جستجوی مقالات مرتبط با کلیدواژه « language » در نشریات گروه « پزشکی »

Language is a basic skill and one of the important cognitive areas in children. The aim of the current research is to determine the effectiveness of "Language Skills Promotion Package Based on Cognitive Rehabilitation"  on attention span, working memory and language skills of children with specific language impairment.

The research method was semi-experimental with a pre-test-post -test-follow-up plan with a control group. The statistical population of the research included all children aged 5 to 7 years with specific language impairment who were engaged in education in normal preschool centers in the academic year of 2022-2023 and had referred to speech therapy centers in Borujerd city to receive speech and language services. The sample size was 30 people who were selected from among the statistical population by purposive sampling method and assigned randomly to intervention and control groups. Research instruments included demographic Questionnaire, "Wechsler Intelligence Scale for Children (Fourth Edition)" (WISC-IV), Clinical interview based on DSM-5 criteria, and "Neuropsychological Skills (Teacher Form) Questionnaire for Preschool Children". The content validity of the instruments was measured by qualitative method and reliability was measured through internal consistency method by calculating Cronbach's alpha coefficient. After implementing 12 intervention sessions based on "Language Skills Promotion Package Based on Cognitive Rehabilitation"  on the intervention group, the data were analyzed in SPSS .24.

"Language Skills Promotion Package Based on Cognitive Rehabilitation"  was effective on attention span, working memory and language skills of children with specific language impairment (P<0.01). Also, the effect of time on attention span, working memory and language skills was effective compared to the pre-test stage (P<0.01).

"Language Skills Promotion Package Based on Cognitive Rehabilitation"  was effective in increasing attention span, improving working memory and improving language skills of children with specific language impairment. Therefore, it is suggested to use the above intervention to improve children's cognitive and language skills.

Motivation means excitement and movement and an inner state that empowers human behavior, sets it in motion and guides it towards certain goals. The purpose of this research is to infer and analyze motivational elements in Nahj al-Balagha speeches in order to create or change the behaviors and reactions of the audience. The sermon of Jihad is one of the eloquent speeches and has all kinds of tools and elements that the speaker has given in the form of an epic speech and with a special choice of words to provoke and excite the Kufis and resist the enemy, which is very effective in rousing them and It was able to create an undeniable movement. This research, using descriptive and statistical and inferential analysis, seeks to discover motivational elements at different levels of speech and the merit of creating motivation in the audience. The result of the research shows that at the phonetic level: vowel letters, fluent letters, and dark and bright vowels, and at the grammatical level: known verbs with active grammatical voice, short sentences, and at the rhetorical level: the simile element compared to Other motivational elements have more frequency.

It is suggested that hearing impaired children with hearing aids and cochlear implant, showed poor pragmatic abilities. Pragmatic is the most related language component to social interaction. Further, it has effect on personality development and self-esteem. The main aim of the present study is investigating the relationship between pragmatic abilities and self-esteem in hearing impaired children.  

Sixty hearing impaired children with hearing aids or cochlear implant were included into this study according to inclusion and exclusion criteria. Then parents or other caregivers were asked to fulfill Children’s Communication Checklist (CCC) and self-esteem questionnaire. The participants were divided into three groups based on hearing impairment severity, including: severe, moderate and mild. The relationship between pragmatic ability and self-esteem was examined in three groups and without considering categorization, by Pearson correlation coefficient, significant level was 0.05.

Ethical considerations: 

This project is approved in Arak university of medical sciences with ethical registration code IR.ARAKMU.REC.1399.150. All parents gave written informed consent form.

the results illustrated that there is significant relationship between pragmatic abilities and self-esteem in all hearing impairment children without considering categorization (p<0.05). By considering categorization, significant relationship was showed in self-esteem and pragmatic abilities in moderate and mild groups (p<0.05).

according to our analysis, pragmatic abilities and self-esteem are related. This relationship is more obvious in low severity impairment.

Today, the criteria for determining the global position and authority of countries and the basis of their all-round development is the amount of knowledge production and their research achievements at the level of global competition. Obviously there is a direct relationship between research and technology and the amount of progress and sustainable development in the country. Giving importance to research and increasing research activities in the country has led to development and progress, self-sufficiency and real independence for that country.

The study was in the form of a letter, according to the review of the Supreme Leader's list and the examination of the existing university laws in the Ministry of Health.

Investigations show that in the Ministry of Health, Treatment and Medical Education, the publication of articles in Persian language is becoming less popular and Various causes, including research policies in the Ministry of Health, Treatment and Medical Education, lead to downplaying the importance of Persian language articles.

finally, it is possible to move towards scientific productions in Farsi with encouraging policies.

Congenital hearing loss causes disturbances in the development of language and speech. The P300 test is an auditory electrophysiological test that examines auditory attention and discrimination abilities. The purpose of this study is to investigate P300 waves and its relationship with speech and language skills in children with moderate to severe hearing loss and compare it children with normal hearing.

This is a cross-sectional study performed in 2022. The results of the P300 test, language and speech tests (SIR, TOLD and Wepman scale) in 21 children with sensorineural hearing loss compared with the results of 21 matched children with normal hearing. All children in two groups were right-handed. Comparison between two groups was performed with t-test. Pearson's test was used to investigate the significant relationship between the results of P300 tests and speech tests.

There was a significant difference between the P300 wave latency results in the two patient and normal groups, but no difference was observed in the amplitude of P300 waves (p> 0.05). Also, all of speech and language tests had statistically significant differences between the two groups. A significant relationship was also observed between P300 latency and speech and language tests (p= 0.01).

The obtained results showed the difference of central auditory processing in hearing impaired and normal hearing children and P300 waves can be helpful in identifying attention and central processing problems.

It is suggested that hearing impaired children with hearing aids and cochlear implant, showed poor pragmatic abilities. Pragmatic is the most related language component to social interaction. Further, it has effect on personality development and self-esteem. The main aim of the present study is investigating the relationship between pragmatic abilities and self-esteem in hearing impaired children.  

Sixty hearing impaired children with hearing aids or cochlear implant were included into this study according to inclusion and exclusion criteria. Then parents or other caregivers were asked to fulfill Children’s Communication Checklist (CCC) and self-esteem questionnaire. The participants were divided into three groups based on hearing impairment severity, including: severe, moderate and mild. The relationship between pragmatic ability and self-esteem was examined in three groups and without considering categorization, by Pearson correlation coefficient, significant level was 0.05.

Ethical considerations: 

This project is approved in Arak university of medical sciences with ethical registration code IR.ARAKMU.REC.1399.150. All parents gave written informed consent form.

the results illustrated that there is significant relationship between pragmatic abilities and self-esteem in all hearing impairment children without considering categorization (p<0.05). By considering categorization, significant relationship was showed in self-esteem and pragmatic abilities in moderate and mild groups (p<0.05).

according to our analysis, pragmatic abilities and self-esteem are related. This relationship is more obvious in low severity impairment.

Autism Spectrum‌ Disorder‌ (ASD) is characterized by deficits in social communication and repetitive behaviors or restricted interests. The ability to communicate verbally is considered a positive prognostic indicator of outcomes for children with ASDs. One of the major problems in autism is the sensory processing deficit, and in particular the abnormalities of auditory processing. Therefore, the purpose of the present study was to determine and investigate the correlation between auditory processing ability and verbal output of children with autism spectrum disorder.

The present analytical descriptive correlation study was conducted in 2018. The statistical population of the research was children with autism aged 4 to 7 years from speech therapy centers in Tehran, and 40 qualified volunteers were included in the study. To collect related data, the following standard tests were used: the childhood autism rating scale for screening and diagnosing children with autism from the age group of two years and older which had 15 items, and Fisher's auditory problems checklist with 25 items. The collected data were analyzed using the Poisson regression test.

The results of the present study indicated that there was a correlation between auditory processing ability and verbal output of children with autism spectrum disorder who participated in this study (p=0.46). Moreover, considering different levels of auditory processing, between auditory processing ability and output Verbal correlation was observed only at the level of high auditory processing ability (p=0.43). [

The results of this study showed that the ability of auditory processing was an important factor for development of verbal output in children with ASD. Early screening and intervention of auditory processing impairments in these children can facilitate the rehabilitation programs.

The language, which is the masterpiece of divine creation, hasbeen repeated many times in the Holy Quran, and the creationof language and its God-givenness, the field related to speech,with emphasis on the tongue and lips, has been clearly andclearly mentioned. For this reason, in the science of linguistics,it has assigned various principles and branches. From theperspective of the Holy Qur'an, language is a tool forconversation and understanding, which has an epistemologicalaspect; Because the ways of understanding from theperspective of the Holy Quran are through the eyes, ears ortongue. If the language is used to unite the Muslim communityand spread good among them; It is the best means; Becausewith the help of it, the good is done and the evil is forbidden,and if it is used to create division among the Islamic Ummah;It is the worst tool for the health of the individual and societybecause it brings the most dangerous pests for the health ofsocieties and individuals in families. The most importantfunctions of speaking the truth of the tongue are: monotheism,tahimidi, supplication, supplication, testimony, confirmation,correction, guidance, training, persuasion, eloquence,explanation, teaching, praise, and forgiveness. The method ofthis research is descriptive-analytical with library technique.

Speech sound disorder (SSD) is a type of communication disorders in children where normal process of speech sound learning is disrupted. Children with SSD have errors in the expression of speech sounds that can make it difficult for others to understand what they say. The present study aims to assess the relationship of neuropsychological skills (language and attention skills) with SSD mediated by the parenting styles (authoritarian, authoritative, and permissive) and maternal depression.

 This is an analytical, descriptive, correlational study using structural equation modeling (SEM). A total of 117 preschool children agef 4–6 years with SSD and their mothers were recruited using a purposive sampling method from among those refereed to speech and language therapy clinics and kindergartens in Isfahan, Iran. The SSD was screened using the test proposed by Ahmadi et al. Conners’ neuropsychological assessment test, Baumrind’s parenting style inventory, and Beck depression inventory were completed by the mothers of children. The data were analyzed in AMOS software using the correlation test, regression analysis, path analysis, and SEM.

The statistical analysis showed that the correlation of language skills with SSD was significant (P=0.019 <0.05). However, the correlation was not significant when mediated by the parenting styles (P=0.665 for authoritarian style; P=0.306 for authoritative style; P=0.164 for permissive style) and maternal depression (P=0.546>0.05). On the other hand, the correlation of attention skills with SSD was not significant (P=0.361 >0.05), not even after medication by the parenting styles (P=0.686 for authoritarian style; P=0.315 for authoritative style; P=0.849 for permissive style) and maternal depression (P=0.393>0.05). However, in the attention model, the correlation of permissive parenting style with SSD was significant (P=0.026 <0.05).

 Language skills have a significant direct correlation with SSD in children, indicating that the increase of language problems in children can increase their errors in making sounds (phonemes). The attention skills has no significant correlation with SSD even after mediation by the parenting styles and maternal depression. The permissive parenting style has a significant negative correlation with SSD.

Mind and language distinguish humans from other creatures. Social cognition is among the factors shaping the child's personality. Social cognition has a multidimensional structure and includes areas such as empathy, social perception, information processing, document style, and theory of mind. In evolutionary psychology, the theory of mind has many topics. This structure refers to the ability to understand and attribute mental states such as wishes, knowledge, and desires to oneself and others. One of the problems of the mind is intellectual disability. Teaching mind theory is related to the cognitive and emotional processes of language. Many researchers have studied the theory of mind, but a few have examined the components of language skills. Can mind theory training explain the language skills of children with disabilities? This study aimed to determine the effectiveness of mind theory training in improving the linguistic abilities (syntax, semantics, and phonology) of children with teachable IQ. Also, the role of the gender variable was examined.

The method of the present study was quasi–experimental with a pretest–posttest design with a control group. By the available sampling method, 40 students (20 boys and 20 girls) were selected from 7– to 9–year–old students with teachable IQs living in Baneh City, Iran, in the 2018–2019 academic year. They were randomly divided into experimental and control groups (20 people each). The condition for conducting this research has a specific age and entry criteria, i.e., obtaining a suitable score (between 55 to 70) on the Wechsler Intelligence Scale. The exclusion criterion was disagreement and willingness to continue participating and being absent from training sessions. The language test of TOLD–p3 (Hassanzadeh and Minaei, 2000) was used to collect information in the pretest and posttest for two groups. The reason for using this tool is the comprehensiveness of this test in measuring language development. This test includes 225 items and 9 subtests (6 main and 3 supplementary subtests). The main subtests include visual vocabulary, relational vocabulary, oral vocabulary, grammatical comprehension, sentence imitation, and grammatical completion. Subtests include word differentiation, phonological analysis, and word production. The experimental group was trained in mind theory for 16 sessions twice a week for 20 to 30 minutes. The test was performed again on both groups. The obtained data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance and 2–factor multivariate analysis of covariance) at a significance level of 0.05 in SPSS software version 24.

The results of multivariate analysis of covariance showed that theory of mind training was effective in improving the syntactic ability (p=0.002) and semantic ability (p<0.001) of students with teachable intellectual disabilities. However, it had no significant effect on improving phonological ability (p=0.068). The results of the 2–factor multivariate analysis of covariance related to changes in group and gender interaction were not significant (p=0.350). Therefore, teaching theory of mind does not affect the language abilities of students with intellectual disabilities by gender.

Mental and language functions are very important in students with intellectual disabilities. According to the study results, through teaching theory of mind, the syntactic and semantic ability of students with intellectual disabilities can be improved. Therefore, it is recommended to use mind theory training in students' exceptional centers.

According to some evidence, damage to the right hemisphere leads to impaired linguistic and cognitive functions. Patients with right hemisphere damage (RHD) experience difficulties at different levels of language. Assessing and diagnosing language disorders in RHD patients help to plan treatment programs. Therefore, the present study investigated some of the language functions in the semantic, syntactic, and figurative language of Persian-speaking adults with right hemisphere damage using tests available in Persian.

The subjects included 12 Persian-speaking adults with ischemic stroke referred to hospitals and rehabilitation centers of Tehran. Their language performances compared to that of their peers. In this study, we conducted and analyzed the homophone meaning generation and verbal fluency tests to measure semantic performance, comprehension test of proverbs and irony to evaluate figurative language functions, and syntactic comprehension test to evaluate syntax.

Findings showed that RHD patients performed significantly worse than healthy individuals in semantic, syntactic, and figurative language (P<0.05). The eldest differences between the two groups were in verbal fluency tests (number index), homophone meaning generation, and syntactic comprehension, respectively.

According to the results, RHD patients have difficulties in language functions, especially in semantic, syntactic, and figurative language. The results of this study can help speech and language therapists in clinical evaluation and planning treatment programs for RHD patients.