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Camminga TF, Hermans D, Segers E, Vissers CT. How word meaning structure relates to executive functioning and theory of mind in children with developmental language disorder: A multiple case study. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2024; 9:23969415241268245. [PMID: 39170103 PMCID: PMC11337180 DOI: 10.1177/23969415241268245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 08/23/2024]
Abstract
Background and aims Many children with developmental language disorder (DLD) have difficulties in executive functioning (EF) and theory of mind (ToM). These difficulties might be explained by the theory that children's conceptual understanding changes over five stages of word meaning structure, from concrete and context-dependent to abstract and precise. We present a multiple case study examining how word meaning structure relates to EF and ToM in children with DLD. Methods Participants were five children with DLD aged 9-12 and five typically developing children matched for age, gender, and nonverbal intelligence. Word meaning structure was assessed using new dynamic test. EF was assessed using the Zoo Map Task and Behavioral Rating Inventory for EF. ToM was assessed using the ToM test, Frith-Happé Animations, and Bermond-Vorst Alexithymia Questionnaire. Behavioral problems were measured using the Child Behavior Checklist. Anamnestic interviews with the parents were conducted to describe the case histories. Results For the children with DLD, lower scores in the word meaning structure task were observed compared to those observed for their matched peers, with no statistical test applied. Word meaning structure related positively to EF and ToM, but not to behavioral problems. Instances in which word meaning structure dissociates from EF and ToM are discussed in individual case descriptions. Conclusions By linking language to conceptual development, variations in word meaning structure may explain some EF and ToM difficulties in children with DLD. Implications The present study offers a basis for future research on the relationships among word meaning structure, EF, and ToM.
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Affiliation(s)
- Thomas F. Camminga
- Radboud University, Behavioural Science Institute, Nijmegen, the Netherlands
| | - Daan Hermans
- Radboud University, Behavioural Science Institute, Nijmegen, the Netherlands
- Royal Kentalis, Sint-Michielsgestel, the Netherlands
| | - Eliane Segers
- Radboud University, Behavioural Science Institute, Nijmegen, the Netherlands
| | - Constance T.W.M. Vissers
- Radboud University, Behavioural Science Institute, Nijmegen, the Netherlands
- Royal Kentalis, Sint-Michielsgestel, the Netherlands
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Toomela A, Filho DB, Bastos ACS, Chaves AM, Ristum M, Chaves SS, Salomão SJ, Pulver A. Studies in the Mentality of Literates: 3. Conceptual Structure and Nonsense of Personality Testing. Integr Psychol Behav Sci 2023; 57:117-150. [PMID: 35913653 DOI: 10.1007/s12124-022-09706-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/02/2022] [Indexed: 01/13/2023]
Abstract
In this study, third in a series of studies of the relationships between the dominant type of the Word Meaning Structure (WMS) and various psychic processes, response patterns on personality questionnaires with Likert-type response format of individuals with different levels of education (including adult illiterates) in Brazil (N = 102) and in Estonia (N = 520) were assessed with person oriented methods of data analysis. We found that responses to two personality questionnaires (International Personality Item Pool Questionnaire, IPIP-Q60 and Estonian Collectivism Scale, ESTCOL) are inconsistent and do not correspond to theories that underlie construction and interpretation of such assessment tools. Two novel ways to assess inconsistent response patterns were developed. The Consistency Index (CI) characterizes between-item inconsistency and the Determinacy Index (DI) characterizes within-item inconsistency. The dominant type of the WMS and the level of education were related to both CI and DI. Higher level of between-item inconsistency characterizes everyday conceptual thinkers with lower levels of education and higher level of within-item inconsistency was observed among logical conceptual thinkers with higher levels of education. Systematic relationships between WMS and inconsistent patterns of responses indicate that responses on personality questionnaires cannot be interpreted in terms of personality characteristics. The results of our study also provide further support to the idea that dominant type of the WMS is a pervasive characteristic of the psyche and determines qualitatively possibilities and limits of the psychic processes. The results of this study are in agreement with the idea that WMS defines the "Great Divide."
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Affiliation(s)
- Aaro Toomela
- School of Natural Sciences and Health, Tallinn University, Narva Rd 29, 10120, Tallinn, Estonia.
| | | | | | | | | | | | - Soraya Jesus Salomão
- School of Natural Sciences and Health, Tallinn University, Narva Rd 29, 10120, Tallinn, Estonia
| | - Aleksander Pulver
- School of Natural Sciences and Health, Tallinn University, Narva Rd 29, 10120, Tallinn, Estonia
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Steultjens E, Lindenschot M, Diepeveen S, Zajec J, de Groot I, Nijhuis-van der Sanden R, Koene S, Graff M. Tailored interviewing to uncover the perspectives of children with multiple disabilities on daily activities: A qualitative analyses of interview methods and interviewer skills. Aust Occup Ther J 2022; 70:175-189. [PMID: 36149673 DOI: 10.1111/1440-1630.12842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2022] [Revised: 08/30/2022] [Accepted: 09/05/2022] [Indexed: 11/27/2022]
Abstract
INTRODUCTION Uncovering the perspective of children with multiple disabilities is important in health care to enable person-centred health care. For occupational therapists, uncovering the child perspective on meaningful activities is necessary to set appropriate goals for treatment. It is not always evident that children with multiple disabilities can express themselves in an interview. The interviewer should adapt his communication to the child. In literature, alternative communication is widely studied, but a clear algorithm for deciding what to use to successfully gain insight into the child perspective is missing. This study aims to identify helpful interview techniques and interviewer skills and how they can be used to effectively uncover the perspective of children. METHODS Videos of nine interviews with children with a mitochondrial disorder, conducted by an occupational therapist, were analysed by five researchers. The interviews were analysed to see how well the interviewee had obtained the child's perspectives followed by observation of communicative abilities of the child and the types of questions the interviewer asked. A qualitative directed content analysis of the semi-structured interviews followed. FINDINGS An interview pattern was observed in the children's communication leading to six successful interviews. Children communicated verbally on four different levels and also used non-verbal communication. The interviewer used five types of questions, which varied between and within the children. The content analysis resulted in two themes: parental influences and interviewer skills. CONCLUSION Results show the importance of matching the type of questions to the verbal communication level of the child and revealed several interviewer skills and techniques. An overview to guide tailor-made interviewing is presented. The interviewer has a major role in successful interviewing and thus in enabling the inclusion of the child perspective in research and care.
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Affiliation(s)
- Esther Steultjens
- Department of Occupational Therapy/Speech and Language Therapy, HAN University of Applied Sciences, Nijmegen, The Netherlands.,Research Group Neurorehabilitation, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Marieke Lindenschot
- Department of Occupational Therapy/Speech and Language Therapy, HAN University of Applied Sciences, Nijmegen, The Netherlands.,Research Group Neurorehabilitation, HAN University of Applied Sciences, Nijmegen, The Netherlands.,Department of IQ Healthcare, Radboud Institute for Health Sciences, Nijmegen, The Netherlands.,Department of Rehabilitation, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Sanne Diepeveen
- Department of Occupational Therapy/Speech and Language Therapy, HAN University of Applied Sciences, Nijmegen, The Netherlands.,Research Group Neurorehabilitation, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Jana Zajec
- Department of Rehabilitation, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Imelda de Groot
- Department of Rehabilitation, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Ria Nijhuis-van der Sanden
- Department of IQ Healthcare, Radboud Institute for Health Sciences, Nijmegen, The Netherlands.,Department of Rehabilitation, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Saskia Koene
- Department of Paediatrics, Radboud Center for Mitochondrial Medicine, Nijmegen, The Netherlands.,Department of Clinical Genetics, Leiden University Medical Centre, Leiden, The Netherlands
| | - Maud Graff
- Department of IQ Healthcare, Radboud Institute for Health Sciences, Nijmegen, The Netherlands.,Department of Rehabilitation, Radboud University Medical Center, Nijmegen, The Netherlands
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Murnikov V, Kask K. Recall Accuracy in Children: Age vs. Conceptual Thinking. Front Psychol 2021; 12:686904. [PMID: 34447332 PMCID: PMC8382886 DOI: 10.3389/fpsyg.2021.686904] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 07/08/2021] [Indexed: 11/22/2022] Open
Abstract
The aim of this study was to replicate a previous experiment using a different stimulus event. The present study examined the relationship between age, development of conceptual thinking, and responses to free recall, suggestive and specific option-posing questions in children and adults. Sixty-three children (aged 7–14) and 30 adults took part in an experiment in which they first participated in a live staged event, then, a week later, were interviewed about the event and tested using the Word Meaning Structure Test. Age and level of conceptual thinking were positively correlated in children. Compared to age, conceptual thinking ability better predicted children's accurate free recall and inaccurate responses to specific option-posing questions, but not inaccurate responses to suggestive questions.
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Affiliation(s)
- Valeri Murnikov
- Laboratory of Experimental Psychology, School of Natural Sciences and Health, Tallinn University, Tallinn, Estonia
| | - Kristjan Kask
- Laboratory of Experimental Psychology, School of Natural Sciences and Health, Tallinn University, Tallinn, Estonia
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Toomela A, Filho DB, Bastos ACS, Chaves AM, Ristum M, Chaves S, Salomão SJ. Studies in the mentality of literates: 2. Conceptual structure, cognitive inhibition and verbal regulation of behavior. Integr Psychol Behav Sci 2020; 54:880-902. [PMID: 32125602 DOI: 10.1007/s12124-020-09517-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
We studied cognitive inhibitory processes and verbal regulation of behavior of individuals with different levels of education (including adult illiterates) in Brazil (N = 136) and in Estonia (N = 560) with person-oriented methods of data analysis. Our aim was to discover whether dominant type of word meaning structure (WMS) can define the "Great Divide", the single breaking point that universally defines certain direction of subsequent to it cultural evolution. We found that both cognitive inhibition of irrelevant for the task at hand information or actions as well as correct activation of relevant information or actions is significantly more common in individuals who rely predominantly on logical concepts in their thinking. The higher level of education was also associated with more efficient cognitive inhibition and activation. The patterns of test performance also suggest that there can be a qualitative difference in the efficiency of cognitive inhibition-activation processes between everyday conceptual and logical conceptual thinkers. The former group of individuals may achieve much higher performance levels than any individual in the former group. We also discuss cognitive similarities and differences between adults with low or no formal education on the one hand and children and educated adults with brain damage on the other. The results are in agreement with the theory of unilineal hierarchic cultural evolution. Individual psychic development and cultural evolution can be both understood in terms of the WMS development.
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Affiliation(s)
- Aaro Toomela
- School of Natural Sciences and Health, Tallinn University, Narva Rd 29, 10120, Tallinn, Estonia.
| | | | | | | | | | | | - Soraya Jesus Salomão
- School of Natural Sciences and Health, Tallinn University, Narva Rd 29, 10120, Tallinn, Estonia
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