000 languages using a combination of demographic sources and the World Atlas of Language Structures--a database of structural language properties. We found strong relationships between linguistic factors related to morphological complexity, and demographic/socio-historical factors such as the number of language users, geographic spread, and degree of language contact. The analyses suggest that languages spoken by large groups have simpler inflectional morphology than languages spoken by smaller groups as measured on a variety of factors such as case systems and complexity of conjugations. Additionally, languages spoken by large groups are much more likely to use lexical strategies in place of inflectional morphology to encode evidentiality, negation, aspect, and possession. Our findings indicate that just as biological organisms are shaped by ecological niches, language structures appear to adapt to the environment (niche) in which they are being learned and used. As adults learn a language, features that are difficult for them to acquire, are less likely to be passed on to subsequent learners. Languages used for communication in large groups that include adult learners appear to have been subjected to such selection. Conversely, the morphological complexity common to languages used in small groups increases redundancy which may facilitate language learning by infants. CONCLUSIONS/SIGNIFICANCE: We hypothesize that language structures are subjected to different evolutionary pressures in different social environments. Just as biological organisms are shaped by ecological niches, language structures appear to adapt to the environment (niche) in which they are being learned and used. The proposed Linguistic Niche Hypothesis has implications for answering the broad question of why languages differ in the way they do and makes empirical predictions regarding language acquisition capacities of children versus adults

Are syntactic representations similar in both reading and listening? Evidence from priming in first and second languages

It is unclear to what extent natural differences between reading and listening result in differences in the syntactic representations formed in each modality. The present study investigated the occurrence of syntactic priming bidirectionally from reading to listening, and vice versa to examine whether reading and listening share the same syntactic representations in both first language (L1) and second language (L2). Participants performed a lexical decision task in which the experimental words were embedded in sentences with either an ambiguous or a familiar structure. These structures were alternated to produce a priming effect. The modality was manipulated whereby participants (a) first read part of the sentence list and then listened to the rest of the list (reading-listening group), or (b) listened and then read (listening-reading group). In addition, the study involved two within-modality lists in which participants either read or listened to the whole list. The L1 group showed within-modal priming in both listening and reading as well as a cross-modal priming effect. Although L2 speakers showed priming in reading, the effect was absent in listening and weak in the listening-reading condition. The absence of priming in L2 listening was attributed to difficulties in L2 listening rather than to an inability to produce abstract priming

Nap effects on preschool children’s learning of letter‐sound mappings

This study explored whether a daytime nap aids children's acquisition of letter-sound knowledge, which is a fundamental component for learning to read. Thirty-two preschool children in Sydney, Australia (Mage = 4 years;3 months) were taught letter-sound mappings in two sessions: one followed by a nap and the other by a wakeful period. Learning was assessed by explicit letter-sound mappings (“Which sound does this letter make?”) and knowledge generalization tasks (“Here's Tav and Cav, which one is /kav/?”). Results from the knowledge generalization task showed better performance after a nap than after wake. However, no nap benefit was found for explicit letter-sound knowledge. This study provides initial evidence that naps could be beneficial for preschool children's learning of letter-sound mappings