The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development

Understanding the cognitive underpinnings of children's arithmetic development has great theoretical and educational importance. Recent research suggests symbolic and nonsymbolic representations of number influence arithmetic development before and after school entry. We assessed nonverbal ability and general language skills as well as nonsymbolic (numerosity) and symbolic (numeral) comparison skills, counting, and Arabic numeral knowledge (numeral reading, writing, and identification) in preschool children (4 years of age). At 6 years of age, we reassessed nonsymbolic (numerosity) and symbolic (numeral) comparison and arithmetic. A latent variable path model showed that Arabic numeral knowledge (defined by numeral reading, writing, and identification at 4 years of age) was the sole unique predictor of arithmetic at 6 years. We conclude that knowledge of the association between spoken and Arabic numerals is one critical foundation for the development of formal arithmetic.

Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial

Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356.

Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs

BACKGROUND

Although previous correlational studies have shown that both symbolic and non-symbolic abilities relate to mathematical abilities, correlational studies cannot show the cause and effect of these abilities for mathematical success.

AIMS

The current study examined the effect of a non-symbolic training program, called PLUS and a symbolic training program, called DIGIT, to provide further insight into the causal nature of domain specific factors that contribute to mathematical abilities.

METHODS

and Procedures: Forty-nine preschool children who had low mathematical abilities were recruited and randomly allocated to the DIGIT and PLUS training programs. Performance on a number of mathematical tasks was compared to 20 preschoolers with no mathematical difficulties.

OUTCOMES AND RESULTS

Performance in both training programs improved on the Test of Early Mathematical Abilities as well as on a non-symbolic Approximate Number Sense task, counting tasks, and digit recognition tasks, immediately after five weeks of training and this improvement remained six months later.

CONCLUSIONS AND IMPLICATIONS

This study provides further evidence that symbolic and non-symbolic abilities bi-directionally impact on each other and that ordinality knowledge is an important factor of mathematical development.

Low performance on mathematical tasks in preschoolers: the importance of domain-general and domain-specific abilities

BACKGROUND

Different domain-specific and domain-general cognitive precursors play a key role in the development of mathematical abilities. The contribution of these domains to mathematical ability changes during development. Primary school-aged children who show mathematical difficulties form a heterogeneous group, but it is not clear whether this also holds for preschool low achievers (LAs) and how domain-specific and domain-general abilities contribute to mathematical difficulties at a young age. The aim of this study was to explore the cognitive characteristics of a sample of preschool LAs and identify sub-types of LAs.

METHODS

81 children were identified as LAs from 283 preschoolers aged 3 to 5 years old and were assessed on a number of domain-general and domain-specific tasks.

RESULTS

Cluster analysis revealed four subgroups of LAs in mathematics: (1) a weak processing sub-type; (2) a general mathematical LAs sub-type; (3) a mixed abilities sub-type; and (4) a visuo-spatial deficit sub-type. Whilst two of the groups showed specific domain-general difficulties, none showed only domain-specific difficulties.

CONCLUSIONS

Current findings suggest that preschool LAs constitute a heterogeneous group and stress the importance of domain-general factors for the development of mathematical abilities during the preschool years.

Clinical and economic benefit of general practitioner integration to a symptomatic breast service

BACKGROUND

Integration of general practitioners (GPs) into a tertiary care team is a model used internationally to assist with provision of patient care. Symptomatic breast clinics have seen significant increases in attendances and consequential staffing issues. We wished to analyze the integration of GPs into a tertiary breast care team and establish whether their inclusion is a cost-effective approach.

METHODS

A prospectively maintained database was used to identify 1614 new and 1453 review patients seen in the clinic between September and December 2013. The triple assessment clinical, radiological, and biopsy scores of patients assessed by GPs were compared to those assessed by registrars and to the overall number of patients seen. A cost analysis was performed based on the hourly rates of GPs and registrars.

RESULTS

1614 new patients seen over the 4-month period. GPs reviewed a mean of 153.6 new patients and registrars reviewed a mean of 97.8. Registrars reviewed patients who were allocated higher 'S' scores, with 46 % of patients allocated an S4 and 21 % of patients allocated an S5 score. GPs reviewed a mean of 115.6 return patients and registrars reviewed a mean of 110.1 return patients. The weekly cost of employing 3 GPs for 15 h was €835. This compares favorably to the cost of employing a full-time registrar.

CONCLUSION

This study demonstrates that GPs can play a substantial role in the provision of a symptomatic breast service. In addition, the incorporation of GPs in this setting can prove cost-effective.

Stuttering severity, psychosocial impact and lexical diversity as predictors of outcome for treatment of stuttering

OBJECTIVE

This study assessed factors that predicted therapy outcome for children and adolescents who stuttered after attendance at an intensive therapy course. The factors examined were stuttering severity, lexical diversity measured by Type Token Ratio, and psychosocial impact of stuttering on the child's life.

DESIGN

Fifty-four children who stuttered (CWS) participated in the study. The hypotheses were: (1) CWS with high initial stuttering severity would be more likely to persist than those with low initial severity; (2) lexical diversity before treatment should be related to therapy outcome; (3) psychosocial factors would affect therapy outcome. The predictions were assessed by linear and logistic regression analyses.

RESULTS

Initial stuttering severity was the only significant predictor for stuttering severity after therapy. However, psychosocial impact correlated with improvement in fluency, and lexical diversity correlated with therapy outcome.

CONCLUSIONS

Only initial stuttering severity was a significant predictor of therapy outcome after an intensive therapy intervention. This is in agreement with the study of Howell and Davis (2011).

EDUCATIONAL OBJECTIVES

Readers will get an overview of the literature on risk factors that are considered to predict therapy outcomes for CWS. They will be able to (a) identify what variable represent potential risk factors, (b) describe the psychosocial impact of stuttering, (c) explain how lexical diversity is measured, and (d) describe different assessment instruments used to decide on the outcome of therapy.

Developmental Communication Impairments in Adults: Outcomes and Life Experiences of Adults and Their Parents

Purpose

This study identifies the outcomes and documents the longitudinal life experiences of adults who attended a specialist residential school for children with pervasive and complex developmental communication impairments.

Method

Semistructured interviews were carried out with 26 adult ex-pupils who had attended the school and the parents of 15 of the ex-pupils.

Results

Seven key themes were identified from the data, including (a) lack of appropriate support and the impact of this in early childhood, (b) advantages and disadvantages of specialist educational provision compared to mainstream and other provision, (c) changing impact of developmental communication impairments over time, (d) challenging transition away from specialist educational provision, (e) absence of appropriate support for adults with developmental communication impairments, (f) persisting impact of developmental communication impairments on social and emotional functioning in adult life, and (g) differences in perspective between the adult ex-pupils and their parents.

Conclusion

Across the adult ex-pupils and their parents, the perceived reported benefits of early intervention, parental support, specialist educational provision, and guidance at times of transitions should inform current service provision for this vulnerable group of individuals and their families.

Testing orofacial abilities of children who stutter: the Movement, Articulation, Mandibular and Sensory awareness (MAMS) assessment procedure

OBJECTIVE

The purpose of this article is to introduce a new assessment designed to measure the orofacial abilities of children who stutter (CWS), the Movement, Articulation, Mandibular and Sensory Awareness (MAMS) Orofacial Assessment. The new instrument was developed and validated to measure orofacial abilities in a comprehensive manner.

DESIGN

A group of 43 CWS (mean age 13.10 years, S.D. 2.10 years) and a control group of 32 fluent children (mean age 13.4 years, S.D. 2.6 years) were tested with the new tool. It was hypothesized, that (a) the MAMS is a reliable and valid instrument to measure orofacial abilities in CWS, (b) fluent children have better orofacial abilities than CWS and (c) that the therapy outcome of CWS depend on their orofacial abilities.

RESULTS

The MAMS Orofacial Assessment proved to be a valid and reliable instrument to assess orofacial abilities. Compared with their fluent peers, CWS had significantly worse orofacial abilities. CWS with better orofacial abilities had a better prognosis for therapy outcome.

CONCLUSIONS

The new instrument is a reliable and valid tool to measure orofacial abilities and MAMS distinguishes CWS and controls. Orofacial abilities are one set of factors that influence therapy outcome for CWS.

EDUCATIONAL OBJECTIVES

The reader will get an overview over of the literature on orofacial abilities in people who stutter and will learn about and be able to (1) describe different characteristics of orofacial abilities, (2) use the MAMS Orofacial Assessment in the diagnostic process for CWS and for research purposes, and (3) interpret the results of the MAMS to use them for therapy planning.

The provision of communication aids to children in England: an analysis of applications to the Communication Aids Project

BACKGROUND

Children who experience difficulties in face-to-face interaction, understanding language and developing literacy can benefit from the provision of communication aids such as speech synthesizers and specialist software applications that support their social participation and learning. The Communication Aids Project (CAP) was a national initiative by the Department for Education and Skills in England, aimed at supporting and developing the provision of communication aids to children. This paper presents an analysis of the number and type of applications to CAP. In so doing, the paper begins to explore how the need for communication aids might be understood in England.

METHODS

The analysis was carried out on a database of 3060 anonymized records, representing applications to CAP between January 2002 and January 2004.

RESULTS

Applications to CAP were made on behalf of children with a broader range of disabilities than might be assumed, including a relatively high proportion of children with autistic spectrum disorder. Rates of application to CAP varied in line with Local Education Authority population size [e.g. total pupils, total pupils with special educational needs (SEN)], rather than indicators of regional variation in SEN provision (e.g. proportion of population identified as having SEN).

CONCLUSIONS

Within a context of changing services to children in England and increasing emphasis on the plurality and contestability of services, the relevance of these findings for service providers and service commissioners is discussed.

Typical and Atypical Development of Visual Estimation Abilities

Despite the fact that developmental impairments of number skills are common, they remain sparsely investigated. We explored low-level numerical representations and their developmental trajectory in a developmental disorder, Williams syndrome (WS). Groups of WS and typically developing (TD) individuals estimated rapidly-presented arrays of 5, 7, 9, and 11 dots. In comparison to the normal developmental trajectory, the ontogenesis of estimation skills in WS is both delayed and deviant. Whereas TD children's estimations became significantly more accurate and less variable over developmental time, only marginal developmental changes in estimation ability emerged across age in the WS groups. Our data highlight the importance of considering developmental changes in low-level components of numerical cognition in atypical development while at the same time emphasizing the importance of paying closer attention to quantitative changes and their functional role in typical development.

The role of language in mathematical development: evidence from children with specific language impairments

A sample (n=48) of eight-year-olds with specific language impairments is compared with age-matched (n=55) and language matched controls (n=55) on a range of tasks designed to test the interdependence of language and mathematical development. Performance across tasks varies substantially in the SLI group, showing profound deficits in production of the count word sequence and basic calculation and significant deficits in understanding of the place-value principle in Hindu-Arabic notation. Only in understanding of arithmetic principles does SLI performance approximate that of age-matched-controls, indicating that principled understanding can develop even where number sequence production and other aspects of number processing are severely compromised.

What makes counting count? Verbal and visuo-spatial contributions to typical and atypical number development

Williams Syndrome (WS) is marked by a relative strength in verbal cognition coupled with a serious impairment in non-verbal cognition. A strong deficit in numerical cognition has been anecdotally reported in this disorder; however, its nature has not been systematically investigated. Here, we tested 14 children with WS (mean age=7 years 2 months), 14 typically developing controls individually matched on visuo-spatial ability (mean age=3 years 5 months) as well as a larger group of typically developing controls (mean age=3 years 4 months) on two tasks to assess their understanding that counting determines the exact quantity of sets (cardinality principle). The understanding of the cardinality principle in children with WS is extremely delayed and only at the level predicted by their visuo-spatial MA. In this clinical group, only language accounted for a significant amount of the variance in cardinality understanding, whereas in the normal comparison group only visuo-spatial competence predicted the variance. The present findings suggest that visuo-spatial ability plays a greater role than language ability in the actual development of cardinality understanding in typically developing children, whereas the opposite obtains for the clinical group.

Effects of death within 11 years on cognitive performance in old age

Six different cognitive tests and the Heck Depression Inventory (BDI) were given to 3,572 active community residents aged 49 to 93 years. Causes of death were ascertained for 443 who died between 36 and 3,903 days later. Subsequent survival predicted test scores during the 3,903 days and independently during Days 36 to 1,826 and Days 1,827 to 3,903. Scores on the BDI and cumulative verbal learning and vocabulary tests predicted mortality after demographics and performance on other cognitive tests had been considered. Predictors were similar for deaths from heart disease, malignancies, and other causes. A new finding that cognitive tests did not predict survival duration within the sample of deceased explains previous findings of greater terminal decline in performance for young than for elderly adults.

Effects of death within 11 years on cognitive performance in old age

Six different cognitive tests and the Heck Depression Inventory (BDI) were given to 3,572 active community residents aged 49 to 93 years. Causes of death were ascertained for 443 who died between 36 and 3,903 days later. Subsequent survival predicted test scores during the 3,903 days and independently during Days 36 to 1,826 and Days 1,827 to 3,903. Scores on the BDI and cumulative verbal learning and vocabulary tests predicted mortality after demographics and performance on other cognitive tests had been considered. Predictors were similar for deaths from heart disease, malignancies, and other causes. A new finding that cognitive tests did not predict survival duration within the sample of deceased explains previous findings of greater terminal decline in performance for young than for elderly adults.

Correlates of social development in children with communication disorders: the concurrent predictive value of verbal short-term memory span

Linguistic and cognitive correlates of social skill were examined in a clinically selected sample of children with communication disorders. Thirty-two children aged between 5 and 10 years were assessed using a questionnaire-based sociability scale. Specially designed measures of verbal and visuo-spatial short-term memory span were administered, as well as standardized tests of grammatical and lexical comprehension. Multiple regression analyses revealed strong prediction of social skill from STM measures but not from comprehension scores. The prediction was based on a striking negative correlation between serial word span and sociability. This word-span measure could offer a useful tool in the assessment of children with communication disorders. However, attention is drawn to the substantial number of children in the sample whose patterns of cognitive, linguistic and social skill are not clearly differentiated. It is suggested that assessment should aim to specify as clearly as possible individual patterns of strength and weakness and avoid unwarranted categorization.

Children's comprehension of unfamiliar regional accents: a preliminary investigation

The effect of regional accent on children's processing of speech is a theoretically and practically important aspect of phonological development that has been little researched. 48 children from London, aged four and seven years old, were tested on their ability to repeat and define single words presented in their own accent and in a Glaswegian accent. Results showed that word comprehension was significantly reduced in the Glaswegian condition and that four-year-olds performed less successfully than seven-year-olds. Both groups made similar numbers of lexical misidentifications, but the younger children were more likely to fail to access any word at all. On the repetition task, the younger children showed a different pattern of errors to the older children, their productions being apparently more influenced by the phonetics of the Glaswegian stimuli. It is suggested that such phonetic responses are related to the younger children's failure to map the unfamiliar accent onto their own phonological representations. It is proposed that the lexical misidentifications, common to both age groups, are more likely to be induced by lack of context. The paper concludes with discussion of implications of these findings for our understanding of how children develop the ability to process unfamiliar regional accents.

Magnitude comparisons by children with specific language impairments: evidence of unimpaired symbolic processing

A size judgement task was used to investigate number processing skills in children with specific language impairments (SLI). Previous work with unimpaired adults and children has shown that when comparing the size of written numbers and other ordinal stimuli, there is a symbolic distance effect (SDE) such that decision time decreases with the size distance between items. This study examined the ability of children to judge stimulus pairs which were varied to contrast the processing of symbolic material against direct perceptual judgement and to test processing of numeric versus non-numeric material. Children with SLI were compared with a control group matched on verbal comprehension level. The children with SLI responded faster than the control subjects. The SLI and control groups showed similar SDE and a similar pattern of response across materials. No indication was found in the SLI data of any selective deficit in processing symbolic information. Findings are discussed in relation to theories of numeracy acquisition which acknowledge the importance of non-verbal representation of number meanings.

Nonword repetition as a behavioural marker for inherited language impairment: evidence from a twin study

The Children's Nonword Repetition Test (CNRep) was given 39 children with persistent language impairment (LI), 13 with a history of having received speech-language therapy (resolved LI), and 79 controls, all aged from 7 to 9 years. The children with LI were twins who had participated in a previous genetic study. Children with resolved LI, as well as those with persistent LI, were significantly impaired on the CNRep. Comparisons of MZ and DZ twins indicated significant heritability of a CNRep deficit. It is concluded that CNRep provides a marker of the phenotype of heritable forms of developmental language impairment.

Unique and interactive effects of depression, age, socioeconomic advantage, and gender on cognitive performance of normal healthy older people

A sample of 4,243 residents of Manchester, England and Newcastle-upon-Tyne, England, aged 50 to 93 years, completed the Beck Depression Scale (A.T. Beck, C.H. Ward, M. Mendelson, J. Mock, & J. Erbaugh, 1961) and a battery of 6 different cognitive tests. Beck scores were low, indicating gradations of dysphoria rather than clinical depression. Beck scores did not vary with age but were significantly higher for women than for men and for disadvantaged than for advantaged socioeconomic groups. Measures of fluid, but not of crystallized, ability declined as age increased. Socioeconomic disadvantage was associated with poorer performance on all cognitive tests. Men scored higher on a test of spatial reasoning, and women scored higher on a test of word definition and on 2 tests of verbal memory and learning. However, after variance associated with all these demographic and individual-difference variables was considered, and within a range indicative of dysphoria rather than clinical depression, higher Beck scores were associated with significantly poorer performance on both crystallized and fluid measures of cognitive ability. This association was less marked in women than in men, but age, socioeconomic advantage, and estimated lifetime intellectual ability did not act as protective or risk factors for vulnerability of cognitive processes to dysphoria.

Unique and interactive effects of depression, age, socioeconomic advantage, and gender on cognitive performance of normal healthy older people

A sample of 4,243 residents of Manchester, England and Newcastle-upon-Tyne, England, aged 50 to 93 years, completed the Beck Depression Scale (A.T. Beck, C.H. Ward, M. Mendelson, J. Mock, & J. Erbaugh, 1961) and a battery of 6 different cognitive tests. Beck scores were low, indicating gradations of dysphoria rather than clinical depression. Beck scores did not vary with age but were significantly higher for women than for men and for disadvantaged than for advantaged socioeconomic groups. Measures of fluid, but not of crystallized, ability declined as age increased. Socioeconomic disadvantage was associated with poorer performance on all cognitive tests. Men scored higher on a test of spatial reasoning, and women scored higher on a test of word definition and on 2 tests of verbal memory and learning. However, after variance associated with all these demographic and individual-difference variables was considered, and within a range indicative of dysphoria rather than clinical depression, higher Beck scores were associated with significantly poorer performance on both crystallized and fluid measures of cognitive ability. This association was less marked in women than in men, but age, socioeconomic advantage, and estimated lifetime intellectual ability did not act as protective or risk factors for vulnerability of cognitive processes to dysphoria.

Genetic basis of specific language impairment: evidence from a twin study

Concordance rates were compared for 63 monozygotic (MZ) and 27 dizygotic (DZ) same-sex twin pairs, aged seven years and over, selected because at least one twin met diagnostic criteria for specific speech or language impairment. There was significant heritability for developmental speech and language disorder, defined according to DSM-II-R criteria. When the definition of the phenotype was broadened to include those with a past history of disorder and those with a less pronounced discrepancy between verbal and non-verbal ability, concordance for MZ twins was close to 100 per cent, and that for DZ twins approximately 50 per cent. There was also close similarity between concordant twins for type of disorder. There is good evidence that genetic factors play a role in the aetiology of speech and language impairment; twin data may help us arrive at a clearer conception of the phenotype as well as quantifying the extent of the genetic contribution.

The University of Manchester Age and Cognitive Performance Research Centre and North East Age Research Longitudinal Programmes, 1982 to 1997

The United Kingdom Medical Research Council and Economic and Social Research Council have funded, since 1982, a longitudinal study of cognitive change in old age carried out on over 6000 volunteers aged between 50 and 96 years and resident in Newcastle-upon-Tyne and Greater Manchester. The Medical Research Council has guaranteed further funding until 1977. This paper describes the history of the study, the test batteries employed, the demographics of populations tested and the amount, and selectivity, of attrition by death and withdrawal from the study. Further aims of the study, and parallel work carried out on a number of related projects concerned with the epidemiology, time-course and everyday impacts of cognitive changes in normal old age are also discussed.

Conversational interaction and decision-making in children with specific language impairment

The present investigation examines decision-making in conversational contexts for children with specific language impairment (SLI) and two sets of control groups: same-age peers and children matched for mean length of utterance (MLU). In a dyadic situation, it was found that children with SLI made as many verbal winning moves as age-control peers and more than the MLU-control children. Non-verbally, the children with SLI had more winning moves than the age-control peers. These results are discussed theoretically, in light of previous research on peer interaction, and practically, in terms of implications for clinician-researchers working with children with SLI.