Exploring Agreement between MB-CDI Short Forms for Evaluating the Language Skills of Italian Children Aged 18-24 Months.

INTRODUCTION: The short forms of MacArthur-Bates Communicative Development Inventories (MB-CDI) are widely used for assessing communicative and linguistic development in infants and toddlers. Italian norms for the Words and Gestures (WG) and Words and Sentences (WS) short forms overlap between 18 and 24 months. OBJECTIVE: To evaluate the agreement between these two forms. METHODS: Parents of 104 children aged 18-24 months filled in both questionnaires. RESULTS: The two questionnaires showed high agreement in measuring expressive vocabulary size and the percentile of lexical production and good agreement in identifying children at-risk for language delay (75% of the cases were accurately identified). Both short forms include a list of 100 words and a set of questions investigating potential risk factors for communication and language disorders. Ten children with an expressive vocabulary <10th percentile were compared to 10 with typical language development. Scores for children <10th percentile were significantly lower than their peers, in addition to scores of lexical comprehension, gesture-word, and 2-word combinations, and phonological accuracy, imitation of new words, and decontextualized use of language. CONCLUSIONS: Short forms of the Italian MB-CDI can be used interchangeably for evaluating lexical production, but each one offers different quantitative and qualitative information on the behaviours related to language acquisition.

The Italian Words and Sentences MB-CDI: normative data and concordance between complete and short forms.

One of the most popular and widely used parent report instruments for assessing early language acquisition is the MacArthur-Bates Communicative Development Inventories (MB-CDI). This study compares normative data of the Italian Words and Sentences complete form (WS-CF) and short form (WS-SF). The samples included 752 children for the WS-CF and 816 children for the WS-SF designed for children aged 18-36 months. The concordance between WS-SF and WS-CF is analyzed in a subgroup of 65 children. The results revealed strong correlations between WS-CF and WS-SF in both lexical and grammar skills as well as strong relationship between lexical and grammar skills. There was a high percentage agreement (97%) between the two forms for scores below the 10th percentile, suggesting that the two forms may be used interchangeably in order to describe vocabulary and grammatical development.

What and why understanding in autism spectrum disorders and williams syndrome: similarities and differences.

Children with autism spectrum disorders (ASD) and children with Williams syndrome (WS) show divergent social phenotypes, but also several similarities in their socio-cognitive deficits. Cross-syndrome direct comparisons could lead to a better understanding of mechanisms that determine deficits in social cognition in the two syndromes. A fundamental factor for social cognition is the ability to understand and predict others' actions (e.g. what action is being done and why it is being done when observing a goal-related act). Here we compared the understanding of others' actions in children with ASD, WS and in children with typical development. Comprehension of what motor act was being done and of why it was being done was assessed with or without contextual cueing using a computer-based task. The results showed that what understanding was impaired in the WS group, but not in the ASD group, which showed mental-age appropriate performance. Why understanding was impaired in both experimental groups. Autism Res 2014, 7: 421-432. © 2014 International Society for Autism Research, Wiley Periodicals, Inc.

A developmental study on children's capacity to ascribe goals and intentions to others.

The capacity to ascribe goals and intentions to others is a fundamental step in child cognitive development. The aim of the present study was to assess the age at which these capabilities are acquired in typically developing children. Two experiments were carried out. In the first experiment, 4 groups of children (age range = 3 years 2 months-7 years 11 months) were shown pictures representing hand-object interactions and asked what the individual was doing (what task) and why (why task). In the why task, observed handgrip could be either congruent with the most typical action performed with that object (e.g., to drink in the case of a mug) or corresponding to the act of putting away the object. In the second experiment, children saw pictures showing a handgrip either within a context suggesting the most typical use of the object or its being put away. Results showed that by 3-4 years, children are able to state the goal relatedness of an observed motor act (what understanding), whereas the ability to report the intention underlying it (why understanding) is a later and gradual acquisition, reaching a high performance by 6-7 years. These results, besides their intrinsic value, provide an important baseline for comparisons with studies on developmental disorders, also highlighting the relevance of distinguishing what and why understanding.

Understanding motor acts and motor intentions in Williams syndrome.

Williams syndrome (WS) is a rare genetic disorder associated with unusually hyper-social demeanor and ease with strangers. These personality traits are accompanied by difficulties in social interactions, possibly related, at least in part, to a difficulty in understanding others' mental states. Studies on mentalizing capacities in individuals with WS have often led to contrasting results, some studies revealing specific impairments, others highlighting spared mentalizing capacities. So far, however, no study investigated the performance of individuals with WS in non-inferential understanding of others' motor intentions. In the present study we investigated this capacity by using a computer-based behavioral task using pictures of hand-object interactions. We asked individuals with WS first to describe what the other was doing (i.e. a task implying no kind of intention reading), and secondly, if successful in answering the first question, to describe the motor intention underlying the observed motor acts (i.e. why an act was being done, a task requiring non-inferential motor intention understanding). Results showed that individuals with WS made more errors in understanding what the other was doing (i.e. understanding a motor act) compared to both mental-age matched controls and chronological-age matched peers with typical development, while showing mental-age appropriate performance in understanding why an individual was acting (i.e. understanding a motor intention). These findings suggest novel perspectives for understanding impairments in social behavior in WS.

Early action and gesture "vocabulary" and its relation with word comprehension and production.

Data from 492 Italian infants (8-18 months) were collected with the parental questionnaire MacArthur Bates Communicative Development Inventories to describe early actions and gestures (A-G) "vocabulary" and its relation with spoken vocabulary in both comprehension and production. A-G were more strongly correlated with word comprehension than word production. A clear developmental pattern for the different types of A-G was found. These findings are similar to those of different Western languages, indicating a common biological and cultural basis. The analysis of individual A-G and their relations with early words with a related meaning showed interesting similarities between the production of A-G with and without object manipulation and the comprehension and production of corresponding words. Results indicate that the transition from A-G to spoken language is mediated by word comprehension.

Laterality preference and cognition: cross-syndrome comparison of patients with trisomy 21 (Down), del7q11.23 (Williams-Beuren) and del22q11.2 (DiGeorge or Velo-Cardio-Facial) syndromes.

We report on a cross-syndrome comparison of hand, foot, eye and ear laterality in three groups of individuals with different genetic disorders (trisomy 21, del7q11.23, and del22q11.2) to test the relationship between atypical laterality and intellectual disability. These groups were compared to a group of typically developing persons. Hand, foot, eye and ear laterality was assessed using item tasks, conducted twice, and Bishop's card-reaching test. Ordering of the mean IQ score for each of the three groups was as follows: trisomy 21 < del7q11.23 < del22q11.2. We observed the same ordering as for IQ, particularly in mixed handedness, degree of laterality, hand and foot consistency. The existence of a cognitive threshold, below which lateral preference is atypical, advocates for a causal link between cognition and laterality in those with low IQ although unknown other factors underlying both could determine this association.

Motoric characteristics of representational gestures produced by young children in a naming task.

This study explores the form of representational gestures produced by forty-five hearing children (age range 2 ; 0-3 ; 1) asked to label pictures in words. Five pictures depicting objects and five pictures depicting actions which elicited more representational gestures were chosen for more detailed analysis. The range of gestures produced for each item varied from 3 to 27 for a total of 128 gestures. Gestures have been analyzed with the same parameters used to describe signs produced by deaf children: handshape, location and movement. Results show that gestures for a given picture exhibit similarities in many of the parameters across children. Some motor characteristics found in the production of hearing toddlers' gestures are similar to those described for early signs. Implications of this similarity between gestural and signed linguistic representations in young children are discussed.

Manual actions affect vocalizations of infants.

Upper limb gestures, as well as transitive actions (i.e. acted upon an object) when either executed or observed affect speech. Broca's area seems to be involved in integration between the two motor representations of arm and mouth (Bernardis and Gentilucci, Neuropsychologia, 44:178-190, 2006, Gentilucci et al., Eur J Neurosci, 19:190-202, 2004a, Neuropsychologia, 42:1554-1567, 2004b, J Cogn Neurosci, 18:1059-1074, 2006). The relevance of these data is in relation with the hypothesis that language evolved from manual gestures, and was gradually transformed in speech by means of a system of dual motor commands to hand and mouth (Gentilucci and Corballis, Neurosci Biobehav, Rev 30:949-960, 2006). The present study aimed to verify whether this system of integration between gestures (and transitive actions) and speech is involved also in the language development of infants. Vocalizations of infants aged between 11 and 13 months were recorded during both manipulation of objects of different size and request arm gestures towards the same objects presented by the experimenter. Frequency in voice spectra increased when the infants manipulated or gestured to large objects in comparison with the same activities directed to small objects. These data suggest that intrinsic properties of an object evoking commands of manual interaction are used to identify that object, and to communicate.

Spoken and gestural production in a naming task by young children with Down syndrome.

Lexical production in children with Down syndrome (DS) was investigated by examining spoken naming accuracy and the use of spontaneous gestures in a picture naming task. Fifteen children with DS (range 3.8-8.3 years) were compared to typically developing children (TD), matched for chronological age and developmental age (range 2.6-4.3 years). Relative to TD children, children with DS were less accurate in speech (producing a greater number of unintelligible answers), yet they produced more gestures overall and of these a significantly higher percentage of iconic gestures. Furthermore, the iconic gestures produced by children with DS accompanied by incorrect or no speech often expressed a concept similar to that of the target word, suggesting deeper conceptual knowledge relative to that expressed only in speech.

Laterality in persons with intellectual disability II. Hand, foot, ear, and eye laterality in persons with Trisomy 21 and Williams-Beuren syndrome.

Laterality (hand, foot, ear, and eye) was assessed in participants with Trisomy 21 (62) and Williams-Beuren syndrome (WBS) (39). Handedness was also assessed in a card reaching task. The comparison group included 184 typically developing persons. Two independent age sub-groups were formed: 7 to 10 years old and 11 to 34 years old. We confirmed previous data: individuals with T21 were more frequently left- or mixed-handed than typically developing persons; individuals with WBS had intermediate scores. The two groups with genetic disorders had less right foot preference. Manual and foot inconsistencies characterized both groups with genetic disorders. Cross hand-foot preference was lower in the typically developing group. Differences in IQ levels did not correlate with differences in laterality scores. Overall laterality profiles were not the same in the two groups with genetic disorders: the greatest differences were observed between typically developing persons and persons with Trisomy 21.

Laterality in persons with intellectual disability. I--do patients with trisomy 21 and Williams-Beuren syndrome differ from typically developing persons?

Persons with trisomy 21 (T21) and Williams-Beuren syndrome (WBS) have different brain abnormalities which may affect manual laterality. We assessed 45 persons with T21 and 34 with WBS (mean age 13) and 81 typically developing children (TD). Manual laterality was assessed with a fifteen-item task administered two times, and Bishop's card-reaching task. We found more left-handers in the T21 group compared to the other two groups. Inconsistent laterality was higher in the two groups with genetic diseases than in the TD group. For Bishop's test, both T21 and WBS participants were less right-oriented than the TD group. They displayed different response patterns in midline crossing when reaching for the cards, but did not display more midline crossing inhibition than the TD group. Is atypical handedness linked to specific genetic syndromes and, more specifically for persons with T21, to the trisomy of some of the genes?

Action observation and speech production: study on children and adults.

The present study aimed to determine whether observation of upper limb actions selectively influences speech production. We compared the effects on children with those on adults, hypothesizing that action observation is used by children for speech learning. Children and adults observed an actor either grasping a cherry or an apple, or bringing the same fruits to his mouth. They pronounced the syllable/ba/ at the end of the action. In a control experiment, children and adults executed the two bringing-to-the-mouth actions, still pronouncing/ba/. As previously found ([Euro. J. Neurosci., 17 (2003) 179]; [Euro. J. Neurosci., 19 (2004) 192]), the observed kinematics of the action, which were different according to the fruit size, influenced lip shaping kinematics and voice formants. In addition, the effect was selective for the action since the observations of actions such as grasping and bringing-to-the-mouth affected formant 1 and formant 2 in the voice spectra, respectively. The effects on speech were greater in the children than in the adults. By contrast, the effects on lip shaping did not differ between the two groups. Effects similar to those found for action observation were found for action execution in spite of a different arm kinematics between children and adults. The results of the present study are discussed according to the hypothesis that action observation induces in the viewer action recognition and activation of the successive mouth act (probably grasping-with-the-mouth when observing grasping-with-the-hand and chewing when observing bringing-to-the-mouth). This subsequently seems to affect characteristics peculiar to the emitted vowel. This mechanism might have been used by humans to transfer a primitive arm gesture communication system from the arm to the mouth and may be further used by children for speech learning.

Early movement impairments in a patient recovering from optic ataxia.

Since Balint's first description, optic ataxia has been considered as a pure visuomotor impairment produced by a lesion of the posterior parietal cortex. Beyond general agreement on the parietal involvement in visually guided behaviour, the exact role of the dorsal posterior parietal cortex in the temporal aspects of visuomotor control remains unclear. Recent evidence has indicated a specific involvement of the parietal cortex in the on-line visual guidance of movement. Here, we report the motor performance of, GT, a patient recovering from an optic ataxia due to a right focal lesion of the dorsal posterior parietal cortex. When asked to reach and grasp, with his left contralesional hand, different sized objects, located at different positions from his body, GT showed an apparently complete recovery from optic ataxia. However, the early kinematic aspects of GTs prehension movement were not normally tuned either by intrinsic or extrinsic visual properties of objects. At variance with both an age-matched control group and a neurological patient with a right internal capsule lesion and no sign of optic ataxia, GTs latencies to peak wrist acceleration and peak velocity were not modulated by object location. A similar defective pattern was present in GTs grasping component where, despite the sparing of the classical scaling of grip aperture, object size did not modulate the peak velocity of grip aperture. These results constitute evidence that the posterior region of the dorsal parietal cortex, besides playing a role in the on-line control of movement execution may also be involved in the programming of early kinematics parameters.

Grasping an object naturally or with a tool: are these tasks guided by a common motor representation?

The aim of the present study was to determine whether kinematic parameters of the grasping motor act are controlled independently of the biomechanical features of the grasping effector. With this purpose in mind, we compared grasping movements performed naturally or using a tool. The tool consisted of two mechanical fingers whose opening and closing phases required squeezing (flexion of the biological fingers) and releasing (extension of the biological fingers) of a handle, respectively. The forces required for opening and closing the mechanical fingers were, respectively, greater and smaller than those used to grasp the objects naturally. In a control experiment the participants grasped with their thumb and index finger the same objects grasped with the tool. The kinematics of the mechanical and biological fingers as well as those of the arm in the two experiments were compared with each other. Grasping an object with the tool showed some kinematic characteristics strikingly similar to those of the natural grasp, whereas others were different. Like the natural grasp, the tool grasp consisted of a finger opening and closing phase. The scaling of both peak velocity of aperture and maximal aperture of the mechanical fingers as a function of object size was the same as that of the biological fingers. In contrast, the tool grasp differed from the natural one for the temporal aspects of the movement. Finally, the initial reach (i.e. the acceleration phase) was poorly influenced by the tool use whereas the final reach (i.e. the deceleration phase) was lengthened and more sensitive to object size. We discuss the results of the present study as being in favour of the hypothesis that some features of the grasp motor representation are coded in cortical areas independently of the used effector. In addition, they suggest a partial independence between the reach and the grasp components.

Execution and observation of bringing a fruit to the mouth affect syllable pronunciation.

Kinematic analysis of lip and voice spectrum analysis were used to assess the influence of both execution and observation of arm-mouth-related actions on speech production. In experiments 1 and 2 participants brought either a cherry or an apple to their mouth and either pronounced the syllable BA (experiment 1) or emitted a nonspeech-related vocalization (experiment 2). In the other three experiments participants observed arm actions performed by the experimenter and pronounced the syllable BA. In experiment 3, they observed the action of bringing the cherry or apple to the mouth. In experiments 4 and 5, they observed a pantomime of the same action performed by the experimenter with his own arm (experiment 4) or with a nonbiological arm (experiment 5). The results showed that the formant 2 of the vowel 'a' increased when participants executed the bringing-to-the-mouth act with the apple or observed its execution or pantomime with the experimenter's arm (experiments 1, 3 and 4). In contrast, no modification in the vowel formants was found during a nonspeech-related vocalization (experiment 2) and during observation of an action with a nonbiological arm (experiment 5). Finally, the opening of the lips was larger when the participant brought the apple rather than the cherry to the mouth and pronounced BA (experiment 1). Taken together, the results of the present study suggest that the execution and observation of the bringing-to-the-mouth action activate a mouth articulation posture (probably due to the act of food manipulation with the mouth) which selectively influences speech production. They support the idea that the system involved in speech production shares and may derive from the neural substrate which is involved in the control of arm-mouth interactions and, in general, of arm actions.