Expressive Language

El presente trabajo "Evaluación del lenguaje comprensivo y expresivo en niños de 0 a 5 años con estimulación psicolingüística básica" es un estudio descriptivo con intervención psicolingüística, cuyo objetivo es conocer la edad de desarrollo del lenguaje tanto comprensivo como expresivo de una niña de 5 años 6 meses y, tras la aplicación de estimulación psicolingüística, obtener un avance en su desarrollo del lenguaje. Este estudio se compuso de tres fases: La primera fue la determinación de la edad de desarrollo del lenguaje de la niña, mediante la aplicación de la herramienta Test Zimmerman. En la segunda fase se procedió a realizar 4 sesiones individuales presenciales de estimulación psicolingüística básica, haciendo uso de un cuaderno de nociones tanto visuales como auditivas. Para finalmente aplicar un retest de la herramienta mencionada anteriormente. La niña, a quien llamaremos Emilia, al momento de la primera aplicación del test tenia la edad de 5 años 5 meses 18 días. Emilia vive junto a su madre y hermano, es la hermana mayor, vive en la casa de su bisabuela junto a su tía y prima, cuando su madre no la puede cuidar lo hace su bisabuela, Emilia junto a su hermano pasan juntos los fines de semana en la casa de su padre, allí vive su tía, abuela y bisabuela. Los padres de Emilia están separados desde hace 3 años, ellos mantienen comunicación respecto al cuidado de sus hijos, fuera de esta no existe otra clase de vínculos.

The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as ‘non-instrumental’ practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children’s education and development, it is under-utilised within Primary Education in the UK. This interview and library-based study explores participant perceptions of oral storytelling in relation to its psychosocial effects and benefits. In addition, observation of an oral storytelling initiative provides a research context through which such perceptions are understood. The findings highlight the benefits of oral storytelling to children in relation to a complex of processes tied to the opportunities afforded by oral storytelling for self-expression, identification with story characters, empathic understanding of self and others and bi-directional communication. It is suggested that the oral retelling of pre-existing stories offers children a parsimonious yet psycho-socially complex form of Speaking and Listening practice which is as rare within the classroom as it is native to human thought and interaction. It is upon the basis of the importance of talk to learning and development that its use within education needs to be viewed, to allow more opportunities for oral language practice that supports the psychosocial development of young people in school to be encouraged and actively pursued.

Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children's aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children's receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.

Situational irony is, first, explained as a severe violation of one or more established, non-moral norms; such violation constitutes that situation’s absurdity. The classical “inversion” theory of communicative irony associated with Cicero and Quintilian, as well as its refinement in terms of the notion of conversational implicature (Grice 1989), are then shown to be inadequate. The echoic (Sperber 1984, Wilson 2006, Wilson and Sperber 2012) and pretence (Currie 2010) theories are also shown to fail to account for the broad range of communicative irony, although they each contain valuable insights. Further, both theories hold that ironic speakers express attitudes without explaining how they do so. On the basis of prior work by Green conceptualizing the notion of expression as signaling and showing a psychological state, we defend a view of communicative irony as expressing a sense of a situation’s absurdity. The view generalizes beyond absurdity to encompass expression of a sense of situations’ silliness, wackiness, or goofiness, and accommodates milder forms of irony such as we find in meiosis.

The article considers whether, and to what extent, mystical experience, which is supposed to be transrational (non-dualist) and therefore ineffable, can be conveyed in language. The article consists of two parts. First, drawing on the Wittgensteinian distinction between “pointing” and “saying”, it is suggested that language not only speaks, but also acts. Mystical utterances are thus not on par with discursive utterances, in that they don’t refer to the mystical, but embody and enact it. Second, different means of expressing the inexpressible are outlined: from silence and bodily act, through evocative non-sense and paradox, to negation and scriptural metaphor. The expressive forms are analysed according to two mutually exclusive criteria, namely according to how consistent they are with the nature of the experience, and how suggestive their internal mechanisms are, i.e. how successful they are in approaching and addressing their recipient. It is suggested that the two criteria are inversely proportional to one another: the more descriptive and suggestive a given form, the less evocative and consistent it is and therefore open to grave misinterpretation.

Cleft Palate (CP) with or without Cleft Lip (CL/P) are the most common craniofacial birth defects. Cleft Lip and Palate (CLP) can affect children's communication skills. The present study aimed to evaluate language production skills concerning morphology and syntax (morphosyntactic) in children with CLP. Methods: In the current cross-sectional study, 58 Persian-speaking children (28 children with CLP & 30 children without craniofacial anomalies=non-clefts) participated. Gathering the language samples of the children was conducted using the picture description method. The 50 consecutive intelligible utterances of children were analyzed by the Persian Developmental Sentence Scoring (PDSS), as a clinical morphosyntactic measurement tool. Results: The PDSS total scores of children with CLP were lower than those of the non-clefts children. A significant difference was found between the studied children with CLP and children without craniofacial anomalies in the mean value of PDSS total scores (P=0.0001). Discussion: Children with CLP demonstrate a poor ability for using morphosyntactic elements. Therefore, it should be considered how children with CLP use the grammatical components.