Oxidative Stress in Cerebral Small Vessel Disease Dizziness Patients, Basally and After Polyphenol Compound Supplementation.

BACKGROUND: Leukoaraiosis (LA) is a common radiological finding in elderly, frequently associated with several clinical disorders, including unexplained dizziness. The pathogenesis of LA is multifactorial, with a dysfunction of cerebral microcirculation resulting in chronic hypoperfusion and tissue loss, with oxidative stress involved in this cascade. OBJECTIVE: The aim of this study was to analyse some oxidative stress biomarkers in a cohort of LA patients. METHOD: Fifty-five consecutive patients (33 males, median age 75 years) with LA were recruited. In a subgroup of 33 patients with LA and unexplained dizziness, we have then performed an open study to evaluate if 60-day supplementation with a polyphenol compound may modify these biomarkers and influence quality of life, analysed with the Dizziness Handicap Inventory (DHI) scale. RESULTS: At baseline, blood oxidative stress parameters values were outside normal ranges and compared to matched healthy controls. After the two months supplementation, we observed a significant decrement of advanced oxidation protein products values and a significant improvement of DHI. CONCLUSION: Oxidative stress biomarkers may be useful to detect redox imbalance in LA and to provide non-invasive tools to monitor disease status and response to therapy.

Extra-linguistic influences on sentence comprehension in Italian-speaking children with and without specific language impairment.

BACKGROUND: Many children with specific language impairment (SLI) in sentence comprehension. These deficits are usually attributed to limitations in the children's understanding of syntax or the lexical items contained in the sentences. This study examines the role that extra-linguistic factors can play in these children's sentence comprehension. AIMS: Extra-linguistic demands on sentence comprehension are manipulated directly by varying the nature of the materials used. METHODS & PROCEDURES: Forty-five Italian-speaking children participated: 15 with SLI (mean age = 4;5), 15 typically developing children matched for age (TD-A, mean age = 4;5), and 15 younger typically developing children matched according to language comprehension test scores (TD-Y, mean age = 3;9). The children responded to sentence comprehension items that varied in their length and/or the number and type of foils that competed with the target picture. OUTCOMES & RESULTS: The TD-A children were more accurate than the TD-Y children and the children with SLI, but, for all groups, accuracy declined when task demands increased. In particular, sentences containing superfluous adjectives (e.g., Il topo bello copre l'uccello allegro, 'The nice mouse covers the happy bird' where all depicted mice were nice and all birds were happy) yielded higher scores than similar sentences in which each adjective had to be associated with the proper character (e.g., Il cane giallo lava il maiale bianco, 'The yellow dog washes the white pig', where foils included a yellow dog washing a pink pig, and a brown dog washing a white pig). Many errors reflected recency effects, probably influenced by the fact that adjectives modifying the object appear at the end of the sentence in Italian. CONCLUSIONS & IMPLICATIONS: Differences between conditions were observed even when lexical content, syntactic structure and sentence length were controlled. This finding suggests the need for great care when assessing children's comprehension of sentences. The same syntactic structure and lexical content can vary in difficulty depending on the number and types of foils used in combination with the target picture.

Nouns and predicates comprehension and production in children with Down syndrome.

Our study investigated the lexical comprehension and production abilities as well as gestural production taking into account different lexical categories, namely nouns and predicates. Fourteen children with DS (34 months of developmental age) and a comparison group of 14 typically developing children (TD) matched for gender and developmental age were assessed through a test of lexical comprehension and production (PiNG) and the Italian MB-CDI. Children with DS showed a general weakness in lexical comprehension and production that appeared more evident when the lexicon was assessed through a structured test such as the PiNG that requires general cognitive skills that are impaired in children with DS. As for the composition of the lexical repertoire, for both groups of children, nouns are understood and produced in higher percentages compared to predicates. Children with DS produced more representational gestures than TD children in the comprehension tasks and above all with predicates; on the contrary, both groups of children exhibited the same number of gestures on the MB-CDI and during the subtests of PiNG production. Children with DS produced more unimodal gestural answers than the control group. Theoretical implications of these results are discussed.

Assessing lexicon: validation and developmental data of the Picture Naming Game (PiNG), a new picture naming task for toddlers.

BACKGROUND: Understanding lexical abilities in infants and toddlers is important, yet no single tool can be used. AIMS: To perform a validation of a new tool (known as the Picture Naming Game, or 'PiNG') for assessing lexical comprehension and production in toddlers and to obtain developmental trends for Italian children. METHODS & PROCEDURES: PiNG consists of four subtests: Noun Comprehension (NC), Noun Production (NP), Predicate Comprehension (PC) and Predicate Production (PP), each containing 20 lexical targets. It was administered to 388 children with typical development aged 19-37 months. The short form of the Italian version of the MacArthur-Bates Communicative Development Inventories (MB-CDI), previously completed by parents of participants, was used for the validation of PiNG. OUTCOMES & RESULTS: For the validation study, reliability, internal consistency and concurrent validity were analysed. The reliability was optimal for NC, NP and PP, and satisfactory for PC. Split-half analysis showed a fair internal consistency for all of the subtests. Concurrent validity was verified through the correlation with MB-CDI using Pearson's correlation coefficient, which was significant even after having controlled for age. To describe the developmental trends, data are provided for 1-month age intervals. The comprehension subtests showed a rapid increase at younger ages, with children reaching a plateau slightly earlier for the NC (at 30 months versus 33 months for the PC). The increase in the production subtests was gradual; PP appeared to be the most difficult subtest, administrable starting at the age of 24 months. When we analysed, as potential confounders for developmental trends, gender, parents' educational level, and the way in which the subtests were administered, no differences were found, except for a better performance for girls in the NP subtest. CONCLUSIONS & IMPLICATIONS: Overall, the results suggest that PiNG is suitable for children in the age range considered to evaluate language abilities. It can be used together with other tools with clinical and theoretical objectives also to describe lexical abilities in atypical populations, such as children with cognitive and/or language impairment, as well as with late-talking children. Finally, the four subtests can be administered separately or combined, which provides flexibility in clinical use, in that the individual child's linguistic and/or cognitive characteristics and level can be taken into consideration.

Language acquisition in special populations: a comparison between Down and Williams syndromes.

To investigate the relationship between language acquisition and cognition, we evaluated linguistic abilities in 12 Italian-speaking children with Williams syndrome (WS) and 12 with Down syndrome (DS) of comparable global cognitive level. Another control group included 12 typically developing (TD) children, matched for mental age. Linguistic measures included a parent questionnaire to assess vocabulary, a verbal comprehension test, a sentence repetition test and MLU calculated on spontaneous production. No dissociation was evident between lexical and cognitive abilities, but specific morphosyntactic difficulties emerged both in comprehension and production in children with DS. Individuals with WS, albeit less compromised than DS, also had difficulty in the phrase repetition task and, particularly, using content words. Our results demonstrate that the linguistic abilities of infants with WS are not above their cognitive level and that language development in these special populations is not only delayed, but follows a different developmental trajectory.

Asynchrony of lexical and morphosyntactic development in children with Down Syndrome.

The aim of this study was to investigate the potential dissociation between mental age and specific aspects of language: lexical and morphosyntactic comprehension and production in different situations and with different measures. Fifteen children with Down Syndrome (DS) (from 4 to 7 years) and fifteen normal controls matched on mental age participated in this study. Children with DS showed generally a lower performance in language abilities with respect to the normal controls. In the two groups no dissociation was evident between lexical and cognitive abilities, but specific morphosyntactic difficulties emerged both in comprehension and production.

Gestures and words in early development of children with Down syndrome.

This study investigated the development of language and communication in children with Down syndrome (DS). More specifically, the aim was to examine the relations among verbal comprehension, verbal production, and gesture production in the very early stages of development. Forty children (age range: 10-49 months) with DS and 40 children with normal development (age range: 8-17 months) participated in this study. Children with DS came from two Italian health centers. The communicative and linguistic development of children with DS was measured by administering the Italian version of the MacArthur Communicative Development Inventory. The children with DS were severely delayed when compared with normally developing children in reaching the developmental stages. In such children a dissociation emerged between verbal comprehension and production, in favor of comprehension, whereas a synchronous development was found between vocal lexical comprehension and gestural production. The individual differences previously reported in these children are also evident in all domains examined. There were no significant differences between children with DS and typically developing controls matched for lexical comprehension on verbal production. However the two groups differed significantly in gestural development, suggesting a "gesture advantage" in children with DS compared with controls matched for word comprehension. Some possible reasons for this dissociative profile are discussed.

Grammatical deficits in Italian-speaking children with specific language impairment.

In earlier work, Italian-speaking children with specific language impairment (SLI) have been shown to exhibit a profile of grammatical morpheme difficulties that is quite different from the profile seen for English-speaking children with SLI. In the present study, this difference was confirmed using a wider range of grammatical morpheme types. A group of Italian-speaking children with SLI produced articles and third person plural verb inflections with lower percentages in obligatory contexts than a group of age controls and a group of younger controls matched for mean length of utterance (MLU). However, the children with SLI closely resembled the MLU controls in their production of noun plural inflections, third person copula forms, first person singular and plural verb inflections, and third person singular verb inflections. Errors on articles and copula forms were usually omissions whereas errors on verb inflections were usually productions of inappropriate finite inflections. Infinitives were seen in contexts requiring finite forms but they were not the dominant error type. Data from comprehension tasks raise the possibility that production factors were responsible for some of the differences seen. The findings of this study suggest that accounts of SLI are incomplete unless they assign a major role to the relative case of identifying and interpreting the relevant data in the ambient language. The implications of these findings for current accounts of SLI are discussed.

Toward mastery of Italian morphology: a cross-sectional study.

The use of Italian morphology was examined in 34 children ranging in age from 2;6 to 5;0. By the age of 3;6-4;0, high percentages of use in obligatory contexts were seen for a number of grammatical morphemes. Children age 2;6-3;0 showed percentages of use that were somewhat lower than those seen for the older children. In this age range, singular forms were used with higher percentages in obligatory contexts than plural forms, for several different types of grammatical morphemes. Greater control over singular forms in these younger children was corroborated by data from a comprehension task. Even at the younger ages studied, use of grammatical morphemes did not seem influenced by whether phonological cues to agreement were present, or whether the grammatical morphemes were homonymous. Percentages for grammatical morphemes in the form of free-standing morphemes were somewhat lower than percentages for morphemes taking the form of inflections, suggesting that the obligatory nature of inflections in Italian may be a more influential factor than the amount of morphological information contained in a grammatical morpheme.

The acquisition of Italian morphology: implications for models of language development [see comment].

This study explores the spontaneous acquisition of Italian inflectional morphology by three children (age range I;4-3;O). Longitudinal, free speech samples are examined, focusing on the development of the morphological paradigms of Italian verbs, pronouns and articles. Data analysis is conducted using criteria appropriate to allow reliable cross-linguistic comparisons with data from English. By this means we evaluate the plausibility of a nativist, parameter-setting account of language development in Italian and English, as recently proposed for these two languages. Results show that the general developmental patterns observed in Italian are not significantly different from those found in English. These findings are not consistent with current interpretations of parameter-setting accounts of language development. Alternative explanatory models are discussed.

First stage of language acquisition through two modalities in deaf and hearing children.

We consider the earliest stages of language acquisition in both vocal and gestural modalities. The basic hypothesis is that there is a kind of equipotentiality between the two modalities and that the choice between the two depends on the linguistic input to which the child is exposed. We set forth the results of studies conducted in deaf and hearing children who acquire as native language the sign language used by deaf persons (gestural modality) and discuss the data on language acquisition in hearing and deaf children exposed to the American Sign Language (ASL) and in deaf children exposed to the Italian Sign Language (LIS). We go on to present the results of work in deaf children exposed to a bimodal Italian input. Against the background of studies in hearing children exposed to spoken Italian only we discuss the role of the gestural modality in the language acquisition of these children from the holophrastic to the diphrastic period. The comparison of sign language acquisition and spoken language acquisition will enable us to assess which aspects may be considered universal and which modality-related.