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Cochlear implants (CIs) are a well-established treatment for severe to profound hearing loss, particularly in young children. The success of CIs is influenced by various factors, including the age of implantation and the quality and duration of post-operative rehabilitation, such as Auditory Verbal Therapy (AVT). AVT plays a crucial role in developing listening and spoken language skills in children with CIs. However, the impact of AVT duration on long-term outcomes remains unclear. This study aimed to investigate the impact of AVT duration on the long-term auditory and speech outcomes of children who received CIs between 9 and 12 months of age. Specifically, we compared the outcomes of children who received AVT for one year, one and a half years, and two years after implantation. This descriptive cohort study included 45 children diagnosed with severe to profound hearing loss who received unilateral CIs and completed at least one year of AVT. Participants were divided into three groups based on AVT duration (Group A: 1 year, Group B: 1.5 years, Group C: 2 years). Their auditory perception, speech intelligibility, receptive and expressive language, and speech production skills were assessed using standardized tests five years post-implantation.. Children who received AVT for two years (Group C) demonstrated significantly better outcomes in auditory perception and speech intelligibility compared to those who received AVT for one year (Group A). Group C also exhibited higher scores in expressive language and speech production, while both groups achieved similar results in receptive language. These findings suggest a positive correlation between AVT duration and long-term language and speech development. Early cochlear implantation, coupled with continuous AVT for at least two years, significantly enhances auditory and speech abilities in children with severe to profound hearing loss. This study underscores the importance of extended AVT duration to maximize the long-term benefits of cochlear implants and enable children to reach their full communication potential. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to determine the effect of the COVID-19 pandemic on infant development. The study investigated the development of infants at 10–11 months of age between 2020 and 2023 by using the Kyoto Scale of Psychological Development-2020 (KSPD2020), an individualized developmental scale, and the Kinder Infant Developmental Scale (KIDS), a developmental questionnaire. We compared the results of the KSPD2020 with those of a pre-pandemic developmental research and compared the developmental age (DA) of KIDS with children's chronological age (CA). Moreover, the same developmental research was conducted again on the same children at 18–24 months of age. DA for receptive language and expressive language was lower in the KIDS compared to CA in the investigation at 10–11 months. However, in the investigation at 18–24 months, there were no areas where KIDS' DA was lower than CA, and DA in the areas of manipulation, receptive language, social relationship with adults, discipline, and eating was higher than CA. On the other hand, using the KSPD2020, there were no differences when compared to pre-pandemic data in the investigation at 10–11 months. Furthermore, the investigation at 18–24 months showed that developmental quotient (DQ) was lower in the Language-Social (L-S) areas than in the investigation at 10–11 months. The lower DQ of L-S in this study was also evident in comparison to the 18–24 months pre-pandemic data. These results suggested that to investigate the medium- and long-term effects of the COVID-19 pandemic on children's development, it is necessary to use not only parent-filled questionnaires but also individualized developmental scales. In addition, the finding that results may differ depending on the method of developmental assessment is considered important not only for developmental researchers but also for professionals involved in supporting children's development. [ABSTRACT FROM AUTHOR]

Background: Studies on night sleep and parental bedtime practices and their associations with language development in populations at risk of language delay and neonatal conditions, such as late talkers and preterm children, are scarce. Objectives: Our objective was to longitudinally examine the development of night sleep (total night sleep difficulties, settling, night waking, and co-sleeping), parental bedtime practices (total parental bedtime practices, active physical comforting, encouraging autonomy, and leaving to cry), and expressive language (word and sentence production), and their associations in low-risk preterm and full-term late talkers from 31 to 37 months of age. Methods: Parents of 38 late talkers, 19 low-risk preterm and 19 full-term children, completed the Italian versions of the Infant Sleep Questionnaire, the Parental Interactive Bedtime Behavior Scale, and the MacArthur-Bates Communicative Development Inventory Words and Sentences Long Form. Results: Late talkers' night sleep difficulties, such as settling to sleep and night waking, decreased over time, with low-risk preterm late talkers experiencing more night waking and co-sleeping than full-term peers. Parents reported that instances of active physical comforting and leaving to cry also decreased, with parents of low-risk preterm late talkers reporting higher active physical comforting scores than parents of full-term peers. Improvements in parental practices of encouraging autonomy were significantly associated with increased sentence production from 31 to 37 months. Conclusions: Findings highlight the importance of monitoring night sleep in preterm and full-term late talkers. They also suggest that populations vulnerable to sleep and language delays may particularly benefit from targeted interventions promoting autonomy in their bedtime routines, which, in turn, could support their language development trajectories. [ABSTRACT FROM AUTHOR]

Background and Aims: This longitudinal study investigated the language skills, phonological working memory and lexical‐tone perception of Mandarin‐speaking late‐talkers (LTs) and those with typical language development (TLD) at 27 months, while also examining their connections with novel word‐referent mapping (W‐R mapping) through eye‐tracking at 33 months. Methods and Procedures: Participants included 22 Mandarin‐speaking 27‐month‐old LTs and 22 toddlers with TLD. Data on expressive and receptive language abilities, as well as phonological working memory and lexical‐tone perception, were collected when participants were 27 months old. An eye‐tracking paradigm was further employed during the word‐learning tasks, which included W‐R mapping and word‐identification test (W‐I test) phases at 33 months. Multilevel models were used to analyse participants' gaze pattern trajectories. Outcomes and Results: At 27 months, LT toddlers exhibited poorer language skills (receptive: p = 0.015, expressive: p < 0.001), lexical‐tone perception (p < 0.001) and phonological working memory (p < 0.001) compared to those with TLD, even after considering maternal educational level and participants' fine motor ability. During the W‐I test phase, we observed that LT toddlers showed a slower increase in fixations on the novel target image while listening to the corresponding novel word over time, compared to TLD toddlers (linear: p = 0.011, quadratic: p = 0.007) after adding confounders. Further, expressive language ability at 27 months old was a predictor of their newly established W‐R mappings at 33 months old (p = 0.016). Additionally, the toddler's phonological working memory and lexical‐tone perception were associated with their expressive language ability (p = 0.001 and < 0.001). Conclusions and Implications: These findings indicate that the novel W‐R mapping is not as robust in LTs as in TLDs, and the skills necessary for word learning share similarities with a wide range of expressive language abilities. Moreover, poor expressive language abilities were associated with deficits in lexical processing abilities; that is, phonological working memory and lexical‐tone perception. These findings suggest the need for interventions aimed at improving LTs' lexical processing abilities to strengthen their lagging word‐learning skills at toddlerhood. WHAT THIS PAPER ADDS: What is already known on this subject: Late‐talkers (LTs) exhibit delays in expressive vocabulary development. Furthermore, they also perform poorly in word learning. What this paper adds to existing knowledge: The eye‐tracking paradigm was employed and found that novel word‐referent mapping (W‐R mapping) is not as robust in LTs as in those with typical language development. Toddlers' early expressive language ability could predict their ability to establish novel W‐R mappings. Furthermore, the better the phonological working memory and lexical‐tone perception of LTs are, the better their early expressive language ability is. What are the clinical implications of this work?: Interventions might consider incorporating strategies to improve phonological working memory and lexical‐tone perception to help Mandarin‐speaking LTs enhance linguistic capacities and build robust novel W‐R mapping. [ABSTRACT FROM AUTHOR]

The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges. Adequate vocabulary, including knowledge of additional vocabulary facts, is essential for appropriate L2 proficiency, and therefore, it is a crucial aspect of support that should be focused on. Thus, the aim of the study was to support vocabulary acquisition in students with GL2 regarding two aspects: (1) the acquisition of expressive and receptive vocabulary, and (2) the incidental acquisition of additional information regarding the vocabulary that are not explicitly focused on during intervention. To this end, the effectiveness of a multi-component method consisting of storytelling and flashcards, as well as motivational reinforcers, was examined using multiple baseline design. The intervention was carried out with nine primary school students with GL2 in three small groups three times a week for four weeks. The results indicated that the multi-component storytelling intervention was effective in increasing students' receptive and expressive vocabulary, as well as additional vocabulary facts in just one month. The article concludes with a critical discussion of the findings and generally provides pedagogical implications for schools on how to adequately support students with GL2 in their vocabulary acquisition. [ABSTRACT FROM AUTHOR]

Copyright of Clinica y Salud is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates whether parental supportive (following) and intrusive (redirecting child's attention) verbal directives are influenced by parent gender and birth status, and whether any associations between parental supportive/intrusive directives and developmental outcomes are moderated by birth status. Seventeen preterm and 31 full-term toddlers took part with both parents. Parental directives were coded using transcriptions of dyadic free-play interactions. Toddlers' cognitive, language, and social-emotional skills were assessed via the Bayley-III scales and executive function skills were measured via parental report. 2 × 2 mixed design ANOVAs showed no significant effect of parent gender, birth status, or interaction, on parental directives. Moderation analyses demonstrated significant associations between fathers', but not mothers', intrusive directives and toddlers' cognitive and expressive language scores for preterm, but not full-term, toddlers. Although parents of preterm and full-term toddlers used similar supportive/intrusive directives, fathers of preterm toddlers who exhibited poorer expressive language and cognitive skills used more intrusive directives. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effect of the COVID-19 pandemic on infant development. The study investigated the development of infants at 10-11 months of age between 2020 and 2023 by using the Kyoto Scale of Psychological Development-2020 (KSPD2020), an individualized developmental scale, and the Kinder Infant Developmental Scale (KIDS), a developmental questionnaire. We compared the results of the KSPD2020 with those of a prepandemic developmental research and compared the developmental age (DA) of KIDS with children's chronological age (CA). Moreover, the same developmental research was conducted again on the same children at 18-24 months of age. DA for receptive language and expressive language was lower in the KIDS compared to CA in the investigation at 10-11 months. However, in the investigation at 18-24 months, there were no areas where KIDS' DA was lower than CA, and DA in the areas of manipulation, receptive language, social relationship with adults, discipline, and eating was higher than CA. On the other hand, using the KSPD2020, there were no differences when compared to pre-pandemic data in the investigation at 10-11 months. Furthermore, the investigation at 18-24 months showed that developmental quotient (DQ) was lower in the Language-Social (L-S) areas than in the investigation at 10-11 months. The lower DQ of L-S in this study was also evident in comparison to the 18-24 months pre-pandemic data. These results suggested that to investigate the mediumand long-term effects of the COVID-19 pandemic on children's development, it is necessary to use not only parent-filled questionnaires but also individualized developmental scales. In addition, the finding that results may differ depending on the method of developmental assessment is considered important not only for developmental researchers but also for professionals involved in supporting children's development. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effect of the COVID-19 pandemic on infant development. The study investigated the development of infants at 10–11  months of age between 2020 and 2023 by using the Kyoto Scale of Psychological Development-2020 (KSPD2020), an individualized developmental scale, and the Kinder Infant Developmental Scale (KIDS), a developmental questionnaire. We compared the results of the KSPD2020 with those of a pre pandemic developmental research and compared the developmental age (DA) of KIDS with children’s chronological age (CA). Moreover, the same developmental research was conducted again on the same children at 18–24  months of age. DA for receptive language and expressive language was lower in the KIDS compared to CA in the investigation at 10–11  months. However, in the investigation at 18–24  months, there were no areas where KIDS’ DA was lower than CA, and DA in the areas of manipulation, receptive language, social relationship with adults, discipline, and eating was higher than CA. On the other hand, using the KSPD2020, there were no differences when compared to pre-pandemic data in the investigation at 10–11  months. Furthermore, the investigation at 18–24  months showed that developmental quotient (DQ) was lower in the Language-Social (L-S) areas than in the investigation at 10–11  months. The lower DQ of L-S in this study was also evident in comparison to the 18–24  months pre-pandemic data. These results suggested that to investigate the medium and long-term effects of the COVID-19 pandemic on children’s development, it is necessary to use not only parent-filled questionnaires but also individualized developmental scales. In addition, the finding that results may differ depending on the method of developmental assessment is considered important not only for developmental researchers but also for professionals involved in supporting children’s development. [ABSTRACT FROM AUTHOR]

The paper focuses on translation solutions used in translating expressive language from English into German, Croatian and Serbian. This qualitative analysis is corpus-based and it includes translations of a children's book from the series Diary of a Wimpy Kid by Jeff Kinney. These books are written for children aged 9-12 and represent a kind of a hybrid multimodal form because they contain text accompanied by illustrations in the form of a comic with speech balloons, sound effects and similar. By expressive language we mean wordplay, onomatopoeic words and funny names, frequently employed in children's literature. The source text is in English and the analysis will be based on solutions and techniques used in translations of this bestseller in Croatian, German and Serbian. The main aim of this research is to determine the functions of expressive language and the solutions translators used in order to achieve the same or similar effect in the target languages. The results of the study will give a better insight into the role of the translator in the whole process and the ways expressive language is translated. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Needs Sciences is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Special Needs Sciences is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this study was to examine the development of derivational morphological structures in the productive language of Kuwaiti Arabic (KA)-speaking children. Participants were 512 typically developing Kuwaiti children aged 3;0 years to 7;11 years (243 boys and 269 girls). Five age groups at 1-year intervals were tested; each group was divided into four sub-groups at 3-month intervals. The children were examined using a tool designed to assess structures specific to the KA dialect, and they were assessed by trained research assistants at their nurseries and public schools. There were clear developmental trajectories in the derivational morphological structures studied in KA-speaking children across the five age groups. Results showed that KA-speaking children have not reached mastery level in most of the structures examined in this study. Among the two types of derivations examined, nominal derivations emerged later than verb derivations. Error analysis showed that most errors were morphological, affecting mainly the root. The results of this study enhance our knowledge of early language development in Arabic by showing that nominal derivations develop later than verb derivations. The results are discussed in light of previous cross-linguistic studies, which also found a similar trajectory in terms of morphological development. Further, Arabic morphological theory, as well as implications for practice and the need for further research, is discussed. [ABSTRACT FROM AUTHOR]

Objective: To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD. Method: Children with ADHD (n = 46) and neurotypical comparison (NC) children (n = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning. Results: Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language. Conclusion: This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD. [ABSTRACT FROM AUTHOR]

Research Findings: The classroom physical literacy environment is a malleable and domain-specific contributor to children's emergent literacy acquisition. However, what shapes the physical literacy environment remains unclear. In this study, we drew on a sample of 895 4-year-olds across 223 classrooms from the Professional Development Study and tested the role of classroom age composition in shaping the physical literacy environment. Additionally, we examined the extent to which the physical literacy environment explained the associations between classroom age composition and emergent literacy outcomes. We found that classrooms with a higher proportion of younger children (2- or 3-year-olds) provide less book use, writing materials, and writing around the room. Notably, the lack of writing displayed around the room served as one potential reason why 4-year-olds demonstrate smaller gains in expressive language skills in these classrooms. Practice or Policy: Together, these findings highlight the need for investing in the classroom physical literacy environment to ensure that it meets the needs of all children in mixed-age classrooms. [ABSTRACT FROM AUTHOR]

Vague, impressive language used in descriptions (bullshit) is thought to make art seem more profound and valuable to the viewer. We studied the effect during art exhibitions in real-life gallery-goers who saw paintings of four artists, each with either simplified, neutral, or bullshitty description. We crafted a typical description of each painting, which we later manipulated in terms of language. A simplified description was modified to be concrete and simplistic, while a bullshitty one was very abstract and vague. After analyzing over 1500 ratings, we found the expressive language of descriptions had a negligible effect on the perceived quality and monetary value of art (R 2 marginal ≤ 1%). We conclude that, at least for experienced gallery-goers, the description accompanying a painting has little influence, and the art speaks for itself. [ABSTRACT FROM AUTHOR]

In this narrative review, we explore the latest evidence on semantic interventions for older adults, including both prevention and rehabilitation/remediation efforts, discussing them particularly in the context of dementia. Cognitive interventions vary in their level of structure, encompassing standardized (task-focused tasks) and unstandardized tasks (person-centered tasks). These interventions also differ in their target: rehabilitation or prevention. Addressing semantic knowledge/semantic memory/semantics is important, primarily because its efficiency impacts other cognitive domains. Semantic tasks are commonly included in preventive and rehabilitation programs, typically as standardized tasks with pre-defined semantic referents. On the other hand, person-centered approaches introduce personally relevant semantics, allowing patients to share thoughts and experiences with expressive language. Although these approaches offer benefits beyond cognitive improvement, their lack of structure may pose challenges. Our question club (CQ) program blends structured activities with personally relevant semantics, aiming to harness the advantages of both methods. Additionally, in this narrative review, we discuss future challenges and directions in the field of semantic interventions. [ABSTRACT FROM AUTHOR]

Background: A delay in a child's capacity to develop language is one of the impacts of hearing loss. Children use amplification devices so they can develop spoken language skills comparable or equivalent to those of their peers without hearing loss. The aim of the study was to detect the effect of using different amplification devices on the development of the language in children. Methods: The study included three groups of 5-8 years old children, who used different hearing devices and had bilateral severe to profound sensorineural hearing loss. Each group consisted of ten children; one using binaural hearing aids, the second had a unilateral cochlear implant, and the third group received a bimodal fitting. They were submitted to the following: history taking, intelligence and mental status examination, auditory performance assessment, and Language assessment. Results: Bimodal and cochlear implant users have a significantly better aided response, speech understanding, and language performance than hearing aid users. There is a negative, moderate correlation between the aided hearing thresholds and treatment-related factors. Conversely, there is a positive, moderate correlation between the word recognition score, revised categories of auditory perception scale, language performance and the treatment-related factors. Conclusions: The aided responses and language development were better among studied cases with cochlear implants and cases with bimodal hearing than cases with hearing aids. Consequently, it is crucial to assess auditory performance and language skills in each child with severe to profound hearing loss individually in terms of hearing aid benefit and the need for cochlear implantation. [ABSTRACT FROM AUTHOR]

This article explores how the thought that language is expressive, in the sense of bearing emotional or affective meaning, can be made sense of, with particular attention to two authors for whom this thought plays an important role. It begins by introducing the idea of language being "expressive" and using Charles Taylor's work to consider its potential interest, before showing how the expressiveness of language might be accounted for by a position that seems particularly suited to this task, namely Merleau‐Ponty's view of embodied expression in Phenomenology of Perception. I then set out a significant challenge to that position based on Wittgenstein's "private language argument," which implies there is no necessary connection between language use and a subject's internal (affective) states, thus contesting Merleau‐Ponty's explanatory emphasis on the body. I therefore propose a revised "complex" view of language's expressiveness that meets this Wittgensteinian challenge by reconceiving the body's role. Finally, I draw out some implications of this revised view, arguing that while language itself cannot be considered expressive, it remains significant that we can experience language as expressive. I also suggest that, although apparently threatened, Taylor's position can not only accommodate, but be better understood with, this revised view. [ABSTRACT FROM AUTHOR]

Healthcare services require rapid assessment tools, as well as the possibility of using them flexibly in different contexts, such as those experienced during the COVID-19 pandemic, that favor remote interaction over traditional care. These needs become especially challenging when assessing language and communication skills, for which few tools exist. This work aimed to develop and evaluate the psychometric properties of a novel test for the rapid and tele-assessment of pragmatic skills in Italian-speaking individuals, including an alternate form to allow for monitoring and follow-up. Inspired by Gricean pragmatics and modelled after the already validated Assessment of Pragmatic Abilities and Cognitive Substrates (APACS) in-person test, the new APACS Brief Remote test includes 18 original items assessing discourse and non-literal language understanding in expressive and receptive modalities. The test lasts approximately 10 min and is suited for videoconference administration. Results from a sample of 141 healthy participants indicate that both reliability (internal consistency, test-retest, and inter-rater) and validity (measured via APACS and verbal and cognitive tests) of the APACS Brief Remote are adequate. The alternate form of the test can be considered as equivalent. Among demographic variables, the analysis highlighted especially the role of age. Perceived experience with the videoconference administration was positive, supporting the feasibility of APACS Brief Remote across ages and educational levels. The APACS Brief Remote represents a useful tool to promote evidence-based tele-assessment practices in the domain of pragmatics, for instance for online follow-up assessment, in a vast range of clinical conditions that might cause communicative difficulties. [ABSTRACT FROM AUTHOR]

Aim: In today's increasingly digitalised society, there is a growing need for information on how parents can support their children's language development at home. We investigated the associations between three types of parental linguistic support and children's language skills in different domains. Methods: Between April 2019 and March 2020, 164 children aged between 2.5 and 4.1 years and their parents were recruited via daycare centres in Helsinki. Information on how frequently parents read, told free stories and sang to their children was collected. The children's lexical and grammatical skills and general language ability were assessed using validated instruments. Results: More frequent reading, storytelling and singing were all separately associated with higher‐level expressive lexical and general expressive language ability. More frequent reading and storytelling were also associated with higher‐level phonological skills. Only reading was associated with receptive skills. The regression analyses revealed that reading had the highest explanatory value for lexical and general language ability after controlling for the effect of background factors. Furthermore, storytelling had the highest explanatory value for grammatical skills. Conclusion: The results highlight the benefits of parental reading. However, broad use of all parental linguistic activities is recommended to support the development of children's different language domains. [ABSTRACT FROM AUTHOR]

In Entities and Indices, M. J. Cresswell argued that a first-order modal language can reach the expressive power of natural-language modal discourse only if we give to the formal language a semantics with indices containing infinite possible worlds and we add to it an infinite collection of operators actually n and R e f n which store and retrieve worlds. In the fourth chapter of the book, Cresswell gave a proof that the resulting intensional language, which he called L ∗ , is as expressive as an extensional variant of it, called L , which has full quantification over worlds. In both linguistics and philosophy, Cresswell's book has been viewed as offering a compelling argument for preferring extensional systems in the study of natural language. In this paper, after providing a model-theoretic definition of the relation being as expressive as that can be applied to Cresswell's languages L and L ∗ , we show that the intensional language L ∗ is not as expressive as the extensional language L . This result, we claim, undermines Cresswell's argument to the effect that English modal discourse has the power of explicit quantification over worlds. Additionally, we show that L ∗ does become as expressive as L when we add Cresswell's operator of universal modality □ to L ∗ , which provides an extra amount of expressive power. Recently, I. Yanovich has advocated a view that is similar to ours in important respects. At the end of the paper we offer a short discussion of his formalism. [ABSTRACT FROM AUTHOR]

Human language is expressive because it is compositional: The meaning of a sentence (semantics) can be inferred from its structure (syntax). It is commonly believed that language syntax and semantics are processed by distinct brain regions. Here, we revisit this claim using precision fMRI methods to capture separation or overlap of function in the brains of individual participants. Contrary to prior claims, we find distributed sensitivity to both syntax and semantics throughout a broad frontotemporal brain network. Our results join a growing body of evidence for an integrated network for language in the human brain within which internal specialization is primarily a matter of degree rather than kind, in contrast with influential proposals that advocate distinct specialization of different brain areas for different types of linguistic functions. [ABSTRACT FROM AUTHOR]

This essay explores how Jubilate Agno responds to a situation analogous to trauma and mania—although its coordinates are as much historical and linguistic as psychological—in which poetic self-presentation is so thwarted as to verge on aphasia. Smart's poem circumvents social and other curtailments of speech by finding undeveloped expressive powers in language and the semiotic process: a mode of representation that Smart called "sound reasoning." Hartman traces this sound reasoning through key sequences on language in Jubilate Agno , showing how it turns coprolalia and other dysphemic utterances into euphasia, or perpetual praising. His argument locates Smart's breakthrough in relation to eighteenth-century and more recent literary and critical developments, especially thought about linguistic "purity." [ABSTRACT FROM AUTHOR]

Introduction: The effectiveness of early interventions in young autistic children is well established, but there is great interindividual variability in treatment response. Predictors of response to naturalistic developmental behavioral interventions (NDBI), like the Early Start Denver Model (ESDM), are needed. Methods: We conducted an exploratory study to prospectively seek predictors of response in 32 young children treated with ESDM after receiving an ASD diagnosis. All children were less than 39 months old (mean age: 29.7 mo), and received individualized ESDM for nine months. Tests were administered at the beginning, after 4 months, and at the end of treatment. Results: Four children (12.5%) were "strong responders", 8 children (25.0%) were "moderate responders", and 20 children (62.5%) were "poor responders". A more favorable response to ESDM was significantly predicted by higher PEP-3 Expressive Language, Receptive Language, Cognitive Verbal/Preverbal, Visuo-Motor Imitation scores, higher GMDS-ER Personal/Social, and VABS-II Communication scores, by lower ADI-R C restricted/stereotypic behaviors, and by joint attention level. Discussion: Most predictors showed a linear association with increasing response to ESDM, but GMDS-ER Personal-Social and joint attention level predicted strong response, while PEP-3 receptive language equally predicted moderate or strong response. Although larger samples will be necessary to reach definitive conclusions, in conjunction with prior reports our findings begin providing information able to assist clinicians in choosing the most appropriate treatment program for young autistic children. [ABSTRACT FROM AUTHOR]

Copyright of Aufklärung: Revista de Filosofia is the property of Aufklarung: Revista de Filosofia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: This study investigated the associations between fine motor skills and expressive verbal abilities in a group of 97 autistic participants (age 8-17, mean=12.41) and 46 typically developing youth (age 8-17, mean=12.48). Methods: Participants completed assessments of motor and verbal communication skills, including finger tapping speed, grooved pegboard, grip strength, visual-motor integration tasks, and measures of speech and communication skills. ASD group performance on motor tests was compared to controls. Non-parametric tests were used to analyze group differences and correlations between motor and verbal communication skills. Based on prior research, we hypothesized that individuals on the autism spectrum would exhibit deficits in fine motor speed, dexterity, pencil motor control, but not manual motor strength. Additionally, we expected that impaired fine motor skills would be linked to poorer performance on standardized measures of verbal abilities. Results: The results indicated that 80% of autistic participants demonstrated an impairment on at least one measure of motor skills, and as a group, they exhibited significantly poorer fine motor performance compared to the non-ASD group in dominant hand finger tapping speed, bilateral finemotor dexterity measured via the grooved pegboard task, and pencil motor coordination and visual-motor integration measured on the Beery-Buktenica Developmental Test of Visual-Motor Integration-Sixth Edition. Moreover, impaired fine motor skills were associated with poorer performance on standardized clinical measures of verbal abilities, including articulation errors, receptive and expressive language and vocabulary, rapid naming, oromotor sequencing, and parent reported functional communication skills and social communication symptoms. Discussion: Overall, our findings suggest there is a high prevalence of fine motor impairments in ASD, and these impairments were associated with a range of verbal abilities. Further research is warranted to better understand the underlying mechanisms of these associations and develop targeted interventions to address both fine motor and verbal impairments in ASD. [ABSTRACT FROM AUTHOR]

Objective Children with sex chromosome trisomy (SCT) have an increased risk for suboptimal development. Difficulties with language are frequently reported, start from a very young age, and encompass various domains. This cross-sectional study examined social orientation with eye tracking and physiological arousal responses to gain more knowledge on how children perceive and respond to communicative bids and evaluated the associations between social orientation and language outcomes, concurrently and 1 year later. Method In total, 107 children with SCT (33 XXX, 50 XXY, and 24 XYY) and 102 controls (58 girls and 44 boys) aged between 1 and 7 years were included. Assessments took place in the USA and Western Europe. A communicative bids eye tracking paradigm, physiological arousal measures, and receptive and expressive language outcomes were used. Results Compared to controls, children with SCT showed reduced attention to the face and eyes of the on-screen interaction partner and reduced physiological arousal sensitivity in response to direct versus averted gaze. In addition, social orientation to the mouth was related to concurrent receptive and expressive language abilities in 1-year-old children with SCT. Conclusions Children with SCT may experience difficulties with social communication that extend past the well-recognized risk for early language delays. These difficulties may underlie social–behavioral problems that have been described in the SCT population and are an important target for early monitoring and support. [ABSTRACT FROM AUTHOR]

This research aimed to develop and validate an instrument to measure language development in children aged 4 to 5 years in kindergarten. The study followed the Plomp development model, encompassing five phases: initial investigation, design, realisation, test, evaluation and revision, and implementation. The initial investigation involved analysing theories and existing early childhood language development research. The design phase produced an initial draft of the instrument, which included a language development measurement tool, a validation questionnaire, and a user response questionnaire. Expert validation was conducted using Aiken's formula to establish content validity. The instrument was then tested in three kindergartens with a sample size of 194 children. Confirmatory Factor Analysis (CFA) and descriptive analysis assessed the model's fit and instrument reliability. Results indicated that the instrument had satisfactory content validity and construct reliability (CR > 0.7), though some fit indices, such as the Comparative Fit Index (CFI), were below ideal thresholds. The validated instrument consists of two language development scales: receptive language (e.g., understanding stories, commands, rules) and expressive language (e.g., asking and answering questions, verbal communication). The study's findings imply significant applications for early childhood education, offering a standardised tool for assessing language development, guiding curriculum design, and enabling targeted interventions to improve language outcomes. Despite its strengths, the study acknowledges limitations, such as the need for better-fit indices and further empirical testing with diverse populations. Future research should focus on longitudinal studies to explore the long-term impacts of the instrument and incorporate technological advancements to enhance its accuracy and relevance. Continuous refinement and validation will ensure the instrument's effectiveness in measuring early childhood language development. [ABSTRACT FROM AUTHOR]

SEL, a State-based Language for Video Surveillance Modeling, is a formal language designed to represent and identify activities in surveillance systems through scenario semantics and the creation of motion primitives structured in programs. Motion primitives represent the temporal evolution of motion evidence. They are the most basic motion structures detected as motion evidence, including operators such as sequence, parallel, and concurrency, which indicate trajectory evolution, simultaneity, and synchronization. SEL is a very expressive language that characterizes interactions by describing the relationships between motion primitives. These interactions determine the scenario's activity and meaning. An experimental model is constructed to demonstrate the value of SEL, incorporating challenging activities in surveillance systems. This approach assesses the language's suitability for describing complicated tasks. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Neurology & Psychiatry of Child & Adolescent in Romania is the property of Romanian Society of Child & Adolescent Neurology & Psychiatry and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study aimed to reveal the degree of employing storyboards in developing expressive language skills for students with hearing impairments from the point of view of their teachers in the primary stage. To answer the study questions, the researchers used the descriptive approach, where the study participants consisted of teachers for students with hearing impairment, and the study sample was (116) female teachers on the job. The questionnaire was used as a tool consisting of two dimensions: the importance of storyboards in developing expressive language skills, and employing storyboards in developing expressive language skills. The results of the study showed that the degree of employment of storyboards in developing the expressive language skills of hearing-impaired students from the point of view of their teachers was moderate, as the mean for the degree of employment was (3.66), and the degree of importance of storyboards was at a high level, with (4.25). The results of the study also indicated that there were no statistically significant differences between the responses of the study sample due to the variable of the number of years of experience, while there were statistically significant differences between the responses of the study sample due to the variables of program type, academic qualification, and workplace. The differences were in favor of inclusion programs and graduation levels, and Jeddah & Medina, respectively. The study reviewed these differences in detail explained them and linked them to the relevant literature. [ABSTRACT FROM AUTHOR]

Background & aims: Language abilities of autistic children and children at elevated likelihood for autism (EL-siblings) are highly heterogeneous, and many of them develop language deficits. It is as of yet unclear why language abilities of autistic children and EL-siblings vary, although an interaction of multiple influential factors is likely at play. In this review, we describe research articles that identify one or multiple of such factors associated with the receptive or expressive language abilities of autistic children and EL-siblings since the introduction of the DSM-5. Our aim was to identify and summarize factors that are linked to language development in autistic children and siblings in the recent literature to ultimately gain insight into the heterogeneity of language abilities in these children. Methods: The search strategy of this review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The following databases were consulted: Embase, MEDLINE, Web of Science Core Collection, and Scopus. Inclusion criteria for studies were the presence of a sample of autistic children no older than 7 years old who were diagnosed with autism spectrum disorder per the criteria of the DSM-5. Intervention studies and studies without an explicitly reported language measure were excluded. Risk of bias assessment was completed using the Newcastle–Ottawa Scales. Ultimately, 55 articles were included in this review. Main contribution: Fifty-six factors were identified to be related to receptive or expressive language abilities of autistic children and EL-siblings. They were grouped into three main categories: biological factors; psychosocial and environmental factors; and age-related and developmental factors, each with different subcategories. Although many of the identified variables were only examined in one article, some well-researched associated factors were reported across multiple studies and were present in both autistic children and EL-siblings, in particular joint attention, nonverbal cognitive abilities and frontal EEG power. Better insight in these factors associated with language abilities in autistic children and siblings at elevated likelihood can inform future intervention strategies to reduce language deficits and its corresponding negative consequences in these children. Conclusions: Our results confirm that multiple different factors likely underlie language deficits in autism. Important aspects that should be considered are, among others, social factors such as joint attention, child characteristics such as nonverbal cognition, and neurocognitive factors. [ABSTRACT FROM AUTHOR]

Objective: Language dysfunction is one of the most common cognitive impairments in amyotrophic lateral sclerosis (ALS). Although discourse capacities are essential for daily functioning, verbal expressive language has not been widely investigated in ALS. The existing research available suggests that discourse impairments are prevalent. This study investigates verbal expressive language in people living with ALS (plwALS) in contrast to healthy controls (HC). Methods: 64 plwALS and 49 age, gender and education-matched healthy controls were ask to describe the Cookie Theft Picture Task. The recordings were analyzed for discourse productivity, discourse content, syntactic complexity, speech fluency and verb processing. We applied the Bayesian hypothesis-testing framework, incorporating the effects of dysarthria, cognitive impairment status (CIS), and premorbid crystalline verbal IQ. Results: Compared to HC, plwALS only showed a single impairment: speech dysfluency. Discourse productivity, discourse content, syntactic complexity and verb processing were not impaired. Cognition and dysarthria exceeded the influence of verbal IQ for total words spoken and content density. Cognition alone seemed to explain dysfluency. Body-agent verbs were produced at even higher rates than other verb types. For the remaining outcomes, verbal IQ was the most decisive factor. Conclusions: In contrast to existing research, our data demonstrates no discernible impairment in verbal expressive language in ALS. What our findings show to be decisive is accounting for the influence of dysarthria, cognitive impairment status, and verbal IQ as variables on spontaneous verbal expressive language. Minor impairments in verbal expressive language appear to be influenced to a greater degree by executive dysfunctioning and dysarthria than by language impairment. [ABSTRACT FROM AUTHOR]

Purpose. Development of a concept for improving the occupational safety in Ukrainian organizations based on the requirements of the EU Framework Strategy for occupational safety and health for the period 2021–2027. Methodology. To analyze the requirements of the EU Framework Strategy for Safety and Health at Work formalized content analysis was used, which is a qualitative-quantitative method for studying documents and consists in processing the text with further interpretation of the results. A generalized heuristic method was also applied, which through the use of common information bases, allowed the processing of information based on the use linear sequence of prescriptions intended for information processing, as well as methods of linguistic analysis of the text. In particular, words were determined using the etymological analysis of individual expressive elements of the language, inflections, rhythms, which made it possible to reveal the semantic load of the corresponding sentences in regulatory documents. Findings. A concept has been developed for improving the occupational safety and health management system of workers in Ukrainian organizations, which provides for the introduction of procedures for managing professional, corruption, psychosocial, epidemiological, military and ergonomic risks based on the developed state strategy for creating a safe and healthy workplace. To increase the effectiveness of the management system of occupational safety and health of employees in organizations, it is proposed to ensure the distribution of responsibilities of management subjects taking into account strategic, operational and linear management of occupational safety in the organization, which is based on the formation of transformational leaders with risk-oriented thinking. The components of the state strategy for a safe and healthy workplace have been developed, which contain a description of the mission, vision, set tasks and ways to solve them. Originality. The relationship is identified between measures to improve the management system of occupational safety and health of workers in organizations and the requirements of the EU Framework Strategy for occupational safety and health for the period 2021–2027, which made it possible to ensure the distribution of tasks between the proposed management equations. Practical value. Recommendations have been developed for the components of the national concept of a safe and healthy workplace, which contains requirements for the appointment of a state strategy in the field of occupational safety, development of the organization, identification of problems in the field of occupational safety, methods of their elimination and expected results. [ABSTRACT FROM AUTHOR]

Background: Despite young children's widespread use of mobile devices, little research exists on this use and its association with children's language development. The aim of this study was to examine the associations between mobile device screen time and language comprehension and expressive language skills. An additional aim was to examine whether three factors related to the domestic learning environment modify the associations. Methods: The study uses data from the Danish large-scale survey TRACES among two- and three-year-old children (n = 31,125). Mobile device screen time was measured as time spent on mobile devices on a normal day. Measurement of language comprehension and expressive language skills was based on subscales from the Five to Fifteen Toddlers questionnaire. Multivariable linear regression was used to examine the association between child mobile device screen time and language development and logistic regression to examine the risk of experiencing significant language difficulties. Joint exposure analyses were used to examine the association between child mobile device screen time and language development difficulties in combination with three other factors related to the domestic learning environment: parental education, reading to the child and child TV/PC screen time. Results: High mobile device screen time of one hour or more per day was significantly associated with poorer language development scores and higher odds for both language comprehension difficulties (1–2 h: AOR = 1.30; ≥ 2 h: AOR = 1.42) and expressive language skills difficulties (1–2 h: AOR = 1.19; ≥ 2 h: AOR = 1.46). The results suggest that reading frequently to the child partly buffers the negative effect of high mobile device screen time on language comprehension difficulties but not on expressive language skills difficulties. No modifying effect of parental education and time spent by the child on TV/PC was found. Conclusions: Mobile device screen time of one hour or more per day is associated with poorer language development among toddlers. Reading frequently to the child may have a buffering effect on language comprehension difficulties but not on expressive language skills difficulties. [ABSTRACT FROM AUTHOR]

Previous research on children with cleft lip and palate (CLP) reported unequivocal findings with regard to language skills, with the majority suggesting persistent difficulties in early childhood. While expressive language deficits improved with age, receptive language skills were consistently lower than peers. Further study investigating the long term and persistent impact of language deficits amongst school-aged children with CLP is warranted. This was a cross-sectional study, aimed to determine the language abilities and explore the associated risk factors in Malay speaking children with CLP in Malaysia. Fifty-two children with CLP aged 7- to 12-year-old participated in this study. Language skills were assessed using the Malay Preschool Language Assessment Tool and the adapted Subway–School–age Language & Assessment Measures. Findings revealed that 14 (26.92%) school-aged children with CLP demonstrated language deficits. Children with CLP performed significantly poorer in reading comprehension (p = 0.031) and narrative (p = 0.026) skills. It was found that the age significantly influenced total receptive language score (β = 0.421, p = 0.003) and total expressive language score (β = 0.477, p = 0.000). Findings suggested that children with CLP may continue to have persistent language deficits into their school-age years. Recommendations for regular monitoring of language performance especially for those from younger age groups is warranted to help maximize school attainment. [ABSTRACT FROM AUTHOR]

The neural processes underpinning cognition and language development in infancy are of great interest. We investigated EEG power and coherence in infancy, as a reflection of underlying cortical function of single brain region and cross-region connectivity, and their relations to cognition and early precursors of speech and language development. EEG recordings were longitudinally collected from 21 infants with typical development between approximately 1 and 7 months. We investigated relative band power at 3-6Hz and 6-9Hz and EEG coherence of these frequency ranges at 25 electrode pairs that cover key brain regions. A correlation analysis was performed to assess the relationship between EEG measurements across frequency bands and brain regions and raw Bayley cognitive and language developmental scores. In the first months of life, relative band power is not correlated with cognitive and language scales. However, 3-6Hz coherence is negatively correlated with receptive language scores between frontoparietal regions, and 6-9Hz coherence is negatively correlated with expressive language scores between frontoparietal regions. The results from this preliminary study contribute to the existing literature on the relationship between electrophysiological development, cognition, and early speech precursors in this age group. Future work should create norm references of early development in these domains that can be compared with infants at risk for neurodevelopmental disabilities. [ABSTRACT FROM AUTHOR]

Background: Despite young children's widespread use of mobile devices, little research exists on this use and its association with children's language development. The aim of this study was to examine the associations between mobile device screen time and language comprehension and expressive language skills. An additional aim was to examine whether three factors related to the domestic learning environment modify the associations. Methods: The study uses data from the Danish large-scale survey TRACES among two- and three-year-old children (n = 31,125). Mobile device screen time was measured as time spent on mobile devices on a normal day. Measurement of language comprehension and expressive language skills was based on subscales from the Five to Fifteen Toddlers questionnaire. Multivariable linear regression was used to examine the association between child mobile device screen time and language development and logistic regression to examine the risk of experiencing significant language difficulties. Joint exposure analyses were used to examine the association between child mobile device screen time and language development difficulties in combination with three other factors related to the domestic learning environment: parental education, reading to the child and child TV/PC screen time. Results: High mobile device screen time of one hour or more per day was significantly associated with poorer language development scores and higher odds for both language comprehension difficulties (1–2 h: AOR = 1.30; ≥ 2 h: AOR = 1.42) and expressive language skills difficulties (1–2 h: AOR = 1.19; ≥ 2 h: AOR = 1.46). The results suggest that reading frequently to the child partly buffers the negative effect of high mobile device screen time on language comprehension difficulties but not on expressive language skills difficulties. No modifying effect of parental education and time spent by the child on TV/PC was found. Conclusions: Mobile device screen time of one hour or more per day is associated with poorer language development among toddlers. Reading frequently to the child may have a buffering effect on language comprehension difficulties but not on expressive language skills difficulties. [ABSTRACT FROM AUTHOR]

Introduction: There are approximately 16 million children who are HIV-exposed and uninfected (CHEU) worldwide. Studies suggest that CHEU are at risk for developmental impairment in infancy, particularly in language domains. However, there is limited research examining neurocognitive function in CHEU older than 2 years, including important pre-school years. This study aimed to investigate associations between HIV exposure without infection and neurocognitive outcomes and to determine risk factors for neurodevelopment in CHEU at age 3–4 years. Methods: The Drakenstein Child Health Study is a South African population-based birth cohort which enrolled women in pregnancy with ongoing follow up. Neurocognitive outcomes were assessed in children at 3.5 years by trained assessors blinded to HIV status including general cognitive function, language, and memory, measured using the Kaufmann Assessment Battery for Children, Second Edition (KABC-II). Data were compared between CHEU and children who were HIV-unexposed uninfected (CHUU) using multivariable logistic and linear regression, including testing for effect modification; sex-stratified risk factor analyses were performed. Results: A total of 497 children were included (97 [20%] CHEU; 400 [80%] CHUU; 50% male), with a mean age of 3.5 years (range 3.4–3.6). Groups had similar birth and household characteristics, although mothers of CHEU were older, on average. Overall, CHEU had lower expressive language scores compared to CHUU on unadjusted and adjusted analyses (effect size: -0.23 [95% CI -0.45, -0.01]). There were no group differences in general cognitive or memory function (p>0.05). On sex-stratified analyses, male CHEU were found to have higher odds of suboptimal cognitive development compared to male CHUU (aOR 2.28 [95% CI 1.06, 4.87], p = 0.034). Several other factors including birthweight, maternal education, maternal ART duration and HIV viral load during pregnancy were associated with cognition, memory, or expressive language outcomes in CHEU, dependent on child sex. Interpretation: The findings suggest that perinatal HIV exposure continues to be associated with impaired language development across the preschool years, highlighting the importance of targeting early interventions to optimise language outcomes. Further, the results suggest the importance of demographic, biological and HIV-related variables influencing developmental outcomes in CHEU. The greater risk of suboptimal cognitive development in male CHEU requires investigation around sex-specific mechanisms. [ABSTRACT FROM AUTHOR]

The study of atypical language acquisition in children with, autism spectrum disorder (ASD) is crucial for both practical and theoretical reasons. Understanding the course of language development in ASD can inform potential interventions and treatments while shedding light on the necessary conditions for language development in typically developing children. This scientometric review aims to provide a comprehensive overview of the research landscape in this field, identifying trends, patterns, and knowledge gaps. The methods employed in this review comprise a systematic search of threemajor databases: Scopus (5,026 documents),Web of Science (WoS; 4,570 documents), and Lens (3,235 documents). The analysis includes bibliometric indicators such as knowledge production size by year, country, university, source, subject area, author, and citation. Scientometric indicators consist of burst detection, silhouette, clusters, citation, and co-occurrence of KEYWORDS: . The analysis reveals clusters focusing on various aspects of language development in ASD, such as motor skills, parental communication strategies, cognitive processes, and genetics. Key clusters include the relationship between fine motor gestures and language usage patterns, the role of expressive language skills and maternal gesture use, and the effectiveness of online parent training modules for improving prelinguistic predictors. Other noteworthy clusters explore the importance of core language skills, the role of natural language input and syntactic complexity, and the genetic underpinnings of language abilities in high-functioning adults with ASD. In conclusion, this scientometric review highlights the top 10 clusters and their respective Silhouette values, providing valuable insights into language acquisition in ASD. These findings have important implications for guiding future research directions and informing the creation of targeted and effective interventions to support language acquisition in this population. [ABSTRACT FROM AUTHOR]

Presheaf models of dependent type theory have been successfully applied to model HoTT, parametricity, and directed, guarded and nominal type theory. There has been considerable interest in internalizing aspects of these presheaf models, either to make the resulting language more expressive, or in order to carry out further reasoning internally, allowing greater abstraction and sometimes automated verification. While the constructions of presheaf models largely follow a common pattern, approaches towards internalization do not. Throughout the literature, various internal presheaf operators (√, Φ/extent, Ψ/Gel, Glue, Weld, mill, the strictness axiom and locally fresh names) can be found and little is known about their relative expressiveness. Moreover, some of these require that variables whose type is a shape (representable presheaf, e.g. an interval) be used affinely. We propose a novel type former, the transpension type, which is right adjoint to universal quantification over a shape. Its structure resembles a dependent version of the suspension type in HoTT. We give general typing rules and a presheaf semantics in terms of base category functors dubbed multipliers. Structural rules for shape variables and certain aspects of the transpension type depend on characteristics of the multiplier. We demonstrate how the transpension type and the strictness axiom can be combined to implement all and improve some of the aforementioned internalization operators (without formal claim in the case of locally fresh names). [ABSTRACT FROM AUTHOR]

Introduction: Hearing loss in childhood compromises a child's auditory, linguistic, and social skill development. Stimulation and early intervention through therapy and the use of personal sound amplification devices (PSAPs) are important for improving communication. Purpose: To verify the effectiveness of speech therapy intervention on the auditory and linguistic skills of Brazilian children aged between 6 and 8 years using PSAPs. Methods: Experimental study analyzing the intervention process in children aged between 6 and 8 years with mild to severe bilateral hearing loss and prelingual deafness who are PSAP users. Diagnostic information was analyzed, and assessments and interventions were carried out using the Glendonald Auditory Screening Procedure (GASP), a phoneme discrimination test with figures (TFDF), an expressive language category classification test, and an Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) questionnaire. Results: Sixteen children participated in the study; they were divided into a control group (CG) of six children and an intervention group (IG) of ten children. All research subjects underwent two protocol application sessions, and the IG underwent six speech therapy intervention sessions. In the IT-MAIS, the CG had a 9% increase in score, and the IG had an increase of 3% after intervention. The TFDF obtained a 5% increase in the IG in terms of phonemic discrimination ability. The expressive language category classification tests and GASP were considered not sensitive enough to modify the parameters of auditory and linguistic skills. Conclusions: The study found a significant improvement amongst the IG in the TFDF protocol and an increase in IT-MAIS scores in both groups. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Needs Sciences is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The emergence of symbolic gestures is a solid milestone in early childhood development. Interventions that intentionally promote them have contributed to children's language, cognitive, and socioemotional development. However, these studies have mainly been conducted in the USA with middle-SES families, and such research has considerably decreased in recent years. This study aimed to assess the effects of an intentional intervention for promoting symbolic gestures in the expressive and comprehensive language of Chilean children who were aged 18 months. Sixty-nine highly psychosocially at-risk children were assessed at 5–9 months and then at 18 months. Teachers from half of the nurseries involved in the study received the intervention. The assessment included a report on the children's gestural vocabulary, the CDI, and the language scale of BSID-III. The results showed that the children in the intervention group had a significantly greater gestural vocabulary at 18 months and they performed better in their expressive language than the children in the control group did. Additionally, this study aimed to analyze if this intervention affected children differentially in consideration of their language development (adequate and at-risk). The results showed that children with adequate development improved their language when they received the intervention, but those from the at-risk group did not. The implications of these results for the design of interventions at an early age are discussed while considering children from different sociocultural backgrounds and with different language development. [ABSTRACT FROM AUTHOR]

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Copyright of Turkish Journal of Audiology & Hearing Research (TJAHR) is the property of BAYT Ltd. Co and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)