جستجوی مقالات مرتبط با کلیدواژه "mean length of utterance" در نشریات گروه "پزشکی"

The theory of mind is an underlying cognitive ability for the development of social skills, which is closely linked to language development. Since one of the primary deficits resulting from hearing impairment is language difficulty, this study investigates the relationship between theory of mind skills and specific language domains, including mean length of utterance (MLU) as an assessment of grammatical development and comprehension of mental verbs, in 5-7-year-old children with moderate to severe hearing impairment.

This is a descriptive-analytical cross-sectional study. Using the convenience sampling method, 38 children (18 boys and 20 girls) aged 5-7 years with hearing impairments were selected based on the inclusion and exclusion criteria. MLU, theory of mind and comprehension of mental verbs in children were measured using colloquial speech, theory of mind tests and comprehension of mental verb tests, respectively, and the relation between these variables was examined using correlation tests and the effect size assessment.

The Kolmogorov-Smirnov test showed that the data distribution was normal (P<0.05); therefore, the Pearson correlation coefficient was employed to examine the correlation between variables. The study results revealed no significant relation between MLU and theory of mind (P>0.05). However, a significant relation was found between the comprehension of mental verbs and the theory of mind (P≤0.05). Moreover, a significant relation was also found between MLU and comprehension of mental verbs (P≤0.05). The effect size was calculated using Cohen d, and a value greater than 0.8 was obtained for all correlations, indicating a large effect size.

There was a significant positive relationship between theory of mind skills and comprehension of mental verbs. Accordingly, enhancing theory of mind skills would be effective in increasing the comprehension of mental verbs. Thus, by creating therapeutic programs based on enhancing theory of mind skills, it may be possible to increase the comprehension of mental verbs and improve advanced expressive language skills in hearing-impaired children. Furthermore, no relationship was observed between the development of the theory of mind and MLU, which is an indicator of grammatical development, suggesting that grammatical development may not be correlated with the development of the theory of mind.

 Acquisition skill in sentence producing is one of the criteria for speech development. By developing and increasing the age, we are witnessing the emergence of compound sentences in speech. Clinical treatments for language disorders in Iran are mostly based on the experiences of Speech Language Therapists or in accordance with English language norms. We need to examine how the length of utterance and compound sentences develop in Persian. The study aimed to report the development of compound sentences and Mean Length of Utterance (MLU) for a Persian-speaking child from 15 to 34 months.

In this longitudinal case report, based on Developmental-Descriptive model, MLU and emergence of simple compound sentences of a Persian speaking girl sampled and described from 15 to 34 months by daily scripting. R software version 4.0.2 was used for data analysis. Correlation of age with linguistic variables through Pearson correlation coefficient was evaluated.  Ethical Considerations: In this paper, the principles of publication ethics were considered.

 At the age of 21 months and 13 days, the child uttered her first simple two-word sentence, and at the age of 26 months and 29 days, she used a four-word compound sentence. With the emergence of compound sentences, the increase in the MLU has gained considerable speed. In a few days, we see the addition of a unit to the length of the sentence (word). There was a significant relationship between the MLU and age (r=‌0.925, P=‌0.001), Mean length of sentence and number of words in Persian speaking child (r=‌0.910, P=‌0.002) and total number of words and age (r=‌0.928, P<0.001). 

Although several longitudinal studies have been conducted on the development of MLU and number of words in other languages, similar studies are rare in Persian. It is important to conduct studies of this type in order to make cross-linguistic comparisons and to study the linguistic universality and language specificity. By increasing age, we see an increase in the number of words in a child's vocabulary, the emergence of compound sentences, and an increase MLU. At 27 to 28 months, there is a dramatic change in the development expressive language as the compound sentences appear. It seems that emergence of compound sentences in the language output, also plays a significant role in increasing the MLU and can be considered in clinical language assessments.

Regarding the impact of bilingualism and cochlear implantation on the language development and metalinguistic skills, examining these skills in bilingual children in different languages, especially bilingual children with normal and cochlear implantation, can lead us to a greater recognition of the language development in children and the related factors. The present study aims to investigate and compare the mean length of utterance and lexical richness with lexical awareness (content and structural aspect) between the normal and cochlear implantation children in the first grade in Persian and Azeri.   Six bilingual children with cochlear implantation were selected from the first grade of exceptional school in city of Zanjan in year 97-98 and six normal counterparts were selected matched for gender, age, and socio-economic conditions. Then, mean length of utterance and lexical richness were compared with metalinguistic skills tests. For studying mean length of utterance and lexical richness, continuous speech test and for studying metalinguistic skills, lexical awareness test (including content and structural aspect of word definition) were used. Data analysis in Azeri language showed that mean lengthof utterance and lexical richness in thefirst grade of hard of hearing bilingual children with cochlear implantation in Azeri- Persian is delayed (p<0.05). But in Persian language of language development indices, only the mean lengthof utterance is delayed (p<0.05). No significant difference was found in any of content and structural aspects of lexical awareness definition in hard of hearing children with cochlear implantation (p>0.05). The low level of meta-language proficiency of subjects in metalinguistic tests in Azeri language can be attributed to the official teaching of Persian language in schools. Consistent with the results of this study, the mean continuous speech scores showed that the performance of the first grade of normal bilingual children in lexical richness and Mean length of utterance in Persian language is better than bilingual children with cochlear implantation.

Although cochlear implantation has been proven to cause considerable improvement in perceptive and expressive language of prelingually severe to profound hearing–impaired children, however, children with cochlear implant have grammar and vocabulary deficits depends on some factors such as diagnosis age, acoustic approval age, hearing age, rehabilitation onset and etc. The purpose of this study was to measure children's lexical diversity and syntactic complexity after cochlear implant in persian speaking children.
This study included 10 children with cochlear implant and 10 age- and gender-matched normal hearing children. In order to collect data, language samples of children were gathered via picture description. The first 50 utterances were analyzed to measure mean lentgh of utterances, number of different words, number of total words and type token ratio. Mean hearing age of participants was 67.7 months (SD=1.77) and we used independent T test for data analysis.
There was no significant difference in all measures between children with cochlear implants and hearing age peers (p>0.05).
Duration of hearing experience after CIs is an important factor for acquiring speech and language abilities. In other words, after 60 to72 months of implant experience, their lexical diversity and syntactic complexity were almost similar to chronological age scores of 60 to 72 months in normal hearing children.

Hearing impairment does have negative effects on language development, and leads to abnormal speech and cognitive skills formation. This study aimed at examining the effect of reading instruction on mean length of utterances an index of language development in hearing impaired children. In this quasi-experimental study with pre-post test design, 6 hearing impaired children were recruited from educational speech therapy clinics of Babol University of Medical Sciences by convenience sampling method. They entered a whole word reading program twice a week for 6 months. Each session lasted 45 minutes. Mean length of utterance was calculated as per-post test. The data was analyzed by Wilcoxon signed- rank test. The findings revealed an improvement of mean length of utterance which was significant (P=0.028). It seems that reading instruction as a visual language helps improve mean length of utterance in hearing impaired language and might resolve some of the language deficits due to their hearing impairment. In other words reading would be applied as a treatment strategy for improving expressive language of hearing impaired children.

Aim: Regarding the importance of language in communication and the key role of hearing in it, speech quality assessment in determining the ability of an individual is an suitable index. The purpose of this study was to analyze the speech quality of MLU, lexical richness, the number of content words and function words in 6-4 years low birth bringing Deaf cochlear implant in comparison with peers with normal hearing and hearing that is low.
This study is a descriptive, cross-sectional analysis was performed on 45 cochlear implants; hearing-impaired and normal low children .sample selection was evenly. Questionnaire was prepared for this purpose and the demographics of each child were measured. 6 serial A3 Images and colored ones were prepared and a free sample & descriptive sample were recorded. MLU, lexical richness, number of words and content words were obtained.
The mean length of utterance in 3 groups of cochlear implants, hearing-impaired and normal low children are respectively: 2.825, 2.14, and 5.63, respectively, as well as the number of grammatical words are: 5.7, 3.56, 4.25 and number of content words in the three groups mentioned are: 135.175, 103.42, 203.63 and richness in the three groups mentioned are respectively: 0.555, 0.495, 0.665.
Significant differences between the speech quality of children with cochlear implants and children with low quality show that deaf cochlear implant has had a huge impact on speech and language development of children.

Background & In recent years many papers have emphasized on the relationship between specific language impairment (SLI) and significant weakness in non word repetition task (NRT). The purpose of this study is to examine the effectiveness of NRT training on some related linguistic indicators in children with SLI. In this single subject study with multiple baselines examine the effect of NRT training on some language indicators، in four available children with SLI aged 6/6 to7/6. The language indicators include mean length of utterance (MLU)، the percent of content morphemes، inflectional morphemes and grammatical morphemes. In order to determine the effect of NRT training، effect size index was applied. The effect sizes of MLU in all of them were high. This training also increased the percent of content morphemes in three subjects. Although it had no effect on one of them. Training made grammatical morphemes increase in three subject but it decrease in one them. Finally Three subjects showed decrease on the index of inflectional morphemes and one of them showed increase. considering effect size، it seems that NRT training improves language indicators in SLI group. As conclusion NRT training would be recommended for SLI group.

Mean length of utterance in morphemes (MLU) is widely used as a general index of language development in pre-school children. Because of insufficient data on Persian language development in Iran، this study examined the MLU of Persian-speaking children and its relation to their in an attempt to help improving clinical decision making. This cross-sectional study was conducted on 171 typically-developing children 2. 5-5. 5 years of age who were recruited from nursery settings of Isfahan، Iran. The sample was selected using a mixed method of sampling and divided into six age groups. After an informal conversation with each child to gauge whether the child appeared to be typically developing in terms of language and cognitive levels، speech therapists played with and tape-recorded them. Each child''s MLU was calculated for 75 complete and intelligible utterances longer than one word. The mean and standard deviation of MLU were computed for each age group within six-month intervals. The correlation between age and MLU was also investigated. The children’s mean MLU increased between 37-42 and 43-48 months and also between 43-48 and 49-54 months of age. The increase in MLU from the first age group onward was statistically significant. The correlation between age in months and MLU in morphemes was significant، r (171) = 0. 47، P < 0. 005. The average MLU of the children in this study-and similar studies of Persian-speaking children is much higher than that reported for English-speaking children، and the correlation with age lower; mainly because of morpho-syntactic differences between languages. Age sensitivity of MLU in Persian، however، indicates its capability as a developmental scale for monitoring syntax development in Persian-speaking children which needs to be deeply investigated in relation to Persian language-specific features، either.

Children usually produce their first words when they are 10-15 months old and go through simple to complex speech by passing some stages. One of the criteria for examining development of children''s language is mean length of utterance (MLU). The main purpose of this study was calculating mean length of utterance and grammatical morphemes used by Farsi-speaking children during their 12-60th months of life. Case: It was a longitudinal descriptive study. Every month during children''s 12 to 60th months of life، 120-minute spontaneous speech samples of two children in kindergarten were videotaped and transcribed. The girl said her first word at the age of 12، and the boy said his first word at the age of 16 months. Combining words and constructing two-word utterances started at 18 and 20th months of the girl''s and the boy''s lives respectively. First grammatical morpheme appeared before the 24th month of children''s lives and when mean length of utterance was lower than 2 morphemes. Singular verb suffixes were acquired sooner than the plural ones. Both children started using six subject identifiers of Farsi language before 36th month of their lives. The speech development in Farsi-speaking children follows the same pattern as other children، starting from one-word utterances and complicates gradually by increasing the number of words، word combinations and using grammatical morphemes. The important point is that Farsi-speaking children started to use grammatical morphemes when their mean length of utterance was lower than two morphemes.

Syntactical characteristics of hearing-impaired (named here after HI) children have been one of the main focuses of interest in speech and language pathology. In This study، HI children were compared with their normal counterparts in terms of MLU and the type and the number of error patterns in two types of speech samples (namely، free and descriptive speech). Sixteen Persian-speaking normal-hearing and 9 HI children aged from 48 to 72 monthswere evaluated in this cross-sectional descriptive-analytic study. All subjects were recruited from either nursery or rehabilitation centers of Tehran، Iran through the convenience sampling method. Story-retelling and complex-picture description tasks were used to obtain descriptive speech samples while free speech samples were collected via asking complementary questions. All samples were tape recorded for future quantitative and qualitative analyses. For statistical analysis of the data، Mann-Whitney''s U and student''s t tests were conducted. Data analysis demonstrated a significant difference between the two groups with regard to the Mean length of utterance calculated inmorphemes (MLUm) in both free and descriptive speech samples (P < 0. 001 and P = 0. 002 respectively). The total mean of errors in both free (P < 0. 001) and descriptive speech was significant different among the studied groups (P = 0. 003). The most frequent syntactical errors in the descriptive speech of HI and normal children was incorrect deletion (48. 5%) and incorrect selection (38. 2%) respectively. Incorrect syntactical deletion had the highest frequency of occurrence in the free speech samples of both normal-hearingand hearing-impaired children (47. 4% and 38. 8% respectively). Beside their shorter MLU (especially in free speech)، the nature of morphosyntagmatic errors of hearing-impaired children are different from typical children.