1.
Hallin, Anna Eva, et al.
(författare)
The Use of Causal Language and Filled Pauses in Children with and without Autism
2016
Ingår i: Child Development Research. - : Hindawi Publishing Corporation. - 2090-3987 .- 2090-3995. ; 2016, s. 1-11
Tidskriftsartikel (refereegranskat) abstract
This study investigated the relationship between pragmatic ability and two aspects of structural language in conversational language samples from 24 school-age children with and without high-functioning autism (HFA): causal statements and speech disruptions. In contrast to a majority of previous studies, grammatical complexity and mean length of utterance were factored into the analyses, since these are potential confounding variables. The results showed that children with HFA used fewer spontaneous causal statements and fewer filled pauses in conversation compared to children with typical development (TD). There was also a significant and positive relationship between filled pauses and pragmatic ability after controlling for structural language ability. The results may help us understand the conversational patterns of children with HFA better.
2.
3.
Reuterskiöld, Christina, et al.
(författare)
Giving the crucial information: performance on a referential communication task in Swedish children with language impairment
2001
Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 36:4, s. 433-445
Tidskriftsartikel (refereegranskat) abstract
The study focused on the performance of a group of Swedish children with language impairment (LI) on a referential communication task as a step in the investigation of their pragmatic skills. The task entailed choosing a single card from a selection of 16 depicting a face and describing it well enough for the opponent in order for him/her to pick the correct one from his/her identical array of cards laid out behind a barrier. To give an adequate description, the player had to understand that four dimensions had to be described in order for the other person to choose the correct card. The participating children had been part of a previous study on narrative skills in children with LI. A few of them with rather poor language comprehension had shown utterances during story generation judged to be irrelevant to both the listener and the task. In the present study, language comprehension did not significantly correlate to performance on the referential communication task. The participants performed at the level of their peers without LI and there was no significant difference between the amount of relevant or irrelevant information when the children with LI interacted with an adult or with a friend. The results are discussed in relation to recent research.
4.
Reuterskiöld, Christina
(författare)
Language Processing and Contextual Influence. A study of Swedish preschool children with language impairment.
1999
Doktorsavhandling (övrigt vetenskapligt/konstnärligt) abstract
Language Processing and Contextual Influence A Study of Swedish Preschool Children with Language Impairment The aim of the present work was to study different types of contextual influence on language performance in a variety of tasks: repetition of nonwords, narration, understanding of idioms and picture naming in a group of Swedish preschool children with language impairment (LI). The stress pattern of words and nonwords was found to have an impact on the repetition performance of the participants. Furthermore, nonword repetition was found to be linked to expressive language skills, particularly phonological developmental level. Different types of genres, that is conversation and narration, led to differences in aspects of language production such as fluency and grammatical structure. We also found that the relative level of language comprehension was important for the ability to provide a story with several content units as well as to only include aspects considered relevant for the listener and the task. It was shown that preschool children with LI do not interpret idioms literally but they have difficulties defining them. Idiom understanding was linked to performance on a theory of mind task, measures of semantic-lexical skills as well as receptive grammar. In the final study a sentence prime significantly increased naming speed in children with LI. There was a tendency that children who benefitted from the prime were the individuals with relatively good scores on some of the verbal measures. Assessment tools that incorporate dynamic aspects of processing need to be developed for clinical use. A dialogistic perspective could provide additional information when assessing children with LI.
5.
Reuterskiöld, Christina, et al.
(författare)
Morphosyntactic Challenges for Swedish-Speaking Children with Developmental Language Disorder in Comparison with L1 and L2 Peers
2021
Ingår i: Applied Linguistics. - : Oxford University Press (OUP). - 0142-6001 .- 1477-450X. ; 42:4, s. 720-739
Tidskriftsartikel (refereegranskat) abstract
This article provides an overview of the research on morpho-syntactic challenges in Swedish-speaking children with developmental language disorder (DLD), compared with typically developing (TD) children learning Swedish as their first and second language (L1/L2). Children with DLD show vulnerabilities with verb finiteness, the possessive construction, and noun phrase gender agreement, as well as word-order in nonsubject initiated sentences. For L2-learners, word order and the noun phrase gender agreement present main challenges. We discuss to what extent these morpho-syntactic weaknesses can be explained by different theoretical accounts and identify future research needs. Surface similarities between groups may originate from different factors and more knowledge is needed to inform educational and clinical practice for both of these groups of children.
6.
Reuterskiöld, Christina, et al.
(författare)
Narrative skills in Swedish children with language impairment
2011
Ingår i: Journal of Communication Disorders. - : Elsevier BV. - 1873-7994 .- 0021-9924. ; 44:6, s. 733-744
Tidskriftsartikel (refereegranskat) abstract
This study investigated the development of narrative skills in Swedish children with language impairment between age 5 and age 10. Seventeen children with LI and two control groups of age peers with typical development participated in a picture elicited story telling task. Analyses included measures of story content, cohesion and grammar. Our subjects showed development in different areas from age 5 to 10, but they did not perform at the level of the controls at age 10 on number of different verbs used and percent grammatically correct C-units. We conclude that preschool children with LI develop in their narrative skills over time, but not to the level of their age-peers at age 10. Learning outcomes: The reader will be able to describe areas of vulnerability in Swedish-speaking children with language impairment in general, and related to narration in particular. Furthermore, the reader will be able to describe similarities in narrative skills between Swedish-speaking and English-speaking children with language impairment. (C) 2011 Published by Elsevier Inc.
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8.
Reuterskiöld, Christina, et al.
(författare)
Speed and context: the effect of a sentence prime on naming speed in children with language impairment
2000
Ingår i: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 1464-5076 .- 0269-9206. ; 14:5, s. 369-385
Tidskriftsartikel (refereegranskat) abstract
Nineteen pre-school children with language impairment participated in a computerized naming task. The naming procedure involved two conditions, one unprimed where the child had to name a colour picture appearing on the screen as fast as possible and one primed where the picture was preceded by an uncompleted sentence. Response times were significantly shorter in the primed condition compared to the unprimed condition. There was a tendency that the ability to benefit from a semantic-syntactic prime was more closely linked to the participants' results on verbal measures than on non-verbal measures. Naming speed in the primed condition or the unprimed condition was not found to be linked to non-verbal measures including a speed component. Results are discussed in relation to current research, and methodological issues are highlighted.
9.
Reuterskiöld, Christina, et al.
(författare)
Tor: A case study of a boy between the ages of three and eight
2005
Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 21:2, s. 123-145
Tidskriftsartikel (refereegranskat) abstract
Longitudinal data are presented on a boy between the ages ofthree and eight. At age three he received a diagnosis oflanguage impairment and at age six a diagnosis of high-functioning autism. Results are presented from extensive assessments at four points in time, including interviews with his mother and teachers. The results indicate that the boy s core problem was poor language comprehension, especially evident in group situations. The results also show that symptoms of his pragmatic impairment varied over time, partly as a function ofcontextual demands. A dimensional approach to capture pragmatic difficulties in children is suggested.
10.
Reuterskiöld, Christina, et al.
(författare)
Venturing Beyond the Sentence Level: Narrative Skills in Children with Hearing Loss
2010
Ingår i: Volta Review. - 0042-8639. ; 110:3, s. 389-406
Tidskriftsartikel (refereegranskat) abstract
This study explores the differences in oral narrative skills between school-age children with mild-to-moderate sensorineural hearing loss (HL) and children who have typical hearing and language development. Narrative samples were collected following a picture-elicited storytelling task. Language samples were transcribed and coded for a number of measures, including narrative content, syntax, and grammar as well as amount of relevant information shared with the listener. Results indicated that the most vulnerable aspect of narration in children with HL is sharing information that is relevant for the task and context. Children with a sensorineural HL diagnosed during their preschool years are at risk for poorer development of higher level language skills, such as narrative production, compared with same-age peers.
