Grammatical sensitivity and working memory in children with language impairment

Children with primary language impairment (LI) show a deficit in processing various grammatical structures, verb inflections, and syntactically complex sentences among other things (Clahsen-Hansen 1997; Leonard et al. 1997). Cross-linguistic research has shown that the pattern of performance is language-specific. We examined grammatical sensitivity to word order and agreement violations in 50 Hungarian-speaking children with and without LI. The findings suggest a strong association between sensitivity to grammatical violations and working memory capacity. Variations in working memory performance predicted grammatical sensitivity. Hungarian participants with LI exhibited a weakness in detecting both agreement and word order violations

The Modulatory Effect of Expectations on Memory Retrieval During Sentence Comprehension

Memory retrieval and probabilistic expectations are recognized factors in sentence comprehension that capture two different critical aspects of processing difficulty: the cost of retrieving and integrating previously processed elements with the new input words and the cost of incorrect predictions about upcoming words or structures in a sentence. Although these two factors have independently received substantial support from the extant literature, how they interact remains poorly understood. The present study investigated memory retrieval and expectation in a single experiment, pitting these factors against each other. Results showed a significant interference effect in both response time to the comprehension questions and reading time at the last (spillover) sentence region. We also found that the interference effect on reading time (but not on comprehension question response time) was canceled when the word at the retrieval site was highly predictable. Overall, our findings are consistent with the hypothesis of a modulatory effect of expectations on memory retrieval and with the idea that expectation-based facilitation results from pre-activation of the target word ahead of time

The "Kitāb Sībawayhi" Project : Sībawayhi from Sībawayhi’s perspective – A thematic approach to the translation of the "Kitāb"

The Kitāb Sībawayhi Project aims at a new English translation and analysis of the Kitāb Sībawayhi, with an innovative approach that will shed light on the way the linguistic system of Arabic has been described by the most prominent figure of the Arabic linguistic tradition

Perception of American–English Vowels by Early and Late Spanish–English Bilinguals

Increasing numbers of Hispanic immigrants are entering the US and learning American–English (AE) as a second language (L2). Previous studies investigating the relationship between AE and Spanish vowels have revealed an advantage for early L2 learners for their accuracy of L2 vowel perception. Replicating and extending such previous research, this study examined the patterns with which early and late Spanish–English bilingual adults assimilated naturally-produced AE vowels to their native vowel inventory and the accuracy with which they discriminated the vowels. Twelve early Spanish–English bilingual, 12 late Spanish–English bilingual, and 10 monolingual listeners performed perceptual-assimilation and categorical-discrimination tasks involving AE /i,ɪ,ɛ,ʌ,æ,ɑ,o/. Early bilinguals demonstrated similar assimilation patterns to late bilinguals. Late bilinguals’ discrimination was less accurate than early bilinguals’ and AE monolinguals’. Certain contrasts, such as /æ-ɑ/, /ʌ-ɑ/, and /ʌ-æ/, were particularly difficult to discriminate for both bilingual groups. Consistent with previous research, findings suggest that early L2 learning heightens Spanish–English bilinguals’ ability to perceive cross-language phonetic differences. However, even early bilinguals’ native-vowel system continues to influence their L2 perception

FIRST CASE OF LAPAROSCOPIC PARTIAL SPLENECTOMY IN A CHILD WITH HAMARTOMA: CASE REPORT AND REVIEW OF THE LITERATURE

INTRODUCTION To date, laparoscopic surgery has played a key role in the treatment of not only splenic hematologic pathologies but also solid ones. Hamartoma is a rare disease; only twenty percent of them are of pediatric relevance; it is a benign tumor, but radiological features never allow proper differentiation from malignant neoplasms. In children, hamartoma may be associated with other morbid conditions, such as sickle cell disease or other hematological alterations. PRESENTATION OF THE CASE We report a case of hamartoma in a 7-year-old child treated with partial laparoscopic splenectomy After a multidisciplinary evaluation, the indication of laparoscopic splenectomy was decided; upon evaluating the age of the patient and the affected spleen portion, a partial splenectomy was proposed. The histological examination during surgery was performed to exclude any form of malignancy. The intraoperative frozen section of the specimen was negative for malignancies, and a partial splenectomy was performed. DISCUSSION Surgery remains the first choice in the definitive treatment of solid lesions of the spleen; minimally invasive technique, namely, laparoscopy, has set itself as the technique of choice for surgical treatment. In this case, the possibility of obtaining an intraoperative pathological diagnosis by frozen section of the specimen, confirming the benign nature of the lesion, allowed the surgeon to decide in favor of a laparoscopic partial splenectomy. CONCLUSION Partial laparoscopic splenectomy can be considered a safe, effective and reproducible alternative in patients suffering from benign solid diseases, safeguarding the hematological functions of the organ itself in pediatric age

Working Memory and Interference Control in Children with Specific Language Impairment

Language and communication disorders are often associated with deficits in working memory (WM) and interference control. WM studies involving children with specific language impairment (SLI) have traditionally been framed using either resource theories or decay accounts, particularly Baddeley\u27s model. Although significant interference problems in children with SLI are apparent in error analysis data from WM and language tasks, interference theories and paradigms have not been widely used in the SLI literature. A primary goal of the present paper is to provide an overview of interference deficits in children with SLI. Review of the extant literature on interference control shows deficits in this population; however, the source and the nature of the deficit remain unclear. Thus, a second key aim in our review is to demonstrate the need for theoretically driven experimental paradigms in order to better understand individual variations associated with interference weaknesses in children with SLI

Using the Visual World Paradigm to Study Retrieval Interference in Spoken Language Comprehension

The cue-based retrieval theory (Lewis et al., 2006) predicts that interference from similar distractors should create difficulty for argument integration, however this hypothesis has only been examined in the written modality. The current study uses the Visual World Paradigm (VWP) to assess its feasibility to study retrieval interference arising from distractors present in a visual display during spoken language comprehension. The study aims to extend findings from Van Dyke and McElree (2006), which utilized a dual-task paradigm with written sentences in which they manipulated the relationship between extra-sentential distractors and the semantic retrieval cues from a verb, to the spoken modality. Results indicate that retrieval interference effects do occur in the spoken modality, manifesting immediately upon encountering the verbal retrieval cue for inaccurate trials when the distractors are present in the visual field. We also observed indicators of repair processes in trials containing semantic distractors, which were ultimately answered correctly. We conclude that the VWP is a useful tool for investigating retrieval interference effects, including both the online effects of distractors and their after-effects, when repair is initiated. This work paves the way for further studies of retrieval interference in the spoken modality, which is especially significant for examining the phenomenon in pre-reading children, non-reading adults (e.g., people with aphasia), and spoken language bilinguals

Assessment of Neglect Dyslexia with Functional Materials

Spatial neglect is a neurocognitive disorder, affecting perception, representation, and/or motor planning. Neglect dyslexia in spatial neglect after right hemisphere damage (RHD) may co-occur with, or be dissociated from, other spatial neglect signs (Arduino, Daini, & Silveri, 2005; Lee et al., 2009; Vallar, Burani, & Arduino, 2010). Previous neglect dyslexia research focused on word-level stimuli and reading errors, primarily identifying letter omissions and substitutions to the left of the word midpoint (Ellis, Flude, & Young, 1987). However, functional materials may be more challenging to read (greater spatial extent of sentences and paragraphs, versus words). Although experimental studies that focus on reading at the single-word level may ask interesting theoretical questions regarding the sources of errors in the reading stages and systems, it is not often in the real-world that people read single words in isolation. We hypothesized that assessment materials with ecological validity such as reading a menu and reading an article would be more reflective of the degree to which reading errors and neglect dyslexia was detected in individuals with RHD than assessments that contained only single words or short phrases, which are rarely read in isolation in everyday life

Neural Indices of Vowel Discrimination in Monolingual and Bilingual Infants and Children

Objectives: To examine maturation of neural discriminative responses to an English vowel contrast from infancy to 4 years of age and to determine how biological factors (age and sex) and an experiential factor (amount of Spanish versus English input) modulate neural discrimination of speech. Design: Event-related potential (ERP) mismatch responses (MMRs) were used as indices of discrimination of the American English vowels [ε] versus [I] in infants and children between 3 months and 47 months of age. A total of 168 longitudinal and cross-sectional data sets were collected from 98 children (Bilingual Spanish–English: 47 male and 31 female sessions; Monolingual English: 48 male and 42 female sessions). Language exposure and other language measures were collected. ERP responses were examined in an early time window (160 to 360 msec, early MMR [eMMR]) and late time window (400 to 600 msec, late MMR). Results: The eMMR became more negative with increasing age. Language experience and sex also influenced the amplitude of the eMMR. Specifically, bilingual children, especially bilingual females, showed more negative eMMR compared with monolingual children and with males. However, the subset of bilingual children with more exposure to English than Spanish compared with those with more exposure to Spanish than English (as reported by caretakers) showed similar amplitude of the eMMR to their monolingual peers. Age was the only factor that influenced the amplitude of the late MMR. More negative late MMR was observed in older children with no difference found between bilingual and monolingual groups. Conclusions: Consistent with previous studies, our findings revealed that biological factors (age and sex) and language experience modulated the amplitude of the eMMR in young children. The early negative MMR is likely to be the mismatch negativity found in older children and adults. In contrast, the late MMR amplitude was influenced only by age and may be equivalent to the Nc in infants and to the late negativity observed in some auditory passive oddball designs