Idioms Research Articles

A Comparative Analysis of Idiomatic Expressions in English and Azerbaijani: Cultural and Linguistic Insights

This study examines idiomatic expressions in English and Azerbaijani, focusing on their semantic, structural, and cultural features through a comparative lens. Idioms, as fixed phrases with figurative meanings, offer valuable insights into the cultural and linguistic landscapes of their respective languages. Drawing on examples from English and Azerbaijani, the study identifies similarities and differences in idiomatic structures, grammatical organization, and cultural connotations. The findings reveal that while idioms in both languages share universal characteristics, such as anthropocentrism and the use of metaphor, they also display unique structural and cultural traits shaped by their linguistic systems. The research highlights the importance of idioms in intercultural communication and their role in understanding the worldview of language speakers. By exploring the equivalence and variability of idioms across languages, the study contributes to the broader field of comparative phraseology and cross-linguistic analysis.

Selective Mutism in the Context of Autism and Bilingualism.

Juan is a 5-year-old boy who has been followed by a developmental-behavioral pediatrician and pediatric neuropsychologist since being diagnosed with language delay and autism spectrum disorder at age 2 years. He is otherwise healthy and was born at term after a healthy pregnancy. His primary language is Spanish, and he has minimal interactions in English. His first words were at 20 months; they were not functional but rather words related to his interests such as "train." He began using 2 to 3-word phrases shortly after but only to request needs. He began speaking in complete sentences at age 4 years.A neuropsychological evaluation was conducted at age 2 years during which Juan demonstrated repetitive behaviors such as hand-flapping, toe-walking, body rocking, and head banging. He displayed sensory seeking behaviors such as rubbing items on his face and close visual inspection. He did not respond to his name and his use of eye contact was inconsistent. He demonstrated rigidity and difficulty transitioning between activities. He did not engage in social reciprocity, and his facial expressions were limited. Minimal spontaneous language was observed, and expressive language largely consisted of echolalia in both languages. Juan was diagnosed with autism spectrum disorder and applied behavior analysis, speech and language therapy, and occupational therapy were recommended.Developmental-behavioral follow-up over the next 2 years noted improvements in behavior, transitions, and social interactions. He participated in early childhood intervention and early childhood special education with significant advances for speech and language in English and Spanish, demonstrating a large vocabulary. At 4 years, parents noted Juan to have reluctance to speak in English. He stopped speaking in English entirely for 3 weeks, though he continued to speak in Spanish. When he resumed speaking in English, it was only with people he knew well (e.g., parents, teachers, babysitter). In clinic, he did not speak to the English-speaking developmental-behavioral pediatrician but spoke in short sentences to the Spanish-speaking neuropsychologist.A repeat neuropsychological evaluation completed at age 5 years revealed that Juan had stopped speaking in English completely, even among those previously deemed "safe." Results were consistent with average cognitive abilities with a strength in verbal skills. Juan's single-word vocabulary in Spanish was exceptionally high. He did not provide expressive responses in English, but his receptive English vocabulary was high average. He responded to English language with nonverbal gestures or spoken language in Spanish. Parents reported Juan to display increased anxiety accompanied by extreme school refusal, behavioral difficulties, and reluctance to leave the home.Given this information, what are your diagnostic considerations and treatment recommendations?

Exploring the Feasibility and Acceptability of a Brief Online Dialogic Book-Sharing Training for Teaching Support Staff

Background/Objectives: In the UK, significant and rising numbers of children arrive in schools with marked deficits in key skills such as oral language. This rise has been further negatively impacted by the COVID-19 pandemic. Given this, the foundation phase of primary school education is a necessary environment for targeting language deficits. There is evidence to suggest that teaching assistant (TA)-led interventions can be effective when adequate training and support are provided. This study explored the feasibility of providing a brief, online dialogic book-sharing training to TAs, and whether this training would be effective in upskilling TAs and enable them to improve the language outcomes of children aged 3–7 years in a school context. Methods: North Wales primary schools were invited to nominate TAs for the two half-day training sessions. Five schools responded, and eleven TA–child dyads participated. Data were collected on recruitment, training acceptability and baseline, and post-training measures from TAs and children (2–3 weeks after the final training session) and 4–6 weeks after the first follow-up. Measures of TA competence and behavior were collected, along with measures of child language and behavior. Results: Schools and TAs were recruited; TAs reported positively to the training, and the results showed small to large effect size benefits on all TA skills and child expressive language with significant positive post-training effects on TAs’ use of reflections and child language abilities. However, these effects were somewhat reduced at follow-up. Conclusions: Overall, the results of this feasibility study provide positive evidence for this training as an accessible way for schools to strengthen their prevention infrastructures by professionalizing a growing, but relatively untrained, group within the school workforce.

A New Path to Enhance Students' Comprehensive Language Literacy based on Intelligent Language Laboratory

With the acceleration of globalization and the rapid development of information technology, the enhancement of language ability has become an important part of students' comprehensive literacy. This paper discusses the concept of “Intelligent Language Laboratory” and its application in improving students' comprehensive language literacy. By integrating modern information technology, language learning theory and teaching practice, the Smart Language Lab provides an interactive and personalized language learning environment for students. The study shows that the laboratory can effectively improve students' language expression, listening and speaking skills and cross-cultural communication skills, thus opening up a new path for cultivating comprehensively developed language talents.

Wearable EEG Neurofeedback Based-on Machine Learning Algorithms for Children with Autism: A Randomized, Placebo-controlled Study.

Behavioral interventions have been shown to ameliorate the electroencephalogram (EEG) dynamics underlying the behavioral symptoms of autism spectrum disorder (ASD), while studies have also demonstrated that mirror neuron mu rhythm-based EEG neurofeedback training improves the behavioral functioning of individuals with ASD. This study aimed to test the effects of a wearable mu rhythm neurofeedback training system based on machine learning algorithms for children with autism. A randomized, placebo-controlled study was carried out on 60 participants aged 3 to 6 years who were diagnosed with autism, at two center-based intervention sites. The neurofeedback group received active mu rhythm neurofeedback training, while the control group received a sham neurofeedback training. Other behavioral intervention programs were similar between the two groups. After 60 sessions of treatment, both groups showed significant improvements in several domains including language, social and problem behavior. The neurofeedback group showed significantly greater improvements in expressive language (P=0.013) and cognitive awareness (including joint attention, P=0.003) than did the placebo-controlled group. Artificial intelligence-powered wearable EEG neurofeedback, as a type of brain-computer interface application, is a promising assistive technology that can provide targeted intervention for the core brain mechanisms underlying ASD symptoms.

TRANSLATION STRATEGIES OF IDIOMATIC EXPRESSIONS IN "AN ABUNDANCE OF KATHERINES"

This study aims at investigating the translation strategies and the equivalence of idiomatic expressions in the "An Abundance of Katherines". The study employs a descriptive qualitative approach. The data source of the study was gathered from the novel "An Abundance of Katherines" and its translation. The data were collected randomly from the source text (ST) and target text (TT). The collected data were analyzed qualitatively based on idiomatic translation strategies, for instance paraphrasing the idiomatic expressions that maintain similar meanings through dissimilar styles or forms as the most frequently strategy employed by the translator. The results of this study indicate that the idiom translation strategy applied by the translator uses the idiom translation strategy with paraphrasing. This seems to be based on the idea that the translator tends to preserve the equivalence in meaning between the source and target languages, for example idioms are translated into non-idioms, idioms with idioms, etc. This research concludes that the translator seems to apply her own strategies by paraphrasing the source text idioms more often into non-idioms in the target text in order to obtain equivalence in meaning and culture. In general, the strategies of translation carried out by the translator can be categorized as acceptance translation and equivalence in terms of meaning and culture. Therefore, this study suggests for translators who wish to translate idioms from English into Indonesian should not be restricted on one theory of translation, but must be more flexible by considering the contextual and cultural factors.

Night Sleep, Parental Bedtime Practices and Language Development in Low-Risk Preterm and Full-Term Late Talkers: A Longitudinal Study in the Third Year of Life.

Background: Studies on night sleep and parental bedtime practices and their associations with language development in populations at risk of language delay and neonatal conditions, such as late talkers and preterm children, are scarce. Objectives: Our objective was to longitudinally examine the development of night sleep (total night sleep difficulties, settling, night waking, and co-sleeping), parental bedtime practices (total parental bedtime practices, active physical comforting, encouraging autonomy, and leaving to cry), and expressive language (word and sentence production), and their associations in low-risk preterm and full-term late talkers from 31 to 37 months of age. Methods: Parents of 38 late talkers, 19 low-risk preterm and 19 full-term children, completed the Italian versions of the Infant Sleep Questionnaire, the Parental Interactive Bedtime Behavior Scale, and the MacArthur-Bates Communicative Development Inventory Words and Sentences Long Form. Results: Late talkers' night sleep difficulties, such as settling to sleep and night waking, decreased over time, with low-risk preterm late talkers experiencing more night waking and co-sleeping than full-term peers. Parents reported that instances of active physical comforting and leaving to cry also decreased, with parents of low-risk preterm late talkers reporting higher active physical comforting scores than parents of full-term peers. Improvements in parental practices of encouraging autonomy were significantly associated with increased sentence production from 31 to 37 months. Conclusions: Findings highlight the importance of monitoring night sleep in preterm and full-term late talkers. They also suggest that populations vulnerable to sleep and language delays may particularly benefit from targeted interventions promoting autonomy in their bedtime routines, which, in turn, could support their language development trajectories.

Aggregate: fast, accurate, and flexible approximation of compound probability distributions

Abstract Aggregate implements an efficient fast Fourier transform (FFT)-based algorithm to approximate compound probability distributions. Leveraging FFT-based methods offers advantages over recursion and simulation-based approaches, providing speed and accuracy to otherwise time-consuming calculations. Combining user-friendly features and an expressive domain-specific language called DecL, Aggregate enables practitioners and nonprogrammers to work with complex distributions effortlessly. The software verifies the accuracy of its FFT-based numerical approximations by comparing their first three moments to those calculated analytically from the specified frequency and severity. This moment-based validation, combined with carefully chosen default parameters, allows users without in-depth knowledge of the underlying algorithm to be confident in the results. Aggregate supports a wide range of frequency and severity distributions, policy limits and deductibles, and reinsurance structures and has applications in pricing, reserving, risk management, teaching, and research. It is written in Python.

Foreign Language Anxiety Phenomenon and Coping Strategies among Students in Business English Audio-Visual and Speaking Courses

As a course that emphasizes practical international business communication skills, Business English Audiovisual Speaking requires students not only to master language skills, but also to be able to apply them flexibly in a real business environment. However, this highly practical and professional requirement often causes students to encounter difficulties in language comprehension, expression and failure to keep up with the progress in the learning process, thus triggering foreign language anxiety. Such anxiety not only affects students' learning efficiency, but also may lead them to fear negative evaluations and even refuse to communicate in a second language when necessary. Based on the theory of foreign language anxiety, this study takes students majoring in Business English in College G as the research object and analyzes in depth the phenomenon of students' foreign language anxiety in Business English Audiovisual Speaking course. It is found that students generally have moderate to severe foreign language and listening anxiety in this course. To this end, targeted coping strategies were proposed, including students' self-regulation strategies and teachers' effective teaching methods. These strategies aim to help students alleviate their foreign language anxiety, thereby improving their language learning, and ultimately cultivating high-quality talents who are competent in the international business environment. Through this study, we hope to provide an empirical basis for the field of business English education and contribute to the reduction of students' foreign language anxiety and the improvement of teaching quality.

EXPRESSIVE SPEECH ACTS IN DANIELLE STEEL'S A PERFECT LIFE

This study explores the use of expressive speech acts in Danielle Steel’s novel A Perfect Life, aiming to uncover how these acts contribute to character development and narrative progression. The primary objective is to analyze the prevalence and functions of expressive speech acts—such as expressions of pleasure, pain, joy, sorrow, like, dislike, and apology—within the text. The theoretical framework is grounded in speech act theory, particularly focusing on expressive speech acts as defined by J. L. Austin and further developed by John Searle. This research employs a qualitative approach to dissect and categorize the expressive language used by the novel’s main characters. The analysis reveals a notable dominance of dislike and apology among the expressive speech acts, with a lesser focus on pain, joy, and pleasure. Dislike emerges as the most frequently utilized act, reflecting significant emotional and narrative weight in the characters' interactions. The study's findings suggest that expressive speech acts are crucial in conveying emotional depth and relational dynamics within the novel. The implications of this research highlight the role of expressive speech acts in enhancing narrative engagement and character development. Understanding these dynamics offers valuable insights for literary analysis and can inform future studies on character expression in fiction. The study anticipates that further research could explore the comparative application of expressive speech acts across different genres and authors, expanding the understanding of emotional expression in literature.

Challenges in Translating Press Terminology in Arabic: An Analytical Study

This article explores the challenges of translating press terminology into Arabic, highlighting the importance of accurate translation for effective cross-cultural communication. Specific translation difficulties, including terms without direct equivalents, idiomatic expressions, and culturally sensitive phrases, are examined. Through a comparative analysis, the study identifies strategies such as standardization, adaptation, and paraphrasing to improve translation accuracy and readability. Recommendations for further research emphasize the need for standardized terminology and enhanced translator training to address these complexities and promote clarity in Arabic media.

Proficiency of Turing test on Nigerian Major Languages; Yoruba, Igbo and Hausa Using Google Translate

Google Translate performance evaluation in translating between English and three Nigerian languages: Yoruba, Igbo, and Hausa, highlighting its strengths and limitations using the Turing Test. The study assessed whether participants could distinguish Artificial Intelligence (AI) - generated translations from human translations which reveals that Google Translate handles basic communication in these languages but struggles with more complex linguistic features. The tool adequately translates straightforward sentences in Yoruba language, but falters with idiomatic expressions, proverbs, and tonal nuances, the same problem refects in Igbo language facing challenges with more complex sentences and dialectal variations, resulting in culturally irrelevant outputs. Hausa performed better due to the availability of a larger training dataset, delivering more accurate translations for common phrases, but still struggled with cultural and contextual nuances.The findings suggest that Google Translate's limitations prevent it from passing a Turing Test with native speakers of Yoruba, Igbo, and Hausa. While understandable translations are produced for basic sentences, native speakers can easily detect inconsistencies, awkward phrasing, and a lack of cultural nuance. These issues underscore the significant gap between AI translation and human-like proficiency for African languages. Keyword: Turing test, Nigerian Major Languages; Yoruba, Igbo, Hausa Using Google Translate Abiola, O.A., Adebisi R.O. & Akinola, S.O. (2024): Proficiency of Turing test on Nigerian Major Languages; Yoruba, Igbo and Hausa Using Google Translate. Journal of Advances in Mathematical & Computational Science. Vol. 12, No. 3. Pp 1-12 Available online at www.isteams.net/mathematics-computationaljournal. dx.doi.org/10.22624/AIMS/MATHS/V12N4P1

Vcfexpress: flexible, rapid user-expressions to filter and format VCFs.

Variant Call Format (VCF) files are the standard output format for various software tools that identify genetic variation from DNA sequencing experiments. Downstream analyses require the ability to query, filter, and modify them simply and efficiently. Several tools are available to perform these operations from the command line, including BCFTools, vembrane, slivar, and others. Here, we introduce vcfexpress, a new, high-performance toolset for the analysis of VCF files, written in the Rust programming language. It is nearly as fast as BCFTools, but adds functionality to execute user expressions in the lua programming language for precise filtering and reporting of variants from a VCF or BCF file. We demonstrate performance and flexibility by comparing vcfexpress to other tools using the vembrane benchmark. vcfexpress is available under the MIT license at https://github.com/brentp/vcfexpress. bpederse@gmail.com , aquinlan@genetics.utah.edu. Supplementary data are available at Bioinformatics online.

Language Profiles of School-Age Children With 16p11.2 Copy Number Variants in a Clinically Ascertained Cohort.

Individuals with proximal 16p11.2 copy number variants (CNVs), either deletions (16p11.2DS) or duplications (16p11.2Dup), are predisposed to neurodevelopmental difficulties and disorders, such as language disorders, intellectual disability, and autism spectrum disorder. The purpose of the current study was to characterize language profiles of school-age children with proximal 16p11.2 CNVs, in relation to the normative sample and unaffected siblings of children with 16p11.2DS. Standardized language tests were conducted in 33 school-age children with BP4-BP5 16p11.2 CNVs and eight unaffected siblings of children with 16p11.2DS to evaluate language production and comprehension skills across various language domains. A standardized intelligence test was also administered, and parents completed a standardized questionnaire to assess autistic traits. Language profiles were compared across 16p11.2 CNVs and intrafamilial pairs. The influence of nonverbal intelligence and autistic traits on language outcomes was investigated. No significant differences were found between children with 16p11.2DS and those with 16p11.2Dup, although both groups exhibited significantly poorer language skills compared to the normative sample and unaffected siblings of children with 16p11.2DS. Severe language deficits were identified in 70% of individuals with 16p11.2 CNVs across all language subdomains, with significantly better receptive vocabulary skills than overall receptive language abilities. In children with 16p11.2DS, expressive language deficits were more pronounced than receptive deficits. In contrast, only in children with 16p11.2Dup did nonverbal intelligence influence their language outcomes. The current study contributes to the deeper understanding of language profiles in 16p11.2 CNVs in a clinically ascertained cohort, indicating generalized deficits across multiple language domains, rather than a syndrome-specific pattern targeting specific subdomains. The findings underscore the importance of early diagnosis, targeted therapy, and monitoring of language skills in children with 16p11.2 CNVs. https://doi.org/10.23641/asha.27228702.

Prenatal diagnosis, ultrasound findings and pregnancy outcome of 7q11.23 deletion and duplication syndromes: what are the fetal features?

ObjectiveAnalyze the ultrasound findings, single nucleotide polymorphism array (SNP-array) results, and pregnancy outcomes of fetuses with 7q11.23 deletions and duplications in the second and third trimesters. Investigate the prenatal ultrasound characteristics and follow up information of these fetuses.MethodsSeven fetuses were diagnosed with 7q11.23 deletion and six with 7q11.23 duplication via SNP-array at the prenatal diagnosis center of a single Chinese tertiary medical center from January 2017 to May 2024. Maternal demographics, ultrasound findings, SNP-array results, pregnancy outcomes, and follow-up information were comprehensively reviewed and analyzed.ResultsThe copy number variations (CNVs) ranged from 1.43 Mb to 1.78 Mb in cases of 7q11.23 deletions and from 1.42 Mb to 1.68 Mb in cases of 7q11.23 duplications. These CNVs encompassed 29 OMIM-listed genes, including ELN, DNAJC30, GTF2IRD1, and GTF2I. Among the seven cases of 7q11.23 deletion syndrome, six exhibited ultrasound abnormalities. The main clinical phenotypes included three cases of intrauterine growth restriction and four cases of cardiovascular system abnormalities, specifically two cases with ventricular septal defects, one case with aortic narrowing, and one case with supravalvular pulmonary stenosis. One case was particularly notable, exhibiting complex multi-organ structural malformations. Out of six cases of 7q11.23 duplication syndrome, five exhibited ultrasound abnormalities. These included two cases of cardiovascular abnormalities: one case with a widened left ventricle and another case with a shortened fetal humerus length. One case revealed complex multi-organ structural malformations, including hydronephrosis, a microgallbladder, and a cleft lip and palate. All seven cases of 7q11.23 deletions and three cases of 7q11.23 duplications opted for termination of the pregnancy. The remaining three cases of 7q11.23 duplications chose to continue the pregnancy. One case underwent surgical treatment for a ventricular septal defect after birth, and the prognosis was favorable. Another case involved a full-term delivery, this child was followed up at the age of 4 and exhibited a phenotype of poor language expression ability.ConclusionOur study broadened the clinical phenotype spectrum of fetuses with 7q11.23 deletions and duplications. Additionally, it conducted a preliminary evaluation of prenatal ultrasound findings and postnatal clinical phenotypes in follow-up cases. The clinical phenotype of fetuses with 7q11.23 deletion and duplication syndromes involves multiple systems and is relatively complex. Cardiovascular abnormalities and intrauterine growth restriction are the most common clinical manifestations observed in prenatal 7q11.23 deletion syndrome. Fetuses with 7q11.23 duplications exhibit a wide range of clinical phenotypes that lack specificity.

Teaching English Idioms: A Focus on Cultural Adaptation and Contextual Learning in Kosovo - Case Study: Public International Business College in Mitrovica, Kosovo

This study investigates effective strategies for teaching idioms to English as a Foreign Language (EFL) students, emphasizing the complexity of idiomatic expressions, which often convey figurative meanings different from their literal interpretations. Idioms are pervasive in mass media, textbooks, and everyday communication, presenting a significant challenge for learners. Our research explores multiple strategies to enhance idiomatic competence, including the incorporation of English idioms into contextual stories, the use of visual aids, and engaging activities such as group discussions and role-playing. These approaches aim to boost student motivation and encourage active participation. Special attention is given to cultural adaptation, with a focus on prioritizing meaning over form to preserve the cultural essence of the target language. The study acknowledges the role of personal values in shaping awareness and behavior, which in turn influence value orientations and social character. We propose various exercises to assess students’ understanding of idioms, contributing to the development of culturally adaptive and contextually relevant teaching methodologies. Our findings suggest that these strategies not only improve idiomatic comprehension but also foster a deeper cultural connection and appreciation among learners. Received: 16 August 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

Ars Memoriae

Ars Memoriae, The Art to Remember analyzes the role of art within the larger history and evolution of external memory devices. It looks at material traces of remembering and the invention of an ever-changing body of language expressions, like signs and symbols, to enhance communication capabilities. I followed the process of externalizing emotions, knowledge, and information, starting in the Palaeolithic Stone Age about 3 million years ago, until, in a speculative future, it will be internalized again using artificial wetware, neuro-computers, and DNA coding. > Click on the image to download the PDF.

What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school-aged children with autism.

Language development in children with autism is influenced by proximal (e.g., parent language input) and distal (e.g., socioeconomic status) environmental constructs. Studies have found that "rich and responsive" parent language input supports autistic children's language development, and recent work has reported positive associations between measures of socioeconomic status (SES) and child language skills. However, little is known about how these proximal and distal environmental constructs interact to shape language development in autism. In a sample of 74 autistic school-aged children, the present study investigated the associations among measures of SES, the quantity and quality of language produced by parents and children during home-based dyadic parent-child interactions, and children's expressive and receptive language skills. Results showed that annual household income was positively associated with parent number of total words (NTW), parent number of different words (NDW), and parent mean length of utterance (MLU), while neither parent education level nor annual household income were significantly associated with measures of child language skills. Parent MLU was positively associated with child MLU and child expressive language skills. Findings suggest that annual household income may influence both the quantity and quality of parent language input, and that parent MLU, a qualitative measure of parent language input, may play a particularly important role in shaping autistic children's expressive language development. Future research should study longitudinal associations among SES, parent language input, and child language skills, as identifying environmental predictors of language skills in autism may facilitate the creation of more effective interventions that support language development.

Choosing the right methods during the formation of speaking skills

This article examines the selection of effective methods for developing speaking skills in English language education, with a particular focus on the grammar-translation method. While this traditional method supports foundational vocabulary and grammar acquisition, it presents challenges in fostering oral communication and active speaking skills. Through a survey of third-year English language teaching students, this study identifies both the advantages and limitations of the grammar-translation method in achieving balanced language proficiency. Additionally, the role of idiomatic expressions and cultural context is explored as essential components for enhancing communicative competence in language learners.

A meta-analysis of the relationship between speech and language development in children with nonsyndromic cleft palate with or without cleft lip

Objective Children with nonsyndromic cleft palate with or without cleft lip are at risk of speech production and language delays. In typical development, a strong relationship exists between speech and expressive language development. However, the understanding of this relationship in children with nonsyndromic cleft palate with or without cleft lip is incomplete. The objective of this study was to determine the average correlation between consonant inventory and two expressive language skills in children with NSCP ± L. Design The study used a random effects meta-analyses design. Articles were included by searching PubMed, APA PsycINFO, and ERIC. Main Outcome Measures Correlations between consonant inventory and (1) expressive vocabulary and (2) mean length of utterance. Result Based on eight studies representing 187 children with nonsyndromic cleft palate with or without cleft lip, consonant inventory was positively correlated with expressive vocabulary size (k = 8, z = 0.74, SE = .16, p < .001, [0.424, 1.052]). Using data from four studies, representing 83 children with nonsyndromic cleft palate with or without cleft lip, consonant inventory had a positive nonsignificant correlation with mean length of utterance (k = 4, z = 0.513, SE = 0.293, p = .081, [−0.063, 1.088]). Conclusion Results support a connection between consonant inventory and expressive vocabulary size in children with nonsyndromic cleft palate with or without cleft lip across four languages. Small consonant inventories are often associated with expressive language delays.