Biomaterial Database

Language differences between institutionalized and noninstitutionalized retarded children. 1979

J C McNutt, and S M Leri

The linguistic performances of 15 noninstitutionalized and 15 institutionalized retarded children were compared on usage of grammatical categories and structure of spoken language (Length--Complexity Index) and for underlying subskills (Illinois Test of Psycholinguistic Abilities). Differences were not found between the groups for usage of grammatical categories or structures but were found for subskills of Auditory Reception. Auditory Sequential Memory, Verbal Expression, and Auditory Closure. Further analysis by multiple stepwise regression indicated that noninstitutionalized and institutionalized retarded children may be differentiated by examining a number of linguistic variables. The grammatical structure of language appeared less affected by environment than were the semantic and auditory elements.

UI	MeSH Term	Description	Entries
D007804	Language Development	The gradual expansion in complexity and meaning of symbols and sounds as perceived and interpreted by the individual through a maturational and learning process. Stages in development include babbling, cooing, word imitation with cognition, and use of short sentences.	Language Acquisition,Acquisition, Language,Development, Language
D008297	Male		Males
D008568	Memory	Complex mental function having four distinct phases: (1) memorizing or learning, (2) retention, (3) recall, and (4) recognition. Clinically, it is usually subdivided into immediate, recent, and remote memory.
D008607	Intellectual Disability	Subnormal intellectual functioning which originates during the developmental period. This has multiple potential etiologies, including genetic defects and perinatal insults. Intelligence quotient (IQ) scores are commonly used to determine whether an individual has an intellectual disability. IQ scores between 70 and 79 are in the borderline range. Scores below 67 are in the disabled range. (from Joynt, Clinical Neurology, 1992, Ch55, p28)	Disability, Intellectual,Idiocy,Mental Retardation,Retardation, Mental,Deficiency, Mental,Intellectual Development Disorder,Mental Deficiency,Mental Retardation, Psychosocial,Deficiencies, Mental,Development Disorder, Intellectual,Development Disorders, Intellectual,Disabilities, Intellectual,Disorder, Intellectual Development,Disorders, Intellectual Development,Intellectual Development Disorders,Intellectual Disabilities,Mental Deficiencies,Mental Retardations, Psychosocial,Psychosocial Mental Retardation,Psychosocial Mental Retardations,Retardation, Psychosocial Mental,Retardations, Psychosocial Mental
D011578	Psycholinguistics	A discipline concerned with relations between messages and the characteristics of individuals who select and interpret them; it deals directly with the processes of encoding (phonetics) and decoding (psychoacoustics) as they relate states of messages to states of communicators.	Psycholinguistic
D002648	Child	A person 6 to 12 years of age. An individual 2 to 5 years old is CHILD, PRESCHOOL.	Children
D002674	Child, Institutionalized	A child who is receiving long-term in-patient services or who resides in an institutional setting.	Institutionalized Child,Children, Institutionalized,Institutionalized Children
D003688	Deinstitutionalization	The practice of caring for individuals in the community, rather than in an institutional environment with resultant effects on the individual, the individual's family, the community, and the health care system.	Deinstitutionalized Persons,Deinstitutionalized Person,Person, Deinstitutionalized,Persons, Deinstitutionalized
D004519	Education, Special	Education of the individual who markedly deviates intellectually, physically, socially, or emotionally from those considered to be normal, thus requiring special instruction.	Special Education,Educations, Special,Special Educations
D005260	Female		Females