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    Wyświetlanie 1-4 z 4
    Tytuł:
    Children with Language Disorders or Late Bloomers – the problem of differential diagnosis
    Autorzy:
    Czaplewska, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/430674.pdf
    Data publikacji:
    2016-09-01
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    Late Talkers
    Language Impairment
    diagnosis
    SLI
    children
    Opis:
    Communication problems are often the first noticeable symptom of developmental abnormalities. About 15% of children at the age of 2 years demonstrate a lower level of speech expression than their peers. Speech development disorders may constitute either symptoms of global developmental delay or only isolated difficulties. One of the main challenges for professionals dealing with early development support is recognizing whether a child whose linguistic competence differs significantly from that of their peers suffers from a specific language impairment, or whether they belong to the group of ‘late bloomers’ who at some point, without the intervention of a specialist, will achieve an appropriate level of communication skills. Although a differential diagnosis can be extremely difficult, the analysis of the literature leads to the conclusion that there are some markers that can aid a specialist in establishing an accurate diagnosis.
    Źródło:
    Polish Psychological Bulletin; 2016, 47, 3; 258-264
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rozumienie dyrektyw przez dzieci przedszkolne
    Autorzy:
    Czaplewska, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/637451.pdf
    Data publikacji:
    2005
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Opis:
    Pre-school children’s understanding of instructionsIn spite of the large amount of research on children’s speech development, we still do not have a system of developmental norms which would describe changes in the area of communicative competence. There has also been insufficient research on the development of pragmatic aspects of communication. In regard to this situation, the purpose of our research was to determine a basic developmental model relating to certain communicative skills, in particular the understanding of instructions by young children. Through the research, an effort was made to determine at which age children begin to understand indirect requests; in which situational or social contexts they interpret utterances as requests, and in which as questions of possibilities. The study examined when children begin to understand the intentions conveyed in expressions such as ‘I wonder…’ and ‘I would be glad if…’The research group consisted of 68 children (42 boys and 26 girls) at ages ranging from 3.5 years to 6.5 years old. The researcher used a technique in which the child’s task was to interpret the words of a toy space-alien. The data collected may allow one to state that it is around the age of five that children begin to understand indirect instructions.
    Źródło:
    Psychologia Rozwojowa; 2005, 10, 3
    1895-6297
    2084-3879
    Pojawia się w:
    Psychologia Rozwojowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dekodowanie mimicznych i wokalnych oznak emocji przez dzieci w wieku 4–7 lat
    Autorzy:
    Czaplewska, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/637273.pdf
    Data publikacji:
    2009
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    non-verbal communication, facial expression, voice expression, emotion, contradiction
    Opis:
    Deciphering vocal and facial signs of emotion by children aged 4 to 7Communication can be both verbal and non-verbal. Often a person’s true intentions are expressed non-verbally. The two main factors of non-verbal expression are voice and facial expression.Research has shown (Edwards, Manstead and MacDonalds, 1984; Głodowski, 1999) that children who decipher non-verbal signals most adeptly are the most popular among their peers, while those who show a lack of ability in this matter may experience social and educational failures.The purpose of this study was to determine: 1. If and to what extent preschool-aged children (4;0–7;11 years) recognize facial signs of emotion. 2. If and to what extent preschool-aged children recognize vocal signs of emotion. 3. If, in the case of a contradiction between the verbal and non-verbal message, pre-school children emphasize the content or the intonation of speech.This research involved the participation of 113 children attending pre-schools in the Tri- City. Analysis of the study results allowed us to state that as children mature, one can observe an increase in their ability to decipher emotions from facial expressions, while their ability to recognize emotions expressed by voice modulation decreases. Moreover, it appears that in the case of ambiguous messages, younger children place more emphasis on voice intonation than their older peers, whereas older children prefer the message content as the main indicator of information.
    Źródło:
    Psychologia Rozwojowa; 2009, 14, 2
    1895-6297
    2084-3879
    Pojawia się w:
    Psychologia Rozwojowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ARTICULATION AND SPEAKING RATES IN BILINGUALS WITH REGARD TO TIME OF EXPOSURE TO ONE LANGUAGE
    Autorzy:
    Michalik, Mirosław
    Czaplewska, Ewa
    Solak, Anna
    Szkotak, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2137812.pdf
    Data publikacji:
    2020-05-13
    Wydawca:
    Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
    Tematy:
    bilingualism
    speaking rate
    articulation rate
    pauses
    Opis:
    The basic aim of the research presented in this paper was to check whether the language proficiency level of bilingual children with Polish as one of their languages is also related to the pace of speech, which is the result of two specific parameters i.e. articulation rate and speaking rate. It was assumed that children who use Polish more rarely and mostly at home will display slower speaking and articulation rates when contrasted with children who use Polish both at home and at school on an everyday basis. Participants were thirty-two children who speak Polish as one of two languages, the first research group consisting of sixteen Polish-French students at the age of 8.11 living in Wal-lonia. The second group consisted of sixteen Flemish-Polish students living in Flanders. Here the average age was 9.3 and subjects used Polish much less than their first group coun-terparts. The comparative analysis included the following parameters essential for the de-scription of the rate of speech: 1. basic: average speaking rate (phones/sec., syllables/sec, duration of pauses), average articulation rate (phones/sec., syllables/sec.), average ratio of pauses in speech sample (number and percentage), 2. accessory: average duration of all pauses (sec.), average duration of proper pauses (sec.), average duration of filled pauses (sec.), average duration of semi-filled pauses (sec.). The numerical data from the research was obtained with the use of free Audacity software. The results showed that there were no statistically significant differences between the two research groups in either the basic or the accessory speech rate parameters. In the Polish-French group the results were comparatively better but still statistically insignificant. It seems that the data obtained will confirm the need for considerable caution in the evalua-tion of the competence of bilingual children with high language skills. Similar to children with imbalanced bilingualism, these children may also, perhaps, require some extra time to deal with certain language tasks.
    Źródło:
    Acta Neuropsychologica; 2020, 18(2); 207-220
    1730-7503
    2084-4298
    Pojawia się w:
    Acta Neuropsychologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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