The impetus behind this investigation was a little-understood syndrome of retarded language development known as developmental dysphasia. Little agreement exists with respect to the characterization of children classified dysphasic, and even less is known regarding the etiology of this problem. One theoretical position postulates a lag in the maturation of systems relevant to language acquisition. A second position is oriented toward specific deficits which impede the development of language skills in some children. An emerging theme ties the difficulties of dysphasic children to some type of cerebral dysfunction. Another issue concerns the scope of the problems of developmentally dysphasic children. The bulk of research in this area focuses on language-related measures although it has been suggested that the difficulties underlying developmental dysphasia may extend to non-language areas. The paucity of studies of non-language abilities of dysphasic children has contributed to conceptualizations of developmental dysphasia as exclusively a language-related problem. The principal aim of this investigation was to attempt to characterize children with developmental dysphasia within a neuropsychological context, evaluating the adequacy of current theories concerning the etiology of developmental dysphasia and looking at the abilities of dysphasic children in non-language areas. A group of children classified as developmentally dysphasic were compared with groups of normal and brain damaged children on measures of language (Reitan-Indiana Aphasia Screening Test), sensory-perceptual (Reitan-Klove Sensory-Perceptual Examination), and motor (Finger Oscillation Test and grip strength) abilities. A scoring procedure was designed which allowed for the qualitative evaluation of responses as they relate to the integrity of brain functions. Results indicated that children with cerebral damage perform more poorly than do control subjects on measures of normal language and sensory-perceptual and motor abilities, showing evidence of abnormalities across all areas. Children in the dysphasic group performed deficiently in the language area and had difficulties in the sensory-perceptual area. Motor performances of children in the dysphasic group, were substandard when compared to the motor abilities of normal children. These results support a theory of brain dysfunction as a contributing factor in the retarded development of language and other abilities in developmentally dysphasic children.

published_or_final_version / Surgery / Master / Master of Philosophy

Although there are many studies about the relationship between grammar and lexicon, there is a lack of studies examining the relationship between the growth of compound words and complex sentences. This study examined the relationship between compound words at the lexical level, and complex sentences, auxiliaries and modals, and coordinated subjects/objects at the grammatical level, for both brain-injured and typically developing children between the ages 4 and 6. For 10 typically developing children, 3091 utterances, and for 18 brain-injured children, 6460 utterances were examined. The results revealed that both groups showed a significant increase in the use of compound words and coordinated clauses. The growth of auxiliary and modal verbs is significant only for typically developing children and the growth of subordinate clauses is significant just for brain injured children. Moreover, there is an interaction between the growth of coordinate clauses and compound words just for brain injured children.

Teens around the world manifest with dysfunctional behaviour and according to statistics there was an increase of 75% in addictions, suicidal attempts and promiscuity among the youth in the past ten years. This study attempts to establish whether unresolved hurt and damaged emotions of the parents and even grandparents contribute to this affect amongst teens. The basic-theoretical chapter shows that dysfunctional families had already existed in the Bible. An example of this is the family of Abraham, Isaac and Jacob. Through the history of these Biblical families it is shown that certain patterns repeat themselves in generation after generation. The exegetical analysis of suitable Scriptures give Biblical guidelines with which damaged emotions, caused by intergenerational trauma, can be healed when assisted with the guidance of pastoral caregivers. The next chapter deals with contributions by various pastoral authors in connection with the theme of intergenerational trauma. According to their view there is a definite connection between the unresolved trauma of previous generations and the wounds of some of the current generation of teens. God based family structure on perfect harmony, but this relationship was broken because of the fall. It subsequently led to the inheritance of fractured relationships by mankind and the only way to repair this relationship is for man to repair his relationship with God. Only thereafter man would be able to repair his earthly relationships. According to empirical theory the research done on the children of Holocaust survivors was the first of its kind to be undertaken on secondary traumatization, which by its nature is connected to intergenerational distress. Although current literature gives some recognition to the problem of intergenerational distress, the total impact of secondary trauma on the next generation is still being ignored. Empirical researchers came to the overwhelming conclusion that trauma is "contagious". They furthermore concluded that there is a hiatus with regard to theological reflection in connection with the spiritual as well as the pastoral implications of this theme. Empirical research concluded that intergenerational distress can have a devastating and traumatic effect on the next generation. Unresolved trauma experienced by previous generations have the ability to wound the next generation, particularly the teenagers, on the physical, psychological, emotional and most of all on the spiritual level. Empirical research found that these wounds need a multidimensional approach and that Pastoral input is of utmost importance. The practical-theoretical theory reconciles the conclusions drawn from the auxiliary science as well as the results from the empirical research with Biblical principals drawn from the basic-theoretical chapter. This guidelines together with pastoral care, can guide the teenager suffering from the negative affects of intergenerational trauma towards emotional healing. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2008.

In the past children and adolescents with emotional problems and/or documented evidence of brain damage have often been systematically omitted from samples used for research exploring the elusive topic of learning disabilities. Previous conceptualizations of LD and attempts to define the same may have been premature in forming these exclusionary criteria. The purpose of this study was to employ psycho-educational, neuropsychological and socio-behavioral (Conners Rating Scale) variables in determining if definable subtypes exist within a diverse population of LD and overtly brain-damaged subjects.The 95 subjects selected had been referred for neuropsychological assessment at a large Midwestern medical center. The mean age of the sample was 10.6 yrs.; mean FSIQ = 102. Medically confirmed brain damage was documented for 45% of the sample.Cluster analysis which included behavioral data revealed 4 interpretable clusters. The largest segment (51%) of learners functioned within normal limits on all measures but demonstrated relatively stronger nonverbal than verbal skills. The second group (20%) was within normal limits on all psycho-educational and behavioral measures but demonstrated marked sensory deficits. A third and much smaller group (9%) was distinguished by its younger average age, high percentage of documented brain damage (75%), and clinically elevated levels of inattentiveness. The fourth group (20%) demonstrated both the poorest VIQ and achievement scores as well as significant problems with hyperactivity, inattentiveness, and conduct disorder.For comparison a second cluster analysis based on only psycho-educational and neuropsychological variables was calculated and yielded 2 interpretable clusters. The first subtype was the younger of the 2 groups and demonstrated stronger language skills. The second subtype, the older of the two, showed stronger nonverbal skills. Neither subgroup demonstrated clinically elevated behavioral concerns. The inclusion of behavioral variables within the cluster analysis would thus seem to be an important component in subtyping of subjects with learning difficulties.In neither of the cluster solutions (including or excluding behavior) was a cluster formed consisting exclusively of either BD or LD subjects. Percentages of BD in the analysis which included behavior ranged from 36% of the subjects in Group 2 to 75% of the subjects in Group 3. These findings are supportive of those of Arffa et al. (1989) and contribute to the notion that parallels may exist in cerebral function and/or structure between the LD and BD classifications. / Department of Educational Psychology

Although there are many studies about the relationship between grammar and lexicon, there is a lack of studies examining the relationship between the growth of compound words and complex sentences. This study examined the relationship between compound words at the lexical level, and complex sentences, auxiliaries and modals, and coordinated subjects/objects at the grammatical level, for both brain-injured and typically developing children between the ages 4 and 6. For 10 typically developing children, 3091 utterances, and for 18 brain-injured children, 6460 utterances were examined. The results revealed that both groups showed a significant increase in the use of compound words and coordinated clauses. The growth of auxiliary and modal verbs is significant only for typically developing children and the growth of subordinate clauses is significant just for brain injured children. Moreover, there is an interaction between the growth of coordinate clauses and compound words just for brain injured children.

Teens around the world manifest with dysfunctional behaviour and according to statistics there was an increase of 75% in addictions, suicidal attempts and promiscuity among the youth in the past ten years. This study attempts to establish whether unresolved hurt and damaged emotions of the parents and even grandparents contribute to this affect amongst teens. The basic-theoretical chapter shows that dysfunctional families had already existed in the Bible. An example of this is the family of Abraham, Isaac and Jacob. Through the history of these Biblical families it is shown that certain patterns repeat themselves in generation after generation. The exegetical analysis of suitable Scriptures give Biblical guidelines with which damaged emotions, caused by intergenerational trauma, can be healed when assisted with the guidance of pastoral caregivers. The next chapter deals with contributions by various pastoral authors in connection with the theme of intergenerational trauma. According to their view there is a definite connection between the unresolved trauma of previous generations and the wounds of some of the current generation of teens. God based family structure on perfect harmony, but this relationship was broken because of the fall. It subsequently led to the inheritance of fractured relationships by mankind and the only way to repair this relationship is for man to repair his relationship with God. Only thereafter man would be able to repair his earthly relationships. According to empirical theory the research done on the children of Holocaust survivors was the first of its kind to be undertaken on secondary traumatization, which by its nature is connected to intergenerational distress. Although current literature gives some recognition to the problem of intergenerational distress, the total impact of secondary trauma on the next generation is still being ignored. Empirical researchers came to the overwhelming conclusion that trauma is "contagious". They furthermore concluded that there is a hiatus with regard to theological reflection in connection with the spiritual as well as the pastoral implications of this theme. Empirical research concluded that intergenerational distress can have a devastating and traumatic effect on the next generation. Unresolved trauma experienced by previous generations have the ability to wound the next generation, particularly the teenagers, on the physical, psychological, emotional and most of all on the spiritual level. Empirical research found that these wounds need a multidimensional approach and that Pastoral input is of utmost importance. The practical-theoretical theory reconciles the conclusions drawn from the auxiliary science as well as the results from the empirical research with Biblical principals drawn from the basic-theoretical chapter. This guidelines together with pastoral care, can guide the teenager suffering from the negative affects of intergenerational trauma towards emotional healing. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2008.

Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003. / Also held in print (251 leaves, 30 cm.) in North Shore Theses Collection (T 617.4810443083 JON).

Thesis (M. Phil.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 90-101).

Thesis (Ph. D.)--University of California, San Diego, 1999. / Vita. Includes bibliographical references.