“Kikker, waar ben je?” Narratives in Dutch speakers with Williams syndrome Barbara Schmiedtová...
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![Page 1: “Kikker, waar ben je?” Narratives in Dutch speakers with Williams syndrome Barbara Schmiedtová Peter Indefrey Monique Flecken, Neeltje Verstegen Peter.](https://reader036.fdocuments.us/reader036/viewer/2022081421/551a6f1755034643688b500a/html5/thumbnails/1.jpg)
“Kikker, waar ben je?” Narratives in Dutch speakers with
Williams syndrome
Barbara SchmiedtováPeter Indefrey
Monique Flecken, Neeltje VerstegenPeter Hagoort
Dieke Lagers-vanHaselen & colleagues from Rotterdam
Erasmus Universiteit Rotterdam, Dept. of Neuroscience, July 14, 2005
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Outline
I. Recapitulation of project’s goalsII. Populations
- examples: chat format
III. Coding procedures- examples of coding categories
IV. Results- comparison to English results
V. Discussion
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General research question
How general intellectual impairment with a specific genetic basis may affect the process oflanguage acquisitionandnarrative development?
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Focus on Narratives
• typical development– morphosyntactic structures acquired by age 5
(e.g. Gretsch 2001, Bowerman 1992, Slobin 1985)
BUT– application of morphosyntactic forms in
discourse, that is considering information & temporal structure, much later (Halm 2005, age 14)
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Dissociation between language and cognition
• Williams syndrome– distinct behavioral phenotype (Bellugi et at. 2000,
1999)
– mild to moderate retardation: IQ 55 (rarely reaching above 80)
– productive language skills preserved (in contrast to other genetic syndromes with mental retardation, e.g. Down Syndrome)
– extremely social and outgoing personality
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Populations
• PatientsWilliams syndrome (N= 51)
Pseudo-Williams (N=8)
• Control groupsTypically developing children (N=49)
- IQ matched sample: 5-6 year olds
Adults (N=72)- Age matched sample: 15-18 year olds
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Transcription & Coding
Patients: 2460 propositions
Adults: 4032 propositions
Children: 2254 propositions
Total: 8746 propositions
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Coding procedures
• coding scheme (Reilly et al. 2004, 1998)
– 4 domains:
1. the overall story length
2. grammatical competence
3. narrative skills (episodic & thematic)
4. evaluation devices
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1. Story Length
• In general, narratives vary in length => number of propositionsa proposition = predicate and its arguments
Coding criteria:1. Same subject?2. Two separate sentences?3. Do two clauses realize one/two events?
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Number of propositions - examples
• One proposition“De jongen kruipt in de boom om te zien …..” (prop1)
• Two propositions “De volgende ochtend zien ze dus (prop1)
dat de kikker weg is.” (prop 2)
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2. Grammatical Competence
A) Morphological Errors, e.g. (27 categories in total)
• Errors in pronouns (*hem heeft de kikker gevonden)• Omissions of auxiliaries and/or verbs (*kikker
weggelopen)• Verb tense (*toen loopt…)• Omission of determiners and gender errors (*het
jongetje, die…)• Noun plurals (*de bijs)• Number marking (*de jongen en de hond loopt)• Prepositional errors (*roepen achter)• Omission of ‘er’ / ‘te’• Word order errors• Omission of verbs/ non-existing words / too many words
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2. Gram. Competence - cont’
B) Occurrences of complex syntax
• Coordinate sentences (maar, en, of)• Adverbial sentences (toen, want)• Verb complements (zien dat + X, proberen te +
V, beginnen te + V)• Relative clauses• Passives
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3. Narrative skills
• Thematic (0-4)– Maintenance of story theme
• Frog missing & boy looking for him (0-2)
• Theme reiterated throughout the story0 - no additional mentions;2 - multiple additional mentions
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3. Narrative skills – cont’
• Episodic (0-8)– Basic components of the story
1. Settings
2. Instantiation
3. – 7. The five main search episodes
8. The story’s resolution
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4. Evaluation devices
1. Cognitive inferences (“De jongen denkt …”)
2. Social engagement(“Oooh, wat gebeurt er nou weer?”)
3. Affective states and/or behaviors(“De jongen mist zijn kikker, wat zielig!”)
4. Intensifiers + repetitions(“De jongen roept heel erg hard”)
5. Indication of certainty/uncertainty (“Misschien zit de kikker wel in die boom”)
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Analyses
• Comparisons– Williams syndrome (WMS) vs. typically developing
children (TD) vs. adults (AD)– In some cases Pseudo-WMS subjects included– Dutch (WMS vs. TD) & English (WMS vs. TD)
• Compensation for the length of the story– Number of countable categories divided by
number of propositions
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English Data Set
• Reilly et al., Brain and Language (88),2004, 229 - 247– Main focus on development in children– 3 different age groups – Comparisons
• SLI vs. TD• WMS vs. TD• SLI vs. TD• FL (unilateral focal brain lesions) vs. TD• SLI vs. FL
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1. Length of Story:number of propositions
0
10
20
30
40
50
60
Nr. of Propositions
Me
an
Nr.
of
oc
cu
rre
nc
es
AdultsChildrenWMSPseudo
*
p < .05
English Data Set: no difference between TD vs. WMS
ENG NL
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2. Grammatical skills: morphological errors
0
10
20
30
40
50
60
70
Morphological ErrorsMe
an
Nr.
of
Mo
rph
olo
gic
al E
rro
rs
AdultsChildrenWMSPseudo
p < .05
*
English Data Set: strong difference between TD vs. WMS
ENG NL
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2. Grammatical skills:complex syntax
0
10
20
30
40
50
60
70
80
Complex Syntax
Me
an
of
Nr.
of
oc
cu
rre
nc
es
AdultChildrenWMSPseudo
p < .05
*
ENG NL
English Data Set: strong difference between TD vs. WMS
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3. Narrative structure:Theme Maintenance
0
1
2
3
4
Theme Maintenance (0-4)
Me
an
Sc
ore Adults
ChildrenWMSPseudo
p < .05
*
English Data Set: strong difference between TD vs. WMS
ENG NL
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3. Narrative structure:Story components
0
1
2
3
4
5
6
7
8
Story components (0-8)
Me
an
Sc
ore Adults
ChildrenWMSPseudo
p < .05
*
*
English Data Set: strong difference between TD vs. WMS
ENG NL
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4. Evaluation devices
05
101520253035404550
Evaluation Devices
Me
an
of
Nr.
of
oc
cu
rre
nc
es
AdultsChildrenWMSPseudo
p < .05
*
*
English Data Set: strong difference between TD vs. WMS
ENG NL
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Summary:Dutch vs. English WMS
No differences– Nr. of propositions– Grammatical
competence• Morphological errors• Complex syntax
– Narrative skills• Story components
Differences– Narrative skills
• Story maintenance
WMS groups together with TD children
Age related?
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Dutch WMS: age groups
32%
32%
36%
young:< 12middle: 12 - 19 older: ≥ 20
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Dutch WMS: Age & Theme maintenance
0
1
2
3
4
Theme maintenance
Me
an
Sc
ore
YoungMiddleOlder
p < .05
* young vs. middle, young vs. older; n.s. middle vs. older
*
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Dutch WMS: Age & Story components
0
1
2
3
4
5
6
7
8
Theme maintenance
Me
an
Sc
ore
YoungMiddleOlder
* young vs. middle, young vs. older; n.s. middle vs. older
*
p < .05
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Dutch WMS:Age & Number of propositions
0
10
20
30
40
50
60
Number of Propositions
Me
an
Nr.
of
oc
cu
rre
nc
es
YoungMiddleOlder
* young vs. middle, young vs. older; n.s. middle vs. older
*
p < .05
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Dutch WMS:Age & Evaluation Devices
0
10
20
30
40
50
60
70
Evaluation Devices
Me
an
Nr.
of
oc
cu
rre
nc
es
YoungMiddleOlder
* young vs. middle, young vs. older; n.s. middle vs. older
*
p < .05
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Dutch WMS:No changes with Age
• WMS ”weak“ points– Grammatical competence
• In all age groups, a very high number of morphological errors
• Complex syntax: stable number of syntactic structures (=> no increase in complexity when the story length goes up with age!)
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Summary: age in WMS
Developmental changes in WMS: Critical period between the age of 12 and 19
• Changes inMaintenance of Theme - better
Story length – stories longer (BUT not more complex)
Evaluation Devices – fewer
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Dutch WMS:Age & Blokpatronen (BP)
0
5
10
15
20
25
BP Score
Mea
n S
core
YoungMiddleOlder
* young vs. older; n.s. young vs. middle & middle vs. older
*
p < .05
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Dutch WMS:Age & Boston Naming Test (BNT)
0
10
20
30
40
BNT Score
Mea
n S
core
YoungMiddleOlder
*
p < .05
* young vs. middle, young vs. older; n.s. middle vs. older
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Dutch WMS:Age & Peabody Picture Vocabulary Test (PPVT)
0
20
40
60
80
100
120
140
PPVT
Mea
n S
core
YoungMiddleOlder
*
p < .05
* young vs. middle, young vs. older; n.s. middle vs. older
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Summary: development in Dutch WMS & other tests
Development in all three investigated tests• Blokpatronen• Boston Naming Test• Peabody Picture Vocabulary Test
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Future plans
• More correlations between the Frog- story-measurements & other tests
• Investigation diversity in each category (token/type ratio)
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THANK YOU!