Mazes in Typically Developing Bilingual Children

Kaur, Ramandeep; Hegde, Medha; Shruthi, T S; Kumaraswamy, Satish; Rao, T. A. Subba

doi:10.1179/jslh.2011.14.4.197

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…Consistent with this expectation, Loban (1976) reported lower rates of mazes in a group of 35 English-speaking children who were considered effective or proficient language users. However, if children show formulation problems and do not attempt to reformulate or repair them, it may indicate processing difficulties ( Kaur et al, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

“…There are few studies on maze production in general, and even fewer involving HS school-aged children ( Fiestas et al, 2005 ; Bedore et al, 2006 ; Carias and Ingram, 2006 ; Kaur et al, 2011 ; Taliancich-Klinger et al, 2013 , 2021 ; Byrd et al, 2015 ; Taliancich-Klinger and Bedore, 2019 ; Rojas and Irani, 2020 ). No studies to date, as far as we know, have examined maze production longitudinally in young HS with TLD and DLD.…”

Section: Introductionmentioning

confidence: 99%

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The use of mazes over time in Spanish heritage speakers in the US

Martinez-Nieto,

Moen,

Pierce

et al. 2023

Front. Psychol.

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IntroductionMazes are linguistic disfluencies such as filled pauses, repetitions, or revisions of grammatical, phonological, or lexical aspects of words that do not contribute to the meaning of a sentence. Bilingual children are believed to increase the numbers of mazes in their native or heritage language, the minority language, as they become more proficient in the second language, the societal language. Mazes may increase over time in bilingual Spanish-speaking children as they become more proficient in English, the societal language in the United States. However, current studies have not been conducted longitudinally. Higher rates of mazes in the heritage language over time may be due to changes in language proficiency and differences in processing demands in the children as they use more complex language. Moreover, children with developmental language disorder (DLD) can also present higher rates of mazes than children with typical language. Heritage speakers, therefore, are at risk of being misdiagnosed with DLD due to high rates of mazes. Currently, we do not understand what the typical rates of mazes are as heritage speakers get older and become more proficient in the societal language. The current study examined the type and frequency of Spanish mazes longitudinally in a group of 22 Spanish heritage speakers with and without DLD and determined the changes over time.MethodsA total of 11 children with typical language development (TLD) and 11 with DLD participated in this 5-year longitudinal study. Using a wordless picture book, children completed a retelling task in Spanish during the spring of each academic year (PK to 3rd grade) as part of a 5-h testing battery. Narratives were transcribed and coded for types of mazes (filled pauses, repetitions, grammatical revisions, phonological revisions, and lexical revisions).Results and conclusionThe results of the study indicate that TLD children increased their overall percentage of mazed words and utterances. The opposite pattern was observed in the DLD group, which decreased their percentage of mazed words and utterances. In contrast, both groups demonstrated a decrease in repetitions in first grade and an increase in third grade. Additionally, the TLD and DLD children decreased in the percentage of fillers in first grade and then increased in the third grade. Results suggest that maze use is quite variable in heritage speakers and does not necessarily differentiate groups. Clinicians should not rely solely on mazes to determine ability status. In fact, high use of mazes can reflect typical language development.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The use of mazes over time in Spanish heritage speakers in the US

Martinez-Nieto,

Moen,

Pierce

et al. 2023

Front. Psychol.

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Unique Patterns of Bilingual Speech: Factors Affecting Disfluency Rates in Russian–Hebrew Bilingual Children

Fichman,

Adelman,

Altman

2023

J Speech Lang Hear Res

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Purpose: Bilingual children often demonstrate a high rate of disfluencies, which might impact the diagnostic evaluation of fluency disorders; however, research on the rates and types of disfluencies in bilinguals' two languages is limited. The purpose of this research is to profile disfluencies of two types, stuttering-like disfluencies (SLDs) and other disfluencies (ODs), in the speech of Russian–Hebrew bilingual typically developing children, focusing on cross-linguistic differences and the effect of language proficiency in both languages. Method: Spontaneous narratives based on the Frog, Where Are You? (Mayer, 1969) picture book were collected in both languages from 40 bilingual Russian–Hebrew children aged 5;6–6;6 (years;months). The transcribed narratives were coded for SLD (sound, syllable, and monosyllabic word repetitions) and OD (multisyllabic word/phrase repetitions, interjections, and revisions), and their frequencies per 100 syllables were calculated. Results: Overall, most children had a percentage of SLD and OD below the cutoff point and within the existing criteria for stuttering diagnosis established based on monolingual data, but several children exceeded this stuttering criterion. Monosyllabic word repetitions (part of SLD) and interjections (part of OD) were more frequent in Hebrew than in Russian. Lower proficiency was associated with a higher percentage of monosyllabic word repetitions and of interjections in both languages. Conclusions: Bilingual disfluency criteria are needed, since based on the existing monolingual criteria, some children might be erroneously assessed as children who stutter, thus leading to overdiagnosis. The results support the claim that proficiency is an important factor in the production of disfluencies.

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Frequency of mazes in an experimental narrative task in monolingual English and Spanish-English bilingual children

Taliancich-Klinger

Bedore

2019

Clinical Linguistics & Phonetics

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Mazes in Typically Developing Bilingual Children

Cited by 4 publications

References 8 publications

The use of mazes over time in Spanish heritage speakers in the US

The use of mazes over time in Spanish heritage speakers in the US

Unique Patterns of Bilingual Speech: Factors Affecting Disfluency Rates in Russian–Hebrew Bilingual Children

Frequency of mazes in an experimental narrative task in monolingual English and Spanish-English bilingual children

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