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Dissertations / Theses on the topic 'Language disorders in children Children Language acquisition Brain'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Saccuman, Maria Cristina. "Language comprehension and production in normally developing children and children with language impairment : an fMRI study /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3191998.

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2

Henry, Patricia (Patricia Mary) 1947. "Language function in the adult language addressed to young language-delayed children." Monash University, Dept. of Linguistics, 2001. http://arrow.monash.edu.au/hdl/1959.1/8640.

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3

Cheung, Wai-yan Anissa. "Word learning in normal and language-impaired children." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209405.

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Thesis (B.Sc)--University of Hong Kong, 1997.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

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4

Marentette, Paula F. (Paula Frances). "Babbling in sign language : implications for maturational processes of language in the developing brain." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55610.

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5

Anderson, Diane Ellen. "Language impairment : morphosyntactic development and its neurological correlates /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9906478.

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6

Weckerly, Jill. "Morphosyntactic ability and word fluency in atypically developing children : evidence from children with specific language impairment and children with early focal lesions /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9975030.

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7

Benton, Hillary Ann. "Brain Imaging of Event Related Potentials in Children with Language Impairment." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3614.

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Event related potentials (ERPs) may provide specific information about how particular aspects of language are processed by the brain over time. This study investigated the electrophysiology of language processing in two children with language impairment (LI) when compared to five typically developing children. The N400, P600, and the early left anterior negativity (ELAN) were analyzed after participants listened to linguistically correct, syntactically incorrect, and semantically incorrect sentences. Participants were instructed to indicate whether the sentences were correct or incorrect. Late

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8

Kang, Soyeon S. M. Massachusetts Institute of Technology. "The first language acquisition of scalar inferences from -Cocha 'Even' by Korean-speaking children." Thesis, Massachusetts Institute of Technology, 2018. https://hdl.handle.net/1721.1/123057.

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Thesis: S.M. in Cognitive Science, Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2018<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 48-51).<br>This thesis investigates the first language acquisition of scalar inferences from Korean particle -cocha 'even.' Based on the fact that also evokes the same existential inference with even, and that also and even have the same focus scope in Korean, this thesis compares the acquisition of Korean -cocha 'even' with -to 'also' to provide a more elaborated explanation of scalar i

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9

Cummings, Alycia Erin. "Brain and behavior in children with phonological delays phonological, lexical, and sensory system interactions /." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3352373.

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Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009.<br>Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 244-259).

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10

Olsen, Matthew William. "Investigation of Speech Samples from Typically Developing Preschool Age Children: A Comparison of Single Words and Imitated Sentences Elicited with the PABA-E." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/434.

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Assessment of speech sound production in young children provides the basis for diagnosis and treatment of speech sound disorders. Standardized single-word articulation tests are typically used for identification of speech sound errors because they can provide an efficient means of obtaining a speech sample for analysis and comparison to same-age peers. A major criticism of single-word articulation tests is that they may not accurately reflect speech sound production abilities in conversation. Comparison of performance in single-word and conversational contexts has produced conflicting results

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11

Belfiore, Kathleen. "Intervention History of Children with Slow Expressive Language Development." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/4944.

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Children who are identified with slow expressive language development (SELD) around the age of two are producing less than fifty intelligible words or no two word phrases. Current research suggests that some children with SELD outgrow their delay while others continue to develop long term language difficulties. The literature shows varied findings of short term recovery but long term deficits, and shifts in the specific expressive language deficits ~s the child with SELD matures and encounters increased language demands. Suggestions are found for a mix of monitoring and early intervention, in

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12

Stevens, Courtney Elizabeth. "Vulnerability and plasticity of brain systems implicated in language and reading disorders /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1400967471&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 146-163). Also available for download via the World Wide Web; free to University of Oregon users.

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13

Lohr-Flanders, Marla. "The effect of otitis media on articulation in expressive language-delayed children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4365.

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Researchers have long been concerned with the effects of otitis media on speech and language acquisition because of the high correlation of a mild to moderate hearing loss during the time period that fluid (effusion) may be in the middle ear. Middle-ear effusion would prevent many of the auditory messages from accurately reaching the nervous system (Zinkus, 1986). Deprived of the ability to discern the subtle acoustic differences that provide information for phonetic contrasts, a child's speech acquisition may differ from children who do not experience such losses.

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14

Riback, Michelle Lynn. "A Comparison of Developmental Sentence Score Patterns in Three Groups of Preschool Children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4694.

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Researchers have successfully labeled specific patterns of expressive language development as it appears in children developing language normally. Little research has identified particular patterns of expressive language in children who display expressive language disorders or delays. Longitudinal studies of expressively language impaired children indicate that linguistic, educational and social impairments exist long after the language impairment was first identified (Aram, Eckelman and Nation, 1984; Aram and Nation, 1980; Fundudis, Kolvin and Garside, 1979; Stark, Berstein, Condino, Bender,

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15

Alforde, Sally. "A comparison of grammatical morpheme usage by four year olds with normal, impaired, and late developing language." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4244.

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The purpose of this study was to determine whether language-disordered four-year-old children and those with a history of language delay but currently normal functioning would have acquired a significantly lower percentage of 13 grammatical morphemes than children of the same age with normal language skills. Research has shown that there is a consistency of order in which these morphemes are acquired in children with normal language ability. studies have also shown that while language disordered children acquire these grammatical morphemes in a similar order, the process is slowed down. Langua

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16

King, Nina. "Temperament and Early Communication in Premature Children." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2091.

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Premature children are at greater risk for developing communication delays than full-term children, although it is not inevitable. Recent research links specific temperament characteristics to early language development. Thus, temperament may provide a way to identify premature children who are at increased risk. The first purpose of this study was to determine if temperament characteristics of premature children are the same as full-term children when measured by the Infant Behavior Questionnaire-Revised. The second purpose was to determine if temperament and language acquisition, as measured

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17

Lima, Ana Karla Lemos Byron de. "Dificuldades na escrita da criança: levantamento de questões." Universidade Católica de Pernambuco, 2016. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=1246.

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Este trabalho possui, como eixo, a investigação de dificuldades apresentadas pela criança, em sua produção escrita, procurando propiciar um melhor entendimento acerca do obstáculo que se interpõe a essa produção. Seu objetivo geral consiste em analisar erros que aparecem em produções escritas da criança, abordando esses erros como marcas do sujeito, na escrita infantil. Possui como objetivos específicos: identificar tipos de erros que aparecem em produções verbais escritas de uma criança; localizar os erros que constituem marcas do sujeito na escrita infantil; aprofundar o estudo dessas marcas

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18

Barker, Robert Micheal. "Predicting Oral Language Development in Toddlers with Significant Developmental Disabilities: The Role of Child and Parent Communication Characteristics." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-120942/.

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Thesis (M.A.)--Georgia State University, 2007.<br>Title from title screen. Rose A. Sevcik, committee chair; MaryAnn Romski, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (59 p.) : digital, PDF file. Description based on contents viewed October 5, 2007. Includes bibliographical references (p. 43-49).

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19

Briz-Garcia, Angela. "What is selective mutism?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2702.

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The purpose of this study was to examine the characteristics of Selective Mutism, its possible causes, the strong impact it creates in English learner students, and what teachers could do to help the students who suffer from Selective Mutism.

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20

Ewing, Christopher Boyd. "Effects of Fluency and Accuracy-Only Training on Acquisition and Retention of Letter Naming by Individuals with Traumatic Brain Injury." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4881/.

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This study examines the effects of accuracy-only training and fluency training on retention of material learned. Two adolescent participants with traumatic brain injuries were taught to name 2 sets of lowercase Greek letters. Each of the 2 sets consisted of 7 letters. Practice and rate of reinforcement were controlled for in this study. Fluency trained letters showed higher retention (percent correct during retention checks) than the accuracy-only trained letters.

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21

Johnson, Jennifer Ann. "Effectiveness of Story Enactments Versus Art Projects in Facilitating Preschool Children's Story Comprehension." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1053.pdf.

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22

Albuquerque, Katia Maria Gomes de. "A Metáfora na construção de sentidos pela criança com perda auditiva de grau moderado." Universidade Católica de Pernambuco, 2004. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=59.

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Este estudo analisa a compreensão de metáforas pela criança com perda auditiva de grau moderado, indivíduo situado numa zona limítrofe entre o mundo dos ouvintes e dos surdos de grau mais severo. Ele se reconhece como falante e ouvinte, entretanto o seu canal de aquisição da língua oral -o acústico-articulatório - apresenta uma limitação receptiva. Surgem daí inquietações, como: se essa limitação acarreta perdas nas oportunidades de trocas interativas que interfiram na compreensão metafórica. A amostra foi constituída por duas crianças com perda auditiva moderada, com idade entre os nove e os

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23

Ziolkowski, Robyn Alane Goldstein Howard. "Effects of an emergent literacy intervention for children with language impairments from low income environments." 2004. http://etd.lib.fsu.edu/theses/available/etd-11152004-174112.

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Thesis (Ph. D.)--Florida State University, 2004.<br>Advisor: Dr. Howard Goldstein, Florida State University, College of Communication, Dept. of Communication Disorders. Title and description from dissertation home page (viewed Jan. 13, 2005). Includes bibliographical references.

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24

Morgan, Katie R. "Vocabulary intervention aimed at improving expressive language for children with hearing impairment : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Audiology in the Department of Communication Disorders, University of Canterbury /." 2009. http://hdl.handle.net/10092/3220.

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25

Fitzpatrick, Kerry Elisabeth. "Morphosyntactic priming in bilingual children." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3400.

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Limited information exists regarding the acquisition of syntax and morphology in young Spanish-English bilingual language learners. A method to measure short-term language learning is through structural priming; an auditory model of the target structure is presented, which influences a subject’s subsequent production. The purpose of this thesis was to develop and pilot priming tasks in both English and Spanish to analyze the language production of typically developing bilingual elementary school students. The morphosyntactic structures targeted in the structural priming task included the

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26

Zare, Hoda. "The relationship between lexical and grammatical development in typical and brain-damaged children." 2013. http://hdl.handle.net/1993/22025.

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Although there are many studies about the relationship between grammar and lexicon, there is a lack of studies examining the relationship between the growth of compound words and complex sentences. This study examined the relationship between compound words at the lexical level, and complex sentences, auxiliaries and modals, and coordinated subjects/objects at the grammatical level, for both brain-injured and typically developing children between the ages 4 and 6. For 10 typically developing children, 3091 utterances, and for 18 brain-injured children, 6460 utterances were examined. The result

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27

Alexander, Erin. "Language and gesture production in normal and congenitally, left-hemisphere-damaged individuals : a developmental study /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9943035.

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28

Madzhie, Mpho. "A model to facilitate language acquisition/development in children between 0 to 3 years in rural communities of Makhado Municipality, Limpopo Province." Thesis, 2019. http://hdl.handle.net/11602/1425.

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PhD (Psychology)<br>Department of Psychology<br>The aim of the study was to develop a conceptualized model that will enhance language acquisition of children between 0 and 3 years. Language is a use of words and symbol to convey message, or communication. Generally, from birth to the age of four months children express their needs through crying and are soothed by the sound of voices or by low rhythmic sounds. When adults talk to children, children later imitate adult’s tongue movements and start to make sounds, coos and gurgles. Providing children with developmental stimulation and expo

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29

Shield, Aaron Michael. "The signing of deaf children with autism : lexical phonology and perspective-taking in the visual-spatial modality." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1048.

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This dissertation represents the first systematic study of the sign language of deaf children with autism. The signing of such children is of particular interest because of the unique ways that some of the known impairments of autism are likely to interact with sign language. In particular, the visual-spatial modality of sign requires signers to understand the visual perspectives of others, a skill which may require theory of mind, which is thought to be delayed in autism (Baron-Cohen et al., 1985). It is hypothesized that an impairment in visual perspective-taking could lead to phonological e

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30

Naudé, Hendrina. "Taalverryking van senior kleuters in milieubenadeelde gemeenskappe : 'n ouerprogram." Thesis, 1999. http://hdl.handle.net/10500/15585.

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Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die ge

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