Evaluative language and component structure of oral narratives in Williams Syndrome

Shiro, Martha; Diez-Itza, Eliseo; Fernández-Urquiza, Maite

doi:10.1075/z.223.14shi

Cited by 6 publications

(4 citation statements)

References 31 publications

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“…Specifically, Shiro (2004) attempted to capture different types of subjectivity in personal and fictional stories in 7-and 10-year-old Venezuelan children. Shiro, Diez-Itza and Fernández-Urquiza (2019) extended a similar analysis to narratives of 9-year-olds with Williams syndrome. They coded children's narratives using evaluative expressions (cognition, emotion, intention, physical, and reported speech) and evidential expressions following Chafe's model of epistemic modality (1986), thus coding modes of knowing, sources of knowledge, and enhancers.…”

Section: Early Emergence Of Evaluative Languagementioning

confidence: 99%

“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

et al. 2021

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This study examined the development of evaluative language in preschoolers’ oral fictional narratives using a storytelling/story-acting practice where children told stories to and for their friends. Evaluative language orients the audience to the teller's cognitive and emotional engagement with a story's events and characters, and we hypothesized that this STSA context might yield new information about the early development of this language, prior to elementary school. We analyzed 60 stories: the first and last story told by 10 children in each of three preschool classrooms (3-, 4-, and 5-year-old classes) that used STSA throughout the school year. Stories were coded for evaluative expressions and evidential expressions. Five-year-olds used significantly more evaluative language than did 3-year-olds, and children at all ages used significantly more evaluative language at the end than at the beginning of the year. The number of stories told throughout the year explained unique variance in children's evaluative language growth.

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Section: Early Emergence Of Evaluative Languagementioning

confidence: 99%

“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

et al. 2021

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“…Because functional approaches to language impairment demand considering the pragmatic consequences of structural errors, we first tagged all the structural errors and then evaluated their communicative effects using the Pragmatic Evaluation Protocol for Corpora (PREP-CORP). This protocol has been satisfactorily used for establishing pragmatic profiles of several neurodevelopmental disorders (e.g., Diez-Itza, Martínez, Pérez, & Fernández-Urquiza, 2018;Diez-Itza, Viejo, & Fernández-Urquiza, 2022;Fernández-Urquiza et al, 2015;Fernández-Urquiza, Diez-Itza, & Cortiñas, 2017;Shiro, Diez-Itza, & Fernández-Urquiza, 2019). The global pragmatic profile of the proband was finally established using CLAN (Computerized Language Analysis) (Conti-Ramsden, 1996).…”

Section: Language In Usementioning

confidence: 99%

Language and Communication Deficits in Chromosome 16p11.2 Deletion Syndrome

Jiménez-Romero

Fernández-Urquiza

Benítez‐Burraco

2022

J Speech Lang Hear Res

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Purpose: Chromosome 16p11.2 deletion syndrome (OMIM #611913) is a rare genetic condition resulting from the partial deletion of approximately 35 genes located at Chromosome 16. Affected people exhibit a variable clinical profile, featuring mild dysmorphisms, motor problems, developmental delay, mild intellectual disability (ID), socialization deficits and/or autism spectrum disorder (ASD) traits, and problems with language. Specifically, a precise characterization of the speech, language, and communication (dis)abilities of people with this condition is still pending. Method: We used standardized tests and samples of naturalistic speech to provide a longitudinal profile of the speech, language, and communication problems of a boy with Chromosome 16p11.2 deletion syndrome and without ID or ASD. Results: The proband shows impaired expressive abilities as well as problems with receptive language, dysprosody, and ASD-like communication deficits, such as impaired interactive skills, perseverative verbal behavior, overabundance of tangential responses, and lack of metapragmatic awareness and communicative use of gaze, meeting the criteria for social pragmatic communication disorder. Conclusions: Our results support the view that language and communication impairment should be regarded as one core symptom of Chromosome 16p11.2 deletion syndrome, even without a diagnosis of ASD or ID. Clinical implications of our results, with a focus on therapeutic interventions for children with 16p11.2 deletion syndrome and no ASD or ID, are also discussed. Supplemental Material: https://doi.org/10.23641/asha.21561714

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“…We then evaluated their impact on communication and labelled them according to PREP-CORP (PRagmatic Evaluation Protocol for the analysis of oral CORPpora) [Fernández-Urquiza et al, 2017a]. This protocol has been previously used for outlining the pragmatic profiles of several neurodevelopmental disorders [e.g., Fernández-Urquiza et al, 2015, 2017bShiro et al, 2016Shiro et al, , 2019Diez-Itza et al, 2018.…”

Section: Linguistic Cognitive and Behavioral Assessmentmentioning

confidence: 99%

Delving into the Genetic Causes of Language Impairment in a Case of Partial Deletion of NRXN1

2022

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Introduction: Copy-number variations (CNVs) impacting on small DNA stretches and associated with language deficits provide a unique window to the role played by specific genes in language function. Methods: We report in detail on the cognitive, language, and genetic features of a girl bearing a small deletion (0.186 Mb) in the 2p16.3 region, arr[hg19] 2p16.3(50761778_50947729)×1, affecting exons 3–7 of NRXN1, a neurexin-coding gene previously related to schizophrenia, autism (ASD), attention deficit hyperactivity disorder (ADHD), mood disorder, and intellectual disability (ID). Results: The proband exhibits many of the features commonly found in subjects with deletions of NRXN1, like ASD-like traits (including ritualized behaviors, disordered sensory aspects, social disturbances, and impaired theory of mind), ADHD symptoms, moderate ID, and impaired speech and language. Regarding this latter aspect, we observed altered speech production, underdeveloped phonological awareness, minimal syntax, serious shortage of active vocabulary, impaired receptive language, and inappropriate pragmatic behavior (including lack of metapragmatic awareness and communicative use of gaze). Microarray analyses point to the dysregulation of several genes important for language function in the girl compared to her healthy parents. Discussion: Although some basic cognitive deficit – such as the impairment of executive function – might contribute to the language problems exhibited by the proband, molecular evidence suggests that they might result, to a great extent, from the abnormal expression of genes directly related to language.

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Evaluative language and component structure of oral narratives in Williams Syndrome

Cited by 6 publications

References 31 publications

“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

Language and Communication Deficits in Chromosome 16p11.2 Deletion Syndrome

Delving into the Genetic Causes of Language Impairment in a Case of Partial Deletion of NRXN1

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