The Role of Language in Theory of Mind Development
Various arguments are reviewed about the claim that language development is critically connected to the development of theory of mind. The different theories of how language could help in this process of development are explored. A brief account is provided of the controversy over the capacities of infants to read others' false beliefs. Then the empirical literature on the steps in theory of mind development is summarized, considering studies on both typically developing and various language-delayed children. Suggestions are made for intervention by speech language pathologists to enhance the child's access to understandin...
Source: Topics in Language Disorders - October 1, 2014 Category: Speech Therapy Tags: Original Articles Source Type: research
Environmental Language Factors in Theory of Mind Development: Evidence From Children Who Are Deaf/Hard-of-Hearing or Who Have Specific Language Impairment
Theory of Mind (ToM) is a foundational skill related to understanding the thoughts, beliefs, and desires of oneself and others. There are child factors that play an important role in the development of ToM (e.g., language and vocabulary) as well as environmental factors (e.g., conversations among family members and socioeconomic status). In this review, we discuss the role of language in ToM and include the nature of social interactions that scaffold ToM development. We review research on deaf and hard-of-hearing children and children with specific language impairment; 2 groups who experience difficulties with language for...
Source: Topics in Language Disorders - October 1, 2014 Category: Speech Therapy Tags: Original Articles Source Type: research
Theory of Mind and Empathy as Multidimensional Constructs: Neurological Foundations
Empathy describes an individual's ability to understand and feel the other. In this article, we review recent theoretical approaches to the study of empathy. Recent evidence supports 2 possible empathy systems: an emotional system and a cognitive system. These processes are served by separate, albeit interacting, brain networks. When a cognitive empathic response is generated, the theory of mind (ToM) network (i.e., medial prefrontal cortex, superior temporal sulcus, temporal poles) and the affective ToM network (mainly involving the ventromedial prefrontal cortex) are typically involved. In contrast, the emotional empathi...
Source: Topics in Language Disorders - October 1, 2014 Category: Speech Therapy Tags: Original Articles Source Type: research
Issue Editor Foreword: Theory of Mind and Language Development and Disorders
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - October 1, 2014 Category: Speech Therapy Tags: Issue Editor Foreword Source Type: research
From the Editor: Theory of Mind and Language Development and Disorders
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - October 1, 2014 Category: Speech Therapy Tags: From the Editor Source Type: research
Continuing Education Instructions and Questions
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - July 1, 2014 Category: Speech Therapy Tags: Continuing Education Instructions and Questions Source Type: research
Development of the Conversation Participation Rating Scale: Intervention Planning Implications for Two School-Age Children With Autism Spectrum Disorders
This study examined the feasibility of eliciting children's perceptions of their conversation participation with peers for the purposes of assessment and intervention planning.
Methods:Two school-age children with ASD completed a newly developed self-report measure, the Conversation Participation Rating Scale (CPRS), designed for children and adolescents between the ages of 7 and 16 years, with social communication and peer interaction difficulties. Descriptive analyses examined agreement and discrepancy among child self-report, parent report, and standardized social language tests.
Results:Both children provided a range o...
Source: Topics in Language Disorders - July 1, 2014 Category: Speech Therapy Tags: Part 2. Autism and Concepts of Self Source Type: research
The Case for Private Speech As a Mode of Self-Formation: What Its Absence Contributes to Understanding Autism
This article presents a case for why the phenomenon of private speech is essential for the development of self and subjectivity and for why an analysis of private speech from this standpoint will enable a better and broader understanding of difficulties in the experience of self among individuals with ASD. The article discusses the importance of the concept of the self for development and presents evidence of limited concepts of self in autism. Furthermore, it surveys theories on the development of components essential to the development of the self (e.g., self-dialogue, inner speech). Finally, the article lays out a model...
Source: Topics in Language Disorders - July 1, 2014 Category: Speech Therapy Tags: Part 2. Autism and Concepts of Self Source Type: research
Imageability and Transparency in Morphological Awareness: A Study of How Third-Grade Children Made Lemonade From Lemon
Morphological awareness has been established as important to literacy success, and as such, it is critical to study factors affecting children's performance on measures of this skill. Morphological transparency, or the clarity of the sound and letter pattern relationship between base words and their associated morphological forms, has been found to affect morphological awareness performance. An additional factor of imageability, or how clearly a word can be visualized, also could affect such performance. Thus, the purpose of this study was to examine the effect of imageability, as it relates to transparency, on children's ...
Source: Topics in Language Disorders - July 1, 2014 Category: Speech Therapy Tags: Part 1. Morphological Awareness and Assessment Source Type: research
Assessing Affix Knowledge Using Both Pseudoword and Real-Word Measures
Conclusions:Performance on the 2 types of morphology tasks (real-word and pseudoword) varied for a noteworthy portion of the affixes studied. These results indicate that using both types of measures may be important for investigations of morpheme knowledge. (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - July 1, 2014 Category: Speech Therapy Tags: Part 1. Morphological Awareness and Assessment Source Type: research
A Comprehensive Definition of Morphological Awareness: Implications for Assessment
Conclusion:In the final segment of the article, I provide implications and suggestions for practitioners who wish to assess morphological awareness in a comprehensive manner, using the new definition as a guide to measure students' morphological awareness abilities. (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - July 1, 2014 Category: Speech Therapy Tags: Part 1. Morphological Awareness and Assessment Source Type: research
Issue Editor Foreword: Focus on Meta Skills: Part 1. Morphological Awareness and Assessment; Part 2. Autism and Concepts of Self
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - July 1, 2014 Category: Speech Therapy Tags: Issue Editor Foreword Source Type: research
From the Editor: Why Meta Matters
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - July 1, 2014 Category: Speech Therapy Tags: From the Editor Source Type: research
