Stem-, Spraak- en Taalpathologie最新文献

{"title":"Discontinuation of specialist educational provision for children with DLD in the Netherlands: performance and predictors","authors":"T. Boerma, F. Wijnen, E. Blom","doi":"10.21827/32.8310/2022-sg-1","DOIUrl":"https://doi.org/10.21827/32.8310/2022-sg-1","url":null,"abstract":"Achtergrond. Taalontwikkelingsstoornis (TOS) wordt gekenmerkt door grote heterogeniteit, maar er is nog weinig bekend over de variatie in specialistische onderwijsondersteuning voor kinderen met TOS. Dit longitudinale onderzoek bestudeerde de taal- en leesvaardigheid van kinderen met TOS bij wie onderwijsondersteuning op 7- of 8-jarige leeftijd beëindigd werd en kinderen met TOS bij wie dit werd voortgezet, ten opzichte van typisch ontwikkelende kinderen. Daarnaast onderzochten we talige, cognitieve en omgevingsfactoren als voorspellers voor de beëindiging van specialistische onderwijsondersteuning. \u0000Methode. Eentalige en meertalige kinderen met (n=120) en zonder (n=113) TOS namen deel aan het onderzoek. Gestandaardiseerde instrumentenwerden gebruikt om de proportie van kinderen per groep met zwakke taal- en leesvaardigheid op 7- of 8-jarige leeftijd te beschrijven. Binaire logistische regressie werd uitgevoerd om de beëindiging van specialistische onderwijsondersteuning te voorspellen. Voorspellers waren talige en cognitieve vaardigheden op 5- of 6-jarige leeftijd, groei in taalvaardigheid, onderwijsniveau van ouders en meertaligheid. \u0000Resultaten. Totaal had 25% van de kinderen met TOS geen specialistische onderwijsondersteuning meer op 7- of 8-jarige leeftijd. Meer meertaligen dan eentaligen behielden onderwijsondersteuning, hoewel dit verschil net niet significant was. Kinderen met TOS, zowel met als zonder onderwijsondersteuning, scoorden vaker zwak op de gestandaardiseerde instrumenten dan typisch ontwikkelende kinderen. Kinderen met TOS met specialistische onderwijsondersteuning presteerden vaker zwak dan kinderen met TOS zonder ondersteuning. Onderwijsniveau van ouders en morfologische vaardigheden, zowel op baseline als groei, voorspelden de beëindiging van onderwijsondersteuning. \u0000Conclusies en implicaties. Specialistische onderwijsondersteuning bleek voor veel kinderen met TOS binnen een relatief kort tijdsbestek beëindigd te zijn. Hoewel deze kinderen sterker presteerden dan leeftijdsgenoten met TOS die ondersteuning behielden, was hun taal- en leesvaardigheid vaak zwak. Deze groep blijft dus kwetsbaar en behoeft aandacht. Vervolgonderzoek naar besluitvorming omtrent specialistische onderwijsondersteuning is nodig om de rol van onderwijsniveau van ouders en morfologische vaardigheden in de beëindiging van ondersteuning te begrijpen.","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74084835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Special issue on the occasion of the emeritate of professor Steven Gillis: Introduction","authors":"J. D. de Jong, Jolien Faas, Hanne Kloots, J. Verhoeven","doi":"10.21827/32.8310/2022-sg-i","DOIUrl":"https://doi.org/10.21827/32.8310/2022-sg-i","url":null,"abstract":"","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76355340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Yes or No: How children combine gestures and speech to express honest and deceiving attitude","authors":"M. Swerts, Yan Gu, T. Boerrigter","doi":"10.21827/32.8310/2022-sg-206","DOIUrl":"https://doi.org/10.21827/32.8310/2022-sg-206","url":null,"abstract":"This study looks into children’s use of head gestures to express their appreciation for objects,comparing cases in which the gestures match or do not match their true attitude.Forty-four children aged 5 to 8 years old were asked to tell an experimenter whether ornot they would like to have shown objects as presents for their birthday. In a first round,children were not given any additional instructions, so that their feedback matched theirgenuine attitude towards the objects. In a second round, they were asked to give feedbackin a way that was the opposite of what they felt. Analyses of their verbal reactionsand response delays suggest that the youngest children found it harder to produce incongruent feedback. While the relative use of head gestures decreases with age, children in all age groups produce more head gestures in the congruent condition, and produce more shaking gestures.Keywords: head gestures, signs of attitude, child development.","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74496971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communication with diminutives to young children vs. pets in German, Italian, Lithuanian, Russian, and English","authors":"W. Dressler, Elisa Mattiello, Katharina Korecky-Kröll, S. Noccetti, Ineta Dabašinskienė, Laura Kamandulyte-Merfeldiene, V. Kazakovskaya","doi":"10.21827/32.8310/2022-sg-53","DOIUrl":"https://doi.org/10.21827/32.8310/2022-sg-53","url":null,"abstract":"This contribution is dedicated to Steven Gillis with whom we have collaborated since the nineties within the “Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition” on both child speech (CS) and child-directed speech (CDS) and also about the development of diminutives (DIMs). We investigate parallels in the use of DIMs and of hypocoristics (HYPs) between CDS and pet-directed speech (PDS), whereas CS is only marginally dealt with. When relevant, also adult-directed speech (ADS), written or oral (especially from electronic corpora, wherever available) will be compared. The presuppositions of this investigation will be stated at the beginning of the Introduction (§ 1). This involves several innovations (beyond descriptions of new data), when compared with existing literature, relevant to theoretical and typological problem areas. We will show that also in DIMs and HYPs used in CDS and PDS semantics only plays a partial or even marginal role when using more DIMs to communicate with young children and young and/or small pets, because it is more relevant that both younger and smaller pets are emotionally closer to us, which is again a pragmatic factor. In regard to language typology, we will apply our concepts of morphological richness and productivity, as argued for and supported in our previous publications, to CDS and PDS and show that richer and more productive patterns of DIM formation of a language also have a typological impact on more frequent and more productive use both in CDS and PDS. We will also apply our concepts of grading morphosemantic transparency/opacity, as argued for and supported in our previous publications, and we start to show, as already shown for CS, that also in CDS towards young children (and similarly in PDS) more morphosemantically transparent DIMs are used than in ADS. This is also connected to their predominantly pragmatic meanings in CDS and PDS (obviously not exclusively pragmatic as in early CS). The languages and authors were selected according to who among the participants in the Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition had CDS and PDS available, plus Elisa Mattiello who has collected English and Italian PDS data.","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79988288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The language of school writing: a developmental comparison of genres across the school years","authors":"Leah Haim, D. Ravid","doi":"10.21827/32.8310/2022-sg-93","DOIUrl":"https://doi.org/10.21827/32.8310/2022-sg-93","url":null,"abstract":"Writing is the highway to learning, processing, organizing, storing and retrieving information during the school years. Gaining command of the structures and functions of texts of different genres is one of the main goals of linguistic literacy in education. The texts that school-goers construct provide optimal hunting grounds for unveiling their linguistic abilities during the genre-specific construction of different text types. The current study examines the linguistic constructions typical of expository texts, characterized by argumentation or persuasion regarding social / conceptual issues, versus informative texts, describing factual (or less controversial) phenomena. This examination constitutes a window on Hebrew-speaking students’ developing writing abilities in elementary, middle and high school, compared with adults. Participants were 547 students and educated adults with post-high school education. Each participant wrote an informative text and an expository text, yielding a total of 1,094 texts. Three types of variables were examined: lexical, morpho-syntactic and syntactic. We found that complex lexicon and syntax in discourse increased in prevalence across the school years, with specific structures being genre-typical as befits the stance and character of the two genres under investigation. We also found that it was only in adulthood that all of these components were employed in optimal fashion, at the culmination of the period of Later Language Development. Our results imply that informative and expository texts are indeed distinct in their characteristics, and that it takes many years of internal linguistic and cognitive development, on the one hand, and schooling instruction and experience, on the other hand, to achieve qualitative academic writing in non-experts.","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81754250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Remarks on the medical and social models of research in deafness and language development","authors":"G. Morgan","doi":"10.21827/32.8310/2022-sg-135","DOIUrl":"https://doi.org/10.21827/32.8310/2022-sg-135","url":null,"abstract":"Research on deaf children’s language development has a long and complex history. Work is motivated by seemingly incompatible models of what deafness means. On the one hand, the dominant medical model documents hearing loss and spoken language deficits. Research contributes to continuing improvements in spoken language outcomes following neo-natal screening and early cochlear implants. On the other hand, the smaller number of researchers looking at deafness and language development in the social model have championed the diversity of deaf children, their rights to learn signed languages and be educated in bilingual schools. This paper covers a selection of research studies on deafness and language development coming from both the medical and social models.The main objective of the paper is to offer some remarks concerning a set of standpoints taken by researchers which require more careful discussion in order to further thefield. It concludes with a suggestion for how the two diverging models could convergemore. The proposal is to focus attention on the factors which lead to high quality earlycommunicative interactions rather than access to words or signs.","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88485921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Abstracts of the 8th International Conference on Speech Motor Control Groningen, August 2022","authors":"Redactie Sstp","doi":"10.21827/32.8310/2022-115","DOIUrl":"https://doi.org/10.21827/32.8310/2022-115","url":null,"abstract":"This Supplement of ‘Tijdschrift voor Stem-, Spraak- en Taalpathologie’ (Journal of Voice, Speech and Language Pathology) contains the abstracts of the eighth edition of the International Conference on Speech Motor Control, held in Groningen, The Netherlands, August 24 - 27, 2022. With this eighth conference, a well-established Nijmegen (5 editions) - Groningen (6th & 7th edition) tradition continues. This conference, like the ones before, highlights new trends and state-of-the-art approaches in theoretical and applied research in the area of normal and disordered speech motor control. The five years since the previous conference in 2017 have yielded not only further insights in genetic, neural, physiological and developmental aspects of speech production, stuttering and other speech motor conditions, but have also advanced theoretical modelling. Combined with ongoing studies of populations that are increasingly better characterized genetically and neurobiologically, this quantitative boost of interdisciplinary results is now leading to a qualitative turning point in which large data sets are analyzed with powerful artificial intelligence and machine learning algorithms. The implementation of theories into computational models allows for the explicit testing of multifactorial interactions, thereby going beyond the more traditional single-factor experiments. Machine learning and the data sharing required to make this feasible are a special topic of the 2022 conference.","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79109620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Grammaticale ontwikkeling van zich normaal ontwikkelende kinderen en kinderen met TOS in de leeftijd van 7 tot 10 jaar","authors":"Vera Van Heugten, Inge Klatte, Rob Zwitserlood, E. Gerrits","doi":"10.21827/32.8310/2022-91","DOIUrl":"https://doi.org/10.21827/32.8310/2022-91","url":null,"abstract":"Dit artikel beschrijft de bevindingen uit een explorerend literatuuronderzoek naar de grammaticale ontwikkeling van Nederlandstalige kinderen tussen 7 en 10 jaar met en zonder een taalontwikkelingsstoornis (TOS). De resultaten worden ook in een klinische context geplaatst, met als doel logopedisten te ondersteunen in de behandeling van grammaticale problemen bij kinderen met TOS in deze leeftijdsgroep. Grammaticale problemen zijn een kernprobleem van kinderen met TOS en behandeling van deze grammaticale problemen is daarmee een kerntaak van de logopedist. De verwervingsvolgorde van grammaticale structuren bij Nederlandstalige kinderen met een normale taalontwikkeling is redelijk duidelijk tot een leeftijd van 5 á 6 jaar. Voor oudere kinderen is dit veel minder het geval. Deze informatie is echter wel van belang om passende grammaticale behandeldoelen te kunnen selecteren en prioriteren.","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78631863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"De Scenario Test-Kids","authors":"Thamar Steenmeijer, Lea Plum, Ineke Van der Meulen","doi":"10.21827/32.8310/2022-75","DOIUrl":"https://doi.org/10.21827/32.8310/2022-75","url":null,"abstract":"Er is op dit moment geen enkele test voor kinderen met verworven afasie waarmee kan worden onderzocht in hoeverre het kind, ondanks de afasie, in staat is om gebruik te maken van verbale en non-verbale communicatie in alledaagse situaties. Een dergelijketest bestaat wel voor volwassenen met (ernstige) afasie: De Scenario Test (Van der Meulen e.a., 2008). Van deze test is door Duitse onderzoekers (Plum e.a., 2015) een aanpassing voor kinderen met (ernstige) verworven afasie gemaakt: de Szenario-Kids. Metbehulp van deze test kan een beeld worden gevormd van de communicatiekanalen die een kind met verworven afasie kan inzetten in de dagelijkse communicatie. In het huidige onderzoek is een Nederlandse vertaling gemaakt van de Szenario-Kids, de Scenario Test-Kids (STK), waarna onderzocht is hoe Nederlandse kinderen zonder taal- en communicatieproblemen (N=47, leeftijd 6-12 jaar) verschillende communicatiekanalen bij deze test kunnen inzetten. In dit normeringsonderzoek werden kinderen verdeeld in drie leeftijdsgroepen: 6-7 jaar, 8-9 jaar en 10-12 jaar. De resultaten laten zien dat de Nederlandse versie van de STK goed bruikbaar is voor kinderen van 6-12 jaar. Daarnaast is gebleken dat de oudere kinderen significant hoger scoren in het gebruik van andere communicatiekanalen dan spreken dan de kinderen van 6-7 jaar. Er is meer onderzoek nodig om te verklaren waarom jonge kinderen meer moeite hebben dan oudere kinderen met het overbrengen van een concept door middel van een gebaar of tekening.Concluderend kan worden gesteld dat de STK een goed bruikbare test voor kinderen van 6-12 jaar is om de alledaagse communicatie te meten. Echter, er is nog veel onderzoek nodig om de test op de markt te kunnen brengen. Een gedegen normeringsonderzoeken onderzoek naar de psychometrische eigenschappen van de test moeten eerst gedaan worden. Hierbij moeten ook oudere kinderen geïncludeerd worden. Ook onderzoek naar het gebruik van de test bij kinderen met verworven afasie is noodzakelijk.","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75418219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Afwijkingen in het neurale leesnetwerk bij kinderen met dyslexie voor en gedurende de leesontwikkeling","authors":"Jolijn Vanderauwera, P. Ghesquière, J. Wouters, M. Vandermosten","doi":"10.21827/32.8310/2021-68","DOIUrl":"https://doi.org/10.21827/32.8310/2021-68","url":null,"abstract":"Hoewel de meeste kinderen vlot leren lezen, is dit niet voor iedereen het geval. Sommige kinderen ontwikkelen dyslexie, gekenmerkt door ernstige en hardnekkige problemen bij het leren lezen die in de meeste gevallen persisteren door de tijd, tot op het niveau van gevorderde lezers. Het is bekend dat de groep van personen met dyslexie atypische afwijkingen vertoont in de hersenen ten opzichte van typische lezers. Het is echter nog niet bekend of deze verschillen het gevolg zijn van de belemmerde leesontwikkeling, of er juist aan de basis van liggen. Met het oog op vroege en geïndividualiseerde interventie, is het belangrijk om inzicht te verwerven in de oorzakelijke factoren van dyslexie. Daarom werden in het afgelopen decennium een aantal longitudinale studies uitgevoerd die startten voor aanvang van de leesontwikkeling en de leesontwikkeling volgden aan de hand van gedragsmetingen en metingen van neurale kenmerken van het leesnetwerk. Deze studies werden steeds uitgevoerd bij een groep van kinderen die een verhoogd risico op dyslexie vertoonden, bijvoorbeeld vanwege een familiale voorgeschiedenis van dyslexie, of van een cognitief risicoprofiel. In dit artikel gaan we verder in op de resultaten van deze studies; meer specifiek op de structurele neurale verbindingen van het leesnetwerk en op recente inzichten met betrekking tot de structurele plasticiteit van deze wittestofbanen als gevolg van specifieke leesinterventies. Deze studies bieden inzicht in de manier waarop interventies een impact kunnen hebben op de neurale leesprocessen en dit zowel voor beginnende als gevorderde lezers.","PeriodicalId":38590,"journal":{"name":"Stem-, Spraak- en Taalpathologie","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89466835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}