The assessment of pain in children has been an enduring theme in the research literature over many decades, with particular focus on how pain can be adequately measured and the extent of under-measurement of pain (American Academy of Pediatrics 2001; Coyne, 2006; McCaffery & Beebe 1989; Subhashini et al., 2009). Definitions of pain, and hence development of pain measurement tools, are often criticised for not addressing the influence of culture and ethnicity on pain (Bates et al., 1993; McCaffery & Beebe 1989; Zinke, 2007), in children, the perception and expression of pain is also affected by cognitive development (Hallström and Elander, 2004). Whilst there has been an increase in the number of children living in the United Kingdom (UK) who do not speak English as their first language, it has been acknowledged that the measurement and management of pain by health service professionals relies predominantly on their experience with English speaking children (RCN, 2009). This study aimed primarily to examine how primary school age children in key stage 1 who speak English as a primary or additional language experience, express, and explain pain. This aim was addressed through three research questions: (1) how do primary school age children in key stage 1 talk about pain? (2) What are the similarities and differences in the language used to talk about pain by children with English as a primary and additional language? (3) Are there differences in the perceptions of pain by children of different age, gender, language background, and country of birth? A second aim was to examine whether language would affect actions taken by final year child health students and nurses working in Minor Injuries Units to manage pain in primary school age children. Study objectives were addressed using a two phase mixed methods design. The first aim was addressed using six focus group interviews with groups of primary school children (aged 4-7) (Phase 1). Two methods were used in the interviews: use of drawings from the Pediatric Pain Inventory (Lollar et al., 1982) to capture the language used by children to describe pain and observation of the children’s placing of pain drawings on red/amber/green paper to denote perceived severity of pain. Following data collection, the vocabulary of each child was assessed using a standardised lexical test (British Picture Vocabulary Score version II - BPVS II) (Dunn et al., 1997). To address the second aim, a factorial survey was conducted (Phase 2) with nurses working in Minor Injuries Units and child health nursing students to determine whether language has an impact on decisions made about the management of children in pain following a minor injury. Phase 1 findings demonstrated that children from English as an Additional Language (EAL) backgrounds used less elaborate language when talking about pain but tended to talk about the pictures prior to deciding where they should be placed. The children’s placement of pain drawings varied according to language background, gender, and age. The calculated language age of English lexical comprehension (BPVS II score) of monolingual children (M=69.85, SD=19.27) was significantly higher than EAL children (M=47.93, SD=14.32; t (32) = 3.60, p =0.001, two-tailed). However, when these differences were explored in terms of year group, the differences remain significant with foundation and year 2 but not with year 1. For the EAL children, there were also significant relationships between BPVS II score and length of stay in the UK (spearman’s rho 0.749, p = 0.33). The Phase 1 findings were used to construct vignettes, describing hypothetical care situations, for Phase 2. Multinomial logistic regression was used to analyse the impact of a child’s age, gender, language, parent’s language, injury mechanism, and reaction to pain on the way in which the child’s pain would be assessed and whether parents or an interpreter would be invited to assist in pain assessment. Findings demonstrated that observing the child’s behaviour is the most significant assessment process that is used to assess EAL children, rather than the Visual Analogue Scale (VAS), which was used with non-EAL children. This is significant as VAS is the mostly widely used tool to assess pain in health care settings. However, VAS is only effective if it can be understood by the child. Further, MIU nurses and child health students were more likely to involve parents who speak English well than those who speak English poorly but would ask for an interpreter if their involvement was necessary. In order for the respondents to explain their decisions, they were asked an open ended question for each vignette. They reported that language and age of children are the most common difficulties they faced during assessment of pain. Therefore, they suggested some solutions, like using an age appropriate tools for assessing younger children. Respondents also identified that using an interpreter is a time consuming process, which might delay the management of pain. In light of the growing numbers of EAL children in the UK; this research has application in a number of contexts. The variation in language would apply if children were reporting their own pain. However, the findings emphasise the need for sufficient time to be allocated to pain assessment to allow an individualised approach. Study findings suggest several factors that may be important in assessing pain in EAL children; these should be explored further in the context of clinicians’ assessment of pain. The implications of the study impact on policy, practice, education, and future research.

Human infants have been shown to have an innate capacity to acquire their mother tongue. In recent decades, the advent of the functional magnetic resonance imaging (fMRI) technique has made it feasible to explore the neural basis underlying language acquisition and processing in children, even in newborn infants (for reviews, see Kuhl & Rivera-Gaxiola, 2008; Kuhl, 2010) . Spontaneous low-frequency (< 0.1 Hz) fluctuations (LFFs) in the resting brain have been shown to be physiologically meaningful in the seminal study (Biswal et al., 1995) . Compared to task-based fMRI, resting-state fMRI (rs-fMRI) has some unique advantages in neuroimaging research, especially in obtaining data from pediatric and clinical populations. Moreover, it enables us to characterize the functional organization of the brain in a systematic manner in the absence of explicit tasks. Among brain systems, the language network has been well investigated by analyzing LFFs in the resting brain. This thesis attempts to investigate the functional connectivity within the language network in typically developing preschool children and the covariation of this connectivity with children’s language development by using the rs-fMRI technique. The first study (see Chapter 2.1; Xiao et al., 2016a) revealed connectivity differences in language-related regions between 5-year-olds and adults, and demonstrated distinct correlation patterns between functional connections within the language network and sentence comprehension performance in children. The results showed a left fronto-temporal connection for processing syntactically more complex sentences, suggesting that this connection is already in place at age 5 when it is needed for complex sentence comprehension, even though the whole functional network is still immature. In the second study (see Chapter 2.2; Xiao et al., 2016b), sentence comprehension performance and rs-fMRI data were obtained from a cohort of children at age 5 and a one-year follow-up. This study examined the changes in functional connectivity in the developing brain and their relation to the development of language abilities. The findings showed that the development of intrinsic functional connectivity in preschool children over the course of one year is clearly observable and individual differences in this development are related to the advancement in sentence comprehension ability with age. In summary, the present thesis provides new insights into the relationship between intrinsic functional connectivity in the brain and language processing, as well as between the changes in intrinsic functional connectivity and concurrent language development in preschool children. Moreover, it allows for a better understanding of the neural mechanisms underlying language processing and the advancement of language abilities in the developing brain.

Made available in DSpace on 2016-04-27T18:12:40Z (GMT). No. of bitstreams: 1 Mariana Sequeira Telles.pdf: 1919180 bytes, checksum: a404484260f204193b3e358f4c195d99 (MD5) Previous issue date: 2009-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Eating problems are normal complains in children, and although they don t appear as a explicit or initial complain from the family to the speech therapist they usually come up on the therapeutic process. Traditionally speech therapy approaches the matter on the perspective of the functions of the stomatognathic system, suction, chewing, agglutination and breathing (MACHADO, 2007). Recent researches on the speech therapy area are leading to think about this problems in a different point of view, through the concept of orality. This studies suggests the co-occurrence between feeding disorders and orality disorders, with a distinction on the incidence of eating idiosyncrasy. Objective: to investigate the possible co-occurrence between oral language problems and eating idiosyncrasies on children of a day care in São Paulo. Method: The research was made with 34 children, between the ages of two and four and four months years of age from a day care in São Paulo. A questionnaire was sent to the people responsible for the children and their care takers from the day care to verify if there were any complains about oral language and/or feeding disorders. The children were evaluated on a dialogic situation, on the ludic context, during twenty minutes. After the observation, the functioning record of communication was made through PROC (ZORZI, HAGE, 2004) and a phoneme album (VOLPE, 2005). All children were evaluated during an everyday feeding scene (lunch). The observation was made in each table, during the eating period. The record of the eating scene was made by Jorge e Rizzo (2006) adapted protocol. Results: There were no relations between the disorders (oral language and/or feeding idiosyncrasy) and age. It was observed that a percentage of the idiosyncrasy occurrences was higher on the children with oral problems (95%) in comparison to the children with out oral language problems. Conclusion: The results obtained on this research reaffirm that the recent studies, showing the importance of the speech therapy approach doesn t dichotomize the acts of speaking and eating. Considering the expressed symptoms on the oral zone as oral disorders, associated with the erogenization of this corporal zone; organic and psychic aspects begging to be contemplated on the interventions. Which on our point of view, favors the efficacy of the clinic method on the course of speech therapeutic process / Os problemas alimentares são queixas comuns em crianças e apesar de, geralmente, não aparecerem como queixa inicial e/ou explícita no discurso familiar na clínica fonoaudiológica; costumam surgir durante o processo terapêutico. Tradicionalmente, a Fonoaudiologia aborda a alimentação na perspectiva das funções do sistema estomatognático: sucção, mastigação, deglutição e respiração (MACHADO, 2007). Mas, pesquisas recentes na área fonoaudiológica tem levado a pensar esses problemas à partir de uma visão diferente, através do conceito de oralidade. Essas pesquisas sugerem a co-ocorrência entre problemas alimentares e de linguagem oral, com destaque para a incidência de idiossincrasias alimentares.Objetivo: é investigar as possíveis co-ocorrências entre problemas de linguagem oral e idiossincrasias alimentares em crianças de uma creche do município de São Paulo. Método: A pesquisa contou com a participação de 34 crianças, entre 2,0 e 4,4 anos, de uma creche do município de São Paulo. Um questionário foi enviado aos seus responsáveis e cuidadoras da creche para verificar se havia queixa de problemas de linguagem oral e/ou problemas alimentares. Os sujeitos foram avaliados em situação dialógica, no contexto lúdico, durante 20 minutos. Após a observação, o registro do funcionamento da comunicação foi feito através do PROC (ZORZI, HAGE, 2004) e um álbum de fonemas (VOLPE, 2005). Todos os sujeitos foram observados durante uma cena alimentar cotidiana da creche (almoço). A observação foi realizada a cada mesa, durante o período da refeição. O registro da cena alimentar foi realizado através do protocolo de Jorge e Rizzo (2006) adaptado. Resultados: Não houve relação entre problemas (de linguagem oral e/ou idiossincrasias alimentares) e idade.Foi observado que a porcentagem de ocorrência de idiossincrasias alimentares é maior nas crianças com problemas de linguagem oral (95%) do que nas crianças sem problemas de linguagem oral. Conclusão: Os resultados obtidos nessa pesquisa reafirmam os de outros estudos recentes, evidenciando a importância de que a abordagem fonoaudiológica não dicotomize os atos de falar e comer. Ao considerar os sintomas manifestos na zona oral como transtornos na oralidade, isto é, associados à erogenização dessa região corporal; aspectos orgânicos e psíquicos passam a ser contemplados nas intervenções. O que, a nosso ver, favorece a eficácia do método clínico no decorrer dos processos terapêuticos fonoaudiológicos

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-21T12:47:52Z No. of bitstreams: 1 Cinthia Dileine Ruzzante Tibério.pdf: 1183874 bytes, checksum: 3c1e7d0d18e8fb96e6cdffdfe7e8ed22 (MD5) / Made available in DSpace on 2017-03-21T12:47:52Z (GMT). No. of bitstreams: 1 Cinthia Dileine Ruzzante Tibério.pdf: 1183874 bytes, checksum: 3c1e7d0d18e8fb96e6cdffdfe7e8ed22 (MD5) Previous issue date: 2017-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The use of the language became deeply consolidated in the human culture, in addition to its use to communicate and share information. The language also has several social and cultural uses, such as identity expression, social stratification, maintenance of the community and entertainment. In this context, there were several studies which aimed to better understand the aspect considered important to assure the success of this ability, the process of the acquisition and development of the language. Our interest in adapting the Peabody Test of Vocabulary through Images to the Brazilian Portuguese raised due to the lack of tools to evaluate the vocabulary in early ages. This test evaluates the receptive vocabulary from two and a half years old up to over 90 years old. The lack of research focused on the extension of the receptive vocabulary of children in Brazilian literature contributed for this research, once in the literature in other countries there are studies referring to this extension. Once this issue is very relevant for the Brazilian education to monitor the amount of receptive vocabulary, this paper aims to determine the extension of the receptive vocabulary in a group of Brazilian children between two and six years old. The Peabody was applied in a private kindergarten school in São Paulo. The sample includes 100 children between two and a half years old and six years old. The results of this study were added and the average and the standard deviation were estimated according to the age and sex separately. An analysis of variance (ANOVA) was conducted in order to determine the influence of the age and sex upon the performance of the Peabody test and Tukey post hoc test to check the evolution of the receptive vocabulary in all ages. The evaluation of the receptive vocabulary with the Peabody test concludes that there is a significant difference in the performance of the Peabody depending on the age. The results indicate that the children had a greater extension of the receptive vocabulary according to their age – the older they were the better results they had. The extension of the vocabulary increased up to five years old, however, there was not a significant difference in the group of children between five and six years old, once the average was very similar. It was also observed that the data revealed there was not a significant difference considering the sex of the children / O uso da linguagem tornou-se profundamente consolidado na cultura humana, além de ser empregada para comunicar e compartilhar informações. A linguagem também possui vários usos sociais e culturais, como a expressão da identidade, a estratificação social, a manutenção da unidade em uma comunidade e o entretenimento. Neste contexto, vários estudos foram realizados no sentido de melhor compreender o aspecto que assumem ser importante para garantir o sucesso desta habilidade, o processo de aquisição e desenvolvimento da linguagem. Devido à escassez de instrumentos de avaliação do vocabulário em idades precoces, surgiu nosso interesse de adaptar para o Português Brasileiro o Teste de Vocabulário por Imagens Peabody. O teste avalia o vocabulário receptivo a partir dos dois anos e seis meses de idade até os 90 anos ou mais. A ausência de pesquisas referentes à extensão do vocabulário receptivo de crianças na literatura brasileira contribuiu para a realização desta pesquisa, uma vez que na literatura de outros países já existem estudos referentes a esta extensão. Sendo essa uma questão de grande relevância para a educação brasileira monitorar a quantidade de vocabulário receptivo, o presente estudo teve como objetivo determinar a extensão do vocabulário receptivo de um grupo de crianças brasileiras de 2 a 6 anos. A aplicação do Peabody foi realizada em uma escola de educação infantil, da rede escolar particular da cidade de São Paulo. A amostra foi constituída por 100 crianças, com idade compreendida entre 2 anos e 6 meses a 6 anos. Os resultados obtidos neste estudo foram somados, estimado a média e o desvio-padrão para cada faixa etária e sexo separadamente. Foi conduzido uma análise de variância (ANOVA) com fins de determinar a influência de idade e sexo sobre o desempenho no teste Peabody e o teste post hoc de Tukey para testar se a evolução do vocabulário receptivo foi em todas as faixas etárias. A avaliação do vocabulário receptivo com o teste Peabody permitiu concluir que existe diferença significante no desempenho no Peabody em função da idade. Os resultados indicaram que as crianças tiveram uma extensão maior de vocabulário receptivo conforme o aumento da idade. A extensão do vocabulário foi crescente até os 5 anos, mas não houve diferença significante no desempenho entre as crianças de 5 e 6 anos, pois apresentaram médias muito semelhantes. Observamos também que dados revelaram que não houve efeito significativo quanto ao sexo das crianças

中文的一個獨特之處在於，字和詞這兩個水平的單位都可以傳達意義。在中文里，字和詞分別有其獨自的特點。大多數漢字都由部件組成，這些部件多數情況下與整字的讀音和意義有關。詞通常由兩個或兩個以上的字構成，其中多數是復合詞。根據詞中字之間的關系，復合詞有五種常見結構。由於字和詞都傳達意義，於是就產生了兩個漢語中特有的問題：一是字和詞之中哪一個是閱讀加工的基本單位，二是字詞加工之間的關系如何。之前的一些研究為回答這兩個問題提供了一些依據。一些以成人閱讀者作為被試的研究發現，雖然從形式上來講，字是中文文本的基本單位，但是在閱讀中通常作為基本加工單位的是詞。有些研究也發現詞和字的加工是相互影響的。 / 但是，這些研究很少以兒童作為對象。本文中的三個實驗試圖探索上述兩個問題在兒童閱讀者之中的答案，用三年級和五年級的香港本地兒童作為被試以探討有關加工隨著年齡發展的變化。在實驗 1 中，被試被要求讀出一些單字，以及由這些單字組成的詞。結果顯示多數在單字閱讀中出現的錯誤，在讀詞時得到了更正，說明詞有助於兒童對字的識別。與年長的兒童相比，年幼兒童更容易將單字混淆於其他意義相關的單字，或者混同於那些經常與目標字一起出現組成詞的單字，這表明年幼兒童的字加工更依賴於該字經常出現的語境。實驗 2 使用偏正結構詞，並列結構詞以及非詞等三種結構的刺激檢驗了詞的結構對於詞中字的加工的影響。同預期相反，該實驗的結果表明，在偏正結構的詞中，兒童對后一個字的反應并沒有因為其與整詞意義關聯緊密而更加準確和迅速。更有甚者，三年級和五年級的兒童對於偏正結構詞中前一個字的表現都好於后一個字，並且與並列結構詞和非詞相比，偏正結構中前一個字較之后一個字的優勢似乎更加突出。 / 雖然結果與預期不相符，但是三年級和五年級兒童表現比較一致，說明詞結構很有可能確實對其中的字的加工產生了影響，但是這個影響的機制並未由實驗 2揭示出。實驗 3 比較了字音和字形在詞加工中的作用。實驗結果顯示，與年長兒童相比，年幼兒童對於詞的閱讀更加依賴於讀音。探索字詞加工之間的關系需要更多的研究提供證據，而本研究的三個實驗則為以后的研究提供了一些方向。 / One of the unique features in Chinese is that two levels of unit, character and word, are both related to meaning. Both of them have their own features. Most characters are composed by radicals which may give a cue to the characters’ pronunciation and meaning. Words are mostly composed by no less than two characters, and most of them are compound words which usually have 5 types of morphological structures according to the relationship between the meaning of the whole word and its component characters. Since both characters and words convey meaning, two questions arise: which of them is the basic unit of processing when people read, and what is the relationship between readers’ character and word processing. Previous research has provided some evidence to answer these questions. Although characters are the basic graphic units in Chinese script, several studies have shown that adults’ reading is based on words rather than on characters. Meanwhile, it has been found that the processing of words and characters also affect each other. / However, not many studies used children as participants. In this thesis, three experiments were designed to explore these two questions. Children of grade 3 and 5 in Hong Kong primary school were used as participants to investigate the developmental change. In experiment 1, children were asked to read single characters and words that were composed by these characters. Results showed that words actually helped children to recognize characters, for most errors in single character reading got corrected in word reading. Compared to older children, younger children’s character processing was more likely to rely on the context that the character might appear, for they had more errors than older children of confusing the correct character with the word related or meaning related ones. In experiment 2, the effect of word’s morphological structure on the component characters was examined. Three types of structures, i.e., modifier words, coordinative words and nonwords were used to make comparison. The results were opposite to the expectations, for the closer relationship with the word didn’t get any advantage for the second characters in modifier words in lexical decision task. Moreover, both P3 and P5 children’s performance in modifier words on the first character was better than on the second character, and this difference was even larger than in coordinative words and nonwords. Since children of both grades showed the same pattern, the word’s morphological structure still seemed to have effects on the component characters processing, although the mechanism was not clear. Experiment 3 compared the influence of pronunciation and graphemic similarity on word reading, and compared to older children, younger children were more likely to rely on pronunciation, which was consistent with previous studies. This study provided possible directions for future study, and more evidence on the relation between children’s character and word processing is still needed. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Li, Tong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 55-62). / Abstracts also in Chinese; appendix includes Chinese. / Abstract --- p.i / Abstract (in Chinese) --- p.iii / Acknowledgements --- p.v / Table of contents --- p.vi / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Introduction of the basic characteristics of Chinese characters and words --- p.1 / Chapter 1.2 --- The relationship between processing of word and character --- p.7 / Chapter 1.3 --- The present study --- p.15 / Chapter 2 --- Experiment 1 --- p.18 / Chapter 2.1 --- Method --- p.18 / Chapter 2.1.1 --- Participants --- p.18 / Chapter 2.1.2 --- Material --- p.18 / Chapter 2.2 --- Results --- p.20 / Chapter 2.3 --- Discussion --- p.26 / Chapter 3 --- Experiment 2 --- p.28 / Chapter 3.1 --- Method --- p.29 / Chapter 3.1.1 --- Participants --- p.29 / Chapter 3.1.2 --- Material --- p.29 / Chapter 3.1.3 --- Procedures --- p.33 / Chapter 3.2 --- Results --- p..34 / Chapter 3.3 --- Discussion --- p.35 / Chapter 4 --- Experiment 3 --- p.38 / Chapter 4.1 --- Method --- p.38 / Chapter 4.1.1 --- Participants --- p.38 / Chapter 4.1.2 --- Material --- p.38 / Chapter 4.1.3 --- Procedures --- p.39 / Chapter 4.2 --- Results --- p..40 / Chapter 4.3 --- Discussion --- p.42 / Chapter 5 --- General Discussion --- p.43 / Appendix --- p.48 / Bibliography --- p.54

Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2007. / Bibliography: 269-288. / Introduction -- Literature review -- Methodology/theoretical considerations -- Negotiation as a choice -- Initiating negotiation sequences -- The response and final turns in negotiation sequences -- Repetition in negotiation of understanding -- Management of talk through pauses -- Observations and conclusion. / The role of negotiation has been investigated in the field of second language acquisition for over twenty years, however, limited attention has been given to negotiated peer interaction with younger learners. Moreover, related studies sometimes include baseline data of the English native speaker in native and nonnative dyads, but negotiation and its relevance to the nonnative speaker's first language is usually not examined. This study investigates how children negotiate partial or non-understanding in their first as well as in a second language (LI and L2), allowing an identification of similarities and differences in intra- and inter-language negotiation. -- Drawing on a mainly qualitative analysis of task-based interaction by 24 Australian-English and 24 Japanese school children (11-12 year olds), this cross-sectional study looks in a comprehensive way at functions and forms of negotiated interaction in their LI and between LI and L2 speakers of English. It establishes a framework, which permits understanding of the negotiation process and its contribution to language learning. In addition, the study teases out the role of Same-speaker and Other-speaker repetition, showing that all repetition can facilitate the learner's language development. Another innovative contribution of the research is that it addresses pragmatic features such as silent and voiced pauses and their impact on negotiation. -- This investigation advances our understanding in regard to analyses of specific negotiation features that have received little consideration so far. Furthermore, comparisons of LI patterns and norms allow for a grounded and informed approach when addressing L1/L2 interactions. The findings reveal that LI interactions can vary quite considerably from L1/L2 interactions, which raises issues relevant to language learners, teachers and linguists. / Mode of access: World Wide Web. / xii, 316 leaves ill

Thesis (Ph.D.)--University of Toronto, 2004. / Adviser: Joanne Rovet.

Thesis (doctoral)--Göteborgs universitet, 2005.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

This study reports on the investigation of the educators teaching methods at Grade 4 First Additional Language. The study focused on selected schools in Moretele APO. It took into consideration the teaching methods and the challenges of the environment educators found themselves in teaching FAL. The study used a qualitative method to investigate the teaching of FAL. The experiences and the qualifications of educators were taken into consideration during the empirical study when the observations and the interviews were conducted. The empirical investigation revealed that educators did not know how to teach reading in FAL. They knew less about new approaches to teaching reading and that reading was treated as a separate entity from speaking and writing. The conditions that they found themselves were appalling due to lack of motivation, overcrowding in classes, lack of resources and lack of support from the Department of Education. / Language Education, Arts and Culture / M.Ed. (Curriculum Studies)