Browsing by Subject "6163 Logopedics"

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  • Raaska, Hanna; Elovainio, Marko; Sinkkonen, Jari; Stolt, Suvi; Jalonen, Iina; Matomaki, Jaakko; Makipaa, Sanna; Lapinleimu, Helena (2013)
  • Joensuu, Eveliina; Munck, Petriina; Setänen, Sirkku; Lipsanen, Jari; Huhtala, Mira; Lapinleimu, Helena; Stolt, Suvi K. J. (2021)
    Preterm children (born
  • Stolt, Suvi; Haataja, Leena; Lapinleimu, Helena; Lehtonen, Liisa (2009)
  • Pentikäinen, Emmi; Kimppa, Lilli; Makkonen, Tommi; Putkonen, Mikko Tapani; Pitkäniemi, Anni; Salakka, Ilja Juhana; Paavilainen, Petri; Tervaniemi, Mari; Särkämö, Teppo (2022)
    Aging is accompanied by difficulties in auditory information processing, especially in more complex sound environments. Choir singing requires efficient processing of multiple sound features and could, therefore, mitigate the detrimental effects of aging on complex auditory encoding. We recorded auditory event-related potentials during passive listening of sounds in healthy older adult (>= 60 years) choir singers and nonsinger controls. We conducted a complex oddball condition involving encoding of abstract regularities in combinations of pitch and location features, as well as in two simple oddball conditions, in which only either the pitch or spatial location of the sounds was varied. We analyzed change-related mismatch negativity (MMN) and obligatory P1 and N1 responses in each condition. In the complex condition, the choir singers showed a larger MMN than the controls, which also correlated with better performance in a verbal fluency test. In the simple pitch and location conditions, the choir singers had smaller N1 responses compared to the control subjects, whereas the MMN responses did not differ between groups. These results suggest that regular choir singing is associated both with more enhanced encoding of complex auditory regularities and more effective adaptation to simple sound features.
  • Chang, Andrew; Kragness, Haley E.; Tsou, Wei; Bosnyak, Dan J.; Thiede, Anja; Trainor, Laurel J. (2021)
    Social bonding is fundamental to human society, and romantic interest involves an important type of bonding. Speed dating research paradigms offer both high external validity and experimental control for studying romantic interest in real-world settings. While previous studies focused on the effect of social and personality factors on romantic interest, the role of non-verbal interaction has been little studied in initial romantic interest, despite being commonly viewed as a crucial factor. The present study investigated whether romantic interest can be predicted by non-verbal dyadic interactive body sway, and enhanced by movement-promoting (‘groovy’) background music. Participants’ body sway trajectories were recorded during speed dating. Directional (predictive) body sway coupling, but not body sway similarity, predicted interest in a long-term relationship above and beyond rated physical attractiveness. In addition, presence of groovy background music promoted interest in meeting a dating partner again. Overall, we demonstrate that romantic interest is reflected by non-verbal body sway in dyads in a real-world dating setting. This novel approach could potentially be applied to investigate non-verbal aspects of social bonding in other dynamic interpersonal interactions such as between infants and parents and in non-verbal populations including those with communication disorders.
  • Nukari, Johanna M; Poutiainen, Erja T.; Arkkila, Eva P.; Haapanen, Marja-Leena; Lipsanen, Jari O.; Laasonen, Marja R. (2020)
    Effectiveness of individual and group-based neuropsychological interventions on cognitive aspects of dyslexia in young adults was evaluated. Dyslexic adults were randomly assigned into individual intervention (n= 40), group intervention (n= 40), or wait-list control group (n= 40). The interventions focused on cognitive strategy learning, supporting self-esteem, and using psychoeducation. Cognitive performance and symptoms were assessed via psychometric testing and self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and at 10 months. And, 15 months post intervention long-term status was checked via mailed inquiry. Wait-list control group also received an intervention after the 5-month control period. No significant effects were found in primary self-report outcome measures. Both interventions had a positive effect on a measure of processing speed and attention and the effect remained after the 5-month follow-up period. In self-reported cognitive symptoms, a positive trend was evident in self-reported reading habits. Furthermore, minor self-evaluated benefits reaching up to 15 months post intervention were found. There were no significant differences between the results of individual and group intervention as both interventions improved cognitive performance. The results indicate that a structured neuropsychological intervention could be effective in ameliorating dyslexia-related cognitive symptoms in young adults.
  • Savolainen, Irina; Klippi, Anu; Launonen, Kaisa (2018)
  • Tuomenoksa, Asta; Pajo, Kati; Klippi, Anu (2016)
    This study applies conversation analysis to compare everyday conversation samples between a person with aphasia (PWA) and a familiar communication partner (CP) before and after intensive language-action therapy (ILAT). Our analysis concentrated on collaborative repair sequences with the assumption that impairment-focused therapy would translate into a change in the nature of trouble sources, which engender collaborative repair action typical of aphasic conversation. The most frequent repair initiation technique used by the CP was candidate understandings. The function of candidate understandings changed from addressing specific trouble sources pre-ILAT to concluding longer stretches of the PWA's talk post-ILAT. Alongside with these findings, we documented a clinically significant increase in the Western Aphasia Battery's aphasia quotient post-ILAT. Our results suggest that instead of mere frequency count of conversational behaviours, examining the type and function of repair actions might provide insight into therapy-related changes in conversation following impairment-focused therapy.
  • Heikkinen, Paula H.; Pulvermüller, Friedemann; Mäkelä, Jyrki P.; Ilmoniemi, Risto J.; Lioumis, Pantelis; Kujala, Teija; Manninen, Riitta-Leena; Ahvenainen, Antti; Klippi, Anu (2019)
    Neuromodulation technologies, such as transcranial magnetic stimulation (TMS), are promising tools for neurorehabilitation, aphasia therapy included, but not yet in common clinical use. Combined with behavioral techniques, in particular treatment-efficient Intensive Language-Action Therapy (ILAT, previously CIAT or CILT), TMS could substantially amplify the beneficial effect of such behavioral therapy alone (Thiel et al., 2013; Martin et al., 2014; Mendoza et al., 2016; Kapoor, 2017). In this randomized study of 17 subjects with post-stroke aphasia in the chronic stage, we studied the combined effect of ILAT and 1-Hz placebo-controlled navigated repetitive TMS (rTMS) to the right-hemispheric inferior frontal cortex-that is, to the anterior part of the non-dominant hemisphere's homolog Broca's area (pars triangularis). Patients were randomized to groups A and B. Patients in group A received a 2-week period of rTMS during naming training where they named pictures displayed on the screen once every 10 s, followed by 2 weeks of rTMS and naming combined with ILAT. Patients in group B received the same behavioral therapy but TMS was replaced by sham stimulation. The primary outcome measures for changes in language performance were the Western Aphasia Battery's aphasia quotient AQ; the secondary outcome measures were the Boston naming test (BNT) and the Action naming test (Action BNT, ANT). All subjects completed the study. At baseline, no statistically significant group differences were discovered for age, post-stroke time or diagnosis. ILAT was associated with significant improvement across groups, as documented by both primary and secondary outcome measures. No significant effect of rTMS could be documented. Our results agree with previous results proving ILAT's ability to improve language in patients with chronic aphasia. In contrast with earlier claims, however, a beneficial effect of rTMS in chronic post-stroke aphasia rehabilitation was not detected in this study.
  • Rautakoski, Pirkko; Ursin, Piia af; Carter, Alice S.; Kaljonen, Anne; Nylund, Annette; Pihlaja, Päivi (2021)
    Introduction Studies have shown that many children with early language difficulties also have delays in social-emotional competencies as well as social-emotional and behavioral problems. It is unclear if these conditions are causally related, if they share a common underlying etiology, or if there are bidirectional effects. Studies investigating these associations have mostly involved children who are already using words to communicate, but it is important to know whether delays in preverbal communication and language development have any effects on these associations. The aim of the present study was to examine associations between preverbal communication and early verbal skills in infancy and subsequent social-emotional competencies and ensuing social-emotional and behavioral problems in early toddlerhood. The role of background factors known to influence early language development was also examined. Methods The sample consisted of 395 children (51.6% boys) from the Finnish Steps Study cohort. Language was assessed at age 13 months (+ 1 month) with the MacArthur Communicative Development Inventory for Infants (CDI-I), and the social-emotional domain was assessed at age < 17 months with the Brief Infant–Toddler Social and Emotional Assessment (BITSEA). Results Infants with lower preverbal gestural communication and receptive language skills had a higher risk of delays in social-emotional competencies in toddlerhood than children with better communication skills, but not of elevated social-emotional and behavioral problems. Conclusions The results indicate that lower early communication skills can predict delays in the development of social-emotional competencies, which has been found to be a risk factor for later development of social-emotional and behavioral problems. It is important to monitor early communication skills to provide guidance to parents in supporting early pragmatic communication and language development in infancy, if needed.
  • Wiklund, Mari; Laakso, Minna (2020)
    This paper analyses disfluencies and ungrammatical expressions in the speech of 11–13-year-old Finnish-speaking boys with ASD (N = 5) and with neurotypical development (N=6). The ASD data were from authentic group therapy sessions and neurotypical data from teacher-led group discussions. The proportion of disfluencies and ungrammatical expressions was greater in the speech of participants with ASD (26.4%) than in the control group (15.5%). Furthermore, a qualitative difference was noted: The ASD group produced long, complex disfluent turns with word searches, self-repairs, false starts, fillers, prolongations, inconsistent syntactic structures and grammatical errors, whereas in the control group, the disfluencies were mainly fillers and sound prolongations. The disfluencies and ungrammatical expressions occurring in the ASD participants’ interactions also caused comprehension problems.
  • Smith, Martine M.; Batorowicz, Beata; Sandberg, Annika Dahlgren; Murray, Janice; Stadskleiv, Kristine; van Balkom, Hans; Neuvonen, Kirsi; von Tetzchner, Stephen (2018)
    Narratives are a pervasive form of discourse and a rich source for exploring a range of language and cognitive skills. The limited research base to date suggests that narratives generated using aided communication may be structurally simple, and that features of cohesion and reference may be lacking. This study reports on the analysis of narratives generated in interactions involving aided communication in response to short, silent, video vignettes depicting events with unintended or unexpected consequences. Two measures were applied to the data: the Narrative Scoring Scheme and the Narrative Analysis Profile. A total of 15 participants who used aided communication interacted with three different communication partners (peers, parents, professionals) relaying narratives about three video events. Their narratives were evaluated with reference to narratives of 15 peers with typical development in response to the same short videos and to the narratives that were interpreted by their communication partners. Overall, the narratives generated using aided communication were shorter and less complete than those of the speaking peers, but they incorporated many similar elements. Topic maintenance and inclusion of scene-setting elements were consistent strengths. Communication partners offered rich interpretations of aided narratives. Relative to the aided narratives, these interpreted narratives were typically structurally more complete and cohesive and many incorporated more elaborated semantic content. The data reinforce the robust value of narratives in interaction and their potential for showcasing language and communication achievements in aided communication.
  • van Heuvel, Henk; Kelli, Aleksei; Klessa, Katarzyna; Saalasti, Satu (European Language Resources Association (ELRA), 2020)
  • Torppa, Ritva; Faulkner, Andrew; Kujala, Teija; Huotilainen, Minna; Lipsanen, Jari (2018)
    THE PERCEPTION OF SPEECH IN NOISE IS challenging for children with cochlear implants (CIs). Singing and musical instrument playing have been associated with improved auditory skills in normal-hearing (NH) children. Therefore, we assessed how children with CIs who sing informally develop in the perception of speech in noise compared to those who do not. We also sought evidence of links of speech perception in noise with MMN and P3a brain responses to musical sounds and studied effects of age and changes over a 14-17 month time period in the speech-in-noise performance of children with CIs. Compared to the NH group, the entire CI group was less tolerant of noise in speech perception, but both groups improved similarly. The CI singing group showed better speech-in-noise perception than the CI non-singing group. The perception of speech in noise in children with CIs was associated with the amplitude of MMN to a change of sound from piano to cymbal, and in the CI singing group only, with earlier P3a for changes in timbre. While our results cannot address causality, they suggest that singing and musical instrument playing may have a potential to enhance the perception of speech in noise in children with CIs.
  • Stolt, Suvi; Lind, Annika; Matomäki, Jaakko; Haataja, Leena; Lapinleimu, Helena; Lehtonen, Liisa (2016)
  • Stolt, Suvi; Savini, Silvia; Guarini, Annalisa; Caselli, Maria Cristina; Matomäki, Jaakko; Lapinleimu, Helena; Haataja, Leena; Lehtonen, Liisa; Alessandroni, Rosina; Faldella, Giacomo; Sansavini, Alessandra (2017)
    This cross-linguistic study investigated whether the native language has any influence on lexical composition among Italian (N = 125) and Finnish (N = 116) very preterm (born at
  • Stolt, Suvi; Haataja, Leena; Lapinleimu, Helena; Lehtonen, Liisa (2008)
  • Vehkavuori, Suvi-Maria; Stolt, Suvi (2019)
    Previous studies have shown that early lexical development is associated with later language development. It is less clear which language domains early receptive/expressive lexicons are associated with. This study analyses these associations. The study also investigates whether children with slow/typical/fast developing early receptive/expressive lexical skills differed in their language skills at three and a half years (42 months) and the predictive value of early receptive/expressive lexical skills for later language skills. The participants of this longitudinal study were 68 healthy, monolingual Finnish-speaking children whose language development was measured using the Finnish, short-form-version of the Communicative Development Inventories at 12, 15, 18 and 24 months. At 42 months, language skills of the participants were assessed using tests measuring lexical, phonological, morphological and general receptive/expressive language skills. Early receptive lexicon was associated with later morphological skills from 15 months and onwards and with other language domains at 24 months. Early expressive lexicon was associated with later morphological skills at 15 months and onwards but with other language domains from 18 months. A trend was found that children with different early lexical growth rates differed in their language skills at 42 months. The best models for predicting later receptive/expressive language skills included variables from both early receptive and expressive lexicons. These models worked well to explain receptive/expressive language skills at 42 months (63/78% of the variance). This study provides novel information on the specific associations between receptive and expressive lexicon growth and later language skills. For clinicians, measuring both receptive and expressive lexicons provides the most representative information on children's language development.
  • Vehkavuori, Suvi-Maria; Kamarainen, Maiju; Stolt, Suvi (2021)
    Background: The long-term associations between early receptive/expressive lexical skills and later language/preliteracy skills require clarification. Aims: To study the association between and predictive values of early receptive/expressive lexical skills and language/pre-literacy skills at 5;0 years, and to examine the language profiles at 5;0 years of children with weak receptive language/expressive lexical skills at 2;0 years. Participants and methods: The participants were 66 monolingual children. Their lexical skills were measured using the Finnish short-form version of the MacArthur?Bates Communicative Development Inventories at 1;6 and 2;0 years. Receptive language skills were measured at 2;0 years using the Reynell Developmental Language Scales III. A broader assessment at 5;0 years measured lexical, phonological, morphological and pre-literacy skills. Results: Significant associations between receptive/expressive lexical skills at 1;6 years and language and preliteracy skills at 5;0 years were found. Both receptive language and expressive lexical development measured at 2;0 years were greatly and relatively evenly associated with language and pre-literacy skills at 5;0 years. Lexicon/language variables at 1;6 years and 2;0 years had statistically significant predictive values for general language and pre-literacy scores at 5;0 years. The best models that included early lexical predictors explained 20?34% of later language/literacy outcome. Weak skills at 2;0 years proposed vulnerability in language and preliteracy skills at 5;0 years. Conclusions: Language and pre-literacy skills at 5;0 years can to some extent be explained by early receptive language and/or expressive lexical development. Further assessment and/or follow-up is important for children who have had weak language/lexical skills at 2;0 years.