objectives: the purpose of the present study is to investigate the oral narrative skills of late talkers mostly caused by mental disorders while they try to comprehend a wordless sequential picture story to create and narrate the relevant story. methods: to this end, 15 (10 male and 5 female) participants were who were the students of a specialized school for physically and mentally retarded st...

objectives: the purpose of the present study is to investigate the oral narrative skills of late talkers mostly caused by mental disorders while they try to comprehend a wordless sequential picture story to create and narrate the relevant story. methods: to this end, 15 (10 male and 5 female) participants were who were the students of a specialized school for physically and mentally retarded st...

The focus of this paper is to examine differences in semantic network structure of late talkers and typical talkers to elucidate potential learning strategies used by late talking children. To address this question, we conducted network analysis on the vocabularies of 2,912 children, with 566 of those being late talkers. Contrary to previously reported findings, the results show that late talke...

This study examines the temperamental characteristics of children who were identified at age two as being slow in expressive language development, and those of peers with normal language history. When the children were in first grade (approximately age six), parents and clinicians rated subjects' temperamental characteristics, using a standardized temperament assessment instrument. Subjects wit...

Expressive language outcomes measured by MLU and the Index of Productive Syntax (IPSyn) at ages 3;0 and 4;0 were investigated in 34 late talkers with normal receptive language identified between 2;0 to 2;7 and 16 typically developing comparison children matched on age, SES, and nonverbal ability. Late talkers made greater gains than comparison children between 3;0 and 4;0 in both MLU and IPSyn ...

In typical early vocabulary development, young toddlers are skilled at learning noun categories. In fact, they use attentional word learning biases in order to categorize nouns, which helps increase their vocabulary. In particular, in a Novel Noun Generalization task, they show a shape bias for solid objects, and a material bias for non-solid substances. Children who are at a delayed vocabulary...

Two experiments examined the relation between early object name learning and the ability to represent objects by their abstract shapes. In Experiment 1, two-year-old children with productive vocabularies in the bottom 20th percentile--'late talkers'--were compared with (1) same-age children with larger vocabularies, and (2) younger children matched for productive vocabulary, on their ability to...

Using online measures of familiar word recognition in the looking-while-listening procedure, this prospective longitudinal study revealed robust links between processing efficiency and vocabulary growth from 18 to 30 months in children classified as typically developing (n = 46) and as "late talkers" (n = 36) at 18 months. Those late talkers who were more efficient in word recognition at 18 mon...

Early language development sets the stage for a lifetime of competence in language and literacy. However, the neural mechanisms associated with the relative advantages of early communication success, or the disadvantages of having delayed language development, are not well explored. In this study, 174 elementary school-age children whose parents reported that they started forming sentences 'ear...