Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the there-and-then matters

PubMed Central

Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella; Goldin-Meadow, Susan; Levine, Susan C.

2014-01-01

This study examines the role of a particular kind of linguistic input––talk about the past and future, pretend, and explanations, that is, talk that is decontextualized––in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk has been shown to be particularly effective in predicting children’s language skills, but it is not clear why. We first explored the nature of parent decontextualized talk and found it to be linguistically richer than contextualized talk in parents of both TD and BI children. We then found, again for both groups, that parent decontextualized talk at child age 30 months was a significant predictor of child vocabulary, syntax, and narrative performance at kindergarten, above and beyond the child’s own early language skills, parent contextualized talk and demographic factors. Decontextualized talk played a larger role in predicting kindergarten syntax and narrative outcomes for children with lower syntax and narrative skill at 30 months, and also a larger role in predicting kindergarten narrative outcomes for children with BI than for TD children. The difference between the two groups stemmed primarily from the fact that children with BI had lower narrative (but not vocabulary or syntax) scores than TD children. When the two groups were matched in terms of narrative skill at kindergarten, the impact that decontextualized talk had on narrative skill did not differ for children with BI and for TD children. Decontextualized talk is thus a strong predictor of later language skill for all children, but may be particularly potent for children at the lower-end of the distribution for language skill. The findings also suggest that variability in the language development of children with BI is influenced not only by the biological characteristics of their lesions, but also by the language input they receive. PMID:25621756

Linguistic Interdependence between Spanish Language and English Language and Reading: A Longitudinal Exploration from Second through Fifth Grade

ERIC Educational Resources Information Center

Proctor, C. Patrick; Harring, Jeffrey R.; Silverman, Rebecca D.

2017-01-01

This study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using…

Towards Implicational Scales for Use in Chicano English Composition. Papers in Southwest English 1: Research Techniques and Prospects.

ERIC Educational Resources Information Center

Hoffer, Bates

Dialect analysis should follow the procedure for analysis of a new language: collection of a corpus of words, stories, and sentences and identifying structural features of phonology, morphology, syntax, and lexicon. Contrastive analysis between standard English and the native language is used and the ethnic dialect of English is described and…

English Learners (ELs) and Early Learning. Fast Facts

ERIC Educational Resources Information Center

Office of English Language Acquisition, US Department of Education, 2015

2015-01-01

The Office of English Language Acquisition (OELA) and Office of Early Learning (OEL) has synthesized key data on English learners (ELs) and early learning into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report include: (1) State-funded preschool programs with highest percentage of ELs: Fall 2013; (2)…

The Language of Fairness: how Cross-Linguistic Norms in Spanish and English Influence Reactions to Unfair Treatment.

PubMed

Birk, Sam J; Kausel, Edgar E

2016-11-14

We integrate recent findings from the linguistics literature with the organizational justice literature to examine how the language used to encode justice violations influences fairness perceptions. The study focused on the use of non-agentive syntax to encode mistakes in Spanish ("The vase was broken") versus using agentive syntax in English ("She broke the vase") influences event fairness perceptions. We hypothesized that when justice violations are encoded using Spanish, because the non-agentive syntax makes the responsible party less salient, the event would be perceived as less unfair. In Study 1 (n = 111), English-speaking participants rated the fairness of an event in which a mistake was made and an employee received a negative outcome. They rated it as more unfair (p < .01, η2 = .06) when the scenario was presented in agentive syntax. Experiment 2 (n = 70) used native English- and Spanish-speakers who watched a video of manager making a mistake. We found that Spanish-speakers used less agentive syntax (p < .01, η2 = .21), perceived the event as less unfair (p < .001, η2 = .23), and were more willing to help the manager who made the mistake. In Experiment 3 (n = 101) we replicated this effect controlling for cross-cultural differences and native language; further, we found an interaction between entity fairness (event vs. entity) and native language (Spanish vs. English) on citizenship intentions (p < .01, η2 = .08). These results extend our understanding of how language may influence relevant workplace attitudes.

ArdenML: The Arden Syntax Markup Language (or Arden Syntax: It's Not Just Text Any More!)

PubMed Central

Sailors, R. Matthew

2001-01-01

It is no longer necessary to think of Arden Syntax as simply a text-based knowledge base format. The development of ArdenML (Arden Syntax Markup Language), an XML-based markup language allows structured access to most of the maintenance and library categories without the need to write or buy a compiler may lead to the development of simple commercial and freeware tools for processing Arden Syntax Medical Logic Modules (MLMs)

Reports 1. The Yugoslav Serbo-Croatian-English Contrastive Project.

ERIC Educational Resources Information Center

Filipovic, Rudolf, Ed.

The first volume in this series contains 10 articles dealing with various aspects of Serbo-Croatian-English contrastive analysis. They are: "Research Guide for Project Workers. (I) Morphology and Syntax," by William Nemser and Vladimir Ivir; "Direction and Continuity in Contrastive Analysis," by Ranko Bugarski; "On Inversion in English and…

Meeting the Early Learning Challenge: Supporting English Language Learners

ERIC Educational Resources Information Center

Matthews, Hannah

2011-01-01

The Race to The Top-Early Learning Challenge (RTT-ELC) is designed to improve the quality of early learning and development and close the achievement gap for children with high needs. The Departments of Education and Health and Human Services define high needs to include children who are English learners, often referred to as English Language…

English-Afrikaans Intrasentential Code Switching: Testing a Feature Checking Account

ERIC Educational Resources Information Center

van Dulm, Ondene

2009-01-01

The work presented here aims to account for the structure of intrasentential code switching between English and Afrikaans within the framework of feature checking theory, a theory associated with minimalist syntax. Six constructions in which verb position differs between English and Afrikaans were analysed in terms of differences in the strength…

The syntax of DRAGOON: Evaluation and recommendations

NASA Technical Reports Server (NTRS)

Holloway, C. Michael

1992-01-01

Several different ways to add linguistic support for object-oriented programming to the Ada programming language have been proposed and developed in recent years. The Distributable Reusable Ada Generated from an Object-Oriented Notation (DRAGOON) language is one such Ada extension. The DRAGOON syntax is described for classes, objects, and inheritance, and the syntax is evaluated against the following five criteria: readability, writeability, lack of ambiguity, ease of translation, and consistency with existing Ada syntax. The evaluation reveals several deficiencies in the notation. A revised syntax that corrects these deficiencies is proposed.

What a Nonnative Speaker of English Needs to Learn through Listening.

ERIC Educational Resources Information Center

Bohlken, Robert; Macias, Lori

Teaching nonnative speakers of English to listen for the discriminating nuances of the language is an important but neglected aspect of American English language training. A discriminating listening process follows a sequence of distinguishing phonemes, supra segmental phonemes, morphemes, and syntax. Certain phonetic differences can be noted…

The Syntax-Semantics Interface in Distributed Morphology

ERIC Educational Resources Information Center

Kelly, Justin Robert

2013-01-01

Distributed Morphology (DM; Halle & Marantz 1993; Marantz 1997) is founded on the premise that the syntax is the only computational component of the grammar. Much research focuses on how this premise is relevant to the syntax-morphology interface in DM. In this dissertation, I examine theory-internal issues related to the syntax-semantics…

Early Mathematics Achievement Trajectories: English-Language Learner and Native English-Speaker Estimates, Using the Early Childhood Longitudinal Survey

PubMed Central

Roberts, Greg; Bryant, Diane

2012-01-01

This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998 –1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient students and within different primary language groups, and (d) estimate language-group trends in specific mathematics skill areas. The group of English-language proficient English-language learners (ELLs) was disaggregated into native Spanish speakers and native speakers of Asian languages, the 2 most prevalent groups of ELLs in the United States. Results of multilevel latent variable growth modeling suggest that primary language may be less salient than SES in explaining the mathematics achievement of English-language proficient ELLs. The study also found that mathematics-related school readiness is a key factor in explaining subsequent achievement differences and that the readiness gap is prevalent across the range of mathematics-related skills. PMID:21574702

Pedagogical Materials 1. The Yugoslav Serbo-Croatian-English Contrastive Project.

ERIC Educational Resources Information Center

Filipovic, Rudolf, Ed.

The first volume in this series on Serbo-Croatian-English contrastive analysis contains six articles. They are: "Contrastive Analysis and Error Analysis in Pedagogical Materials," by Rudolf Filipovic; "Errors in the Morphology and Syntax of the Parts of Speech in the English of Learners from the Serbo-Croatian-Speaking Area," by Vera Andrassy;…

The "New Oxford English Dictionary" Project.

ERIC Educational Resources Information Center

Fawcett, Heather

1993-01-01

Describes the conversion of the 22,000-page Oxford English Dictionary to an electronic version incorporating a modified Standard Generalized Markup Language (SGML) syntax. Explains that the database designers chose structured markup because it supports users' data searching needs, allows textual components to be extracted or modified, and allows…

Learning through English Language in Early Childhood Education: A Case of English Medium Schools in China

ERIC Educational Resources Information Center

Mwalongo, Leopard Jacob

2016-01-01

In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a…

(Il)Legitimate Language Skills and Membership: English Teachers' Perspectives on Early (English) Study Abroad Returnees in EFL Classrooms

ERIC Educational Resources Information Center

Song, Juyoung

2016-01-01

Via globalization, an increasing number of young English language learners have gone to English-speaking countries to acquire English skills as early as possible. As a result, quite a number of learners have returned to their countries of origin with new sets of skills and competencies. Focusing on this new group of English learners, this study…

Acquisition of English word stress patterns in early and late bilinguals

NASA Astrophysics Data System (ADS)

Guion, Susan G.

2004-05-01

Given early acquisition of prosodic knowledge as demonstrated by infants' sensitivity to native language accentual patterns, the question of whether learners can acquire new prosodic patterns across the life span arises. Acquisition of English stress by early and late Spanish-English and Korean-English bilinguals was investigated. In a production task, two-syllable nonwords were produced in noun and verb sentence frames. In a perception task, preference for first or last syllable stress on the nonwords was indicated. Also, real words that were phonologically similar to the nonwords were collected. Logistic regression analyses and ANOVAs were conducted to determine the effect of three factors (syllable structure, lexical class, and stress patterns of phonologically similar words) on the production and perception responses. In all three groups, stress patterns of phonologically similar real words predicted stress on nonwords. For the two other factors, early bilinguals patterned similarly to the native-English participants. Late Spanish-English bilinguals demonstrated less learning of stress patterns based on syllabic structure, and late Korean-English bilinguals demonstrated less learning of stress patterns based on lexical class than native-English speakers. Thus, compared to native speakers, late bilinguals' ability to abstract stress patterns is reduced and affected by the first language. [Work supported by NIH.

A Contrastive Approach for Teaching English as a Second Language to Indochinese Students.

ERIC Educational Resources Information Center

Phap, Dam Trung

The manual concentrates on features of English and Indochinese which are dissimilar and, therefore, potential problem areas. These areas were identified through: (1) a contrastive analysis of English and Indochinese (Lao, Cambodian, Vietnamese) phonology, morphology, and syntax; (2) an analysis of Indochinese students' errors; and (3) noting the…

Vowel reduction in word-final position by early and late Spanish-English bilinguals.

PubMed

Byers, Emily; Yavas, Mehmet

2017-01-01

Vowel reduction is a prominent feature of American English, as well as other stress-timed languages. As a phonological process, vowel reduction neutralizes multiple vowel quality contrasts in unstressed syllables. For bilinguals whose native language is not characterized by large spectral and durational differences between tonic and atonic vowels, systematically reducing unstressed vowels to the central vowel space can be problematic. Failure to maintain this pattern of stressed-unstressed syllables in American English is one key element that contributes to a "foreign accent" in second language speakers. Reduced vowels, or "schwas," have also been identified as particularly vulnerable to the co-articulatory effects of adjacent consonants. The current study examined the effects of adjacent sounds on the spectral and temporal qualities of schwa in word-final position. Three groups of English-speaking adults were tested: Miami-based monolingual English speakers, early Spanish-English bilinguals, and late Spanish-English bilinguals. Subjects performed a reading task to examine their schwa productions in fluent speech when schwas were preceded by consonants from various points of articulation. Results indicated that monolingual English and late Spanish-English bilingual groups produced targeted vowel qualities for schwa, whereas early Spanish-English bilinguals lacked homogeneity in their vowel productions. This extends prior claims that schwa is targetless for F2 position for native speakers to highly-proficient bilingual speakers. Though spectral qualities lacked homogeneity for early Spanish-English bilinguals, early bilinguals produced schwas with near native-like vowel duration. In contrast, late bilinguals produced schwas with significantly longer durations than English monolinguals or early Spanish-English bilinguals. Our results suggest that the temporal properties of a language are better integrated into second language phonologies than spectral qualities

Fuzzy Arden Syntax: A fuzzy programming language for medicine.

PubMed

Vetterlein, Thomas; Mandl, Harald; Adlassnig, Klaus-Peter

2010-05-01

The programming language Arden Syntax has been optimised for use in clinical decision support systems. We describe an extension of this language named Fuzzy Arden Syntax, whose original version was introduced in S. Tiffe's dissertation on "Fuzzy Arden Syntax: Representation and Interpretation of Vague Medical Knowledge by Fuzzified Arden Syntax" (Vienna University of Technology, 2003). The primary aim is to provide an easy means of processing vague or uncertain data, which frequently appears in medicine. For both propositional and number data types, fuzzy equivalents have been added to Arden Syntax. The Boolean data type was generalised to represent any truth degree between the two extremes 0 (falsity) and 1 (truth); fuzzy data types were introduced to represent fuzzy sets. The operations on truth values and real numbers were generalised accordingly. As the conditions to decide whether a certain programme unit is executed or not may be indeterminate, a Fuzzy Arden Syntax programme may split. The data in the different branches may be optionally aggregated subsequently. Fuzzy Arden Syntax offers the possibility to formulate conveniently Medical Logic Modules (MLMs) based on the principle of a continuously graded applicability of statements. Furthermore, ad hoc decisions about sharp value boundaries can be avoided. As an illustrative example shows, an MLM making use of the features of Fuzzy Arden Syntax is not significantly more complex than its Arden Syntax equivalent; in the ideal case, a programme handling crisp data remains practically unchanged when compared to its fuzzified version. In the latter case, the output data, which can be a set of weighted alternatives, typically depends continuously from the input data. In typical applications an Arden Syntax MLM can produce a different output after only slight changes of the input; discontinuities are in fact unavoidable when the input varies continuously but the output is taken from a discrete set of possibilities

A Pilot Validation Study of the Early Assessment Program English Examination

ERIC Educational Resources Information Center

White, Michael Anthony

2013-01-01

The purpose of this study was to determine whether results on the English Early Assessment Program (EAP) examination predict college-level English success. Previous research indicates a relationship between EAP college-prepared status and academic achievement. The present study is unique, in that student-level community college English grades were…

Space syntax in healthcare facilities research: a review.

PubMed

Haq, Saif; Luo, Yang

2012-01-01

Space Syntax is a theory and method that has been developing for the last 40 years. Originally conceived as a theory of "society and space," it has expanded to other areas. An important aspect of this is technical; it allows the quantification of layouts, and unit spaces within a layout, so that the environment itself can produce independent variables in quantitative research. Increasingly, it is being used to study healthcare facilities. Space Syntax has thereby become relevant to healthcare facilities researchers and designers. This paper attempts to explain Space Syntax to a new audience of healthcare designers, administrators, and researchers; it provides a literature review on the use of Space Syntax in healthcare facility research and suggests some possibilities for future application.

Vowel reduction in word-final position by early and late Spanish-English bilinguals

PubMed Central

2017-01-01

Vowel reduction is a prominent feature of American English, as well as other stress-timed languages. As a phonological process, vowel reduction neutralizes multiple vowel quality contrasts in unstressed syllables. For bilinguals whose native language is not characterized by large spectral and durational differences between tonic and atonic vowels, systematically reducing unstressed vowels to the central vowel space can be problematic. Failure to maintain this pattern of stressed-unstressed syllables in American English is one key element that contributes to a “foreign accent” in second language speakers. Reduced vowels, or “schwas,” have also been identified as particularly vulnerable to the co-articulatory effects of adjacent consonants. The current study examined the effects of adjacent sounds on the spectral and temporal qualities of schwa in word-final position. Three groups of English-speaking adults were tested: Miami-based monolingual English speakers, early Spanish-English bilinguals, and late Spanish-English bilinguals. Subjects performed a reading task to examine their schwa productions in fluent speech when schwas were preceded by consonants from various points of articulation. Results indicated that monolingual English and late Spanish-English bilingual groups produced targeted vowel qualities for schwa, whereas early Spanish-English bilinguals lacked homogeneity in their vowel productions. This extends prior claims that schwa is targetless for F2 position for native speakers to highly-proficient bilingual speakers. Though spectral qualities lacked homogeneity for early Spanish-English bilinguals, early bilinguals produced schwas with near native-like vowel duration. In contrast, late bilinguals produced schwas with significantly longer durations than English monolinguals or early Spanish-English bilinguals. Our results suggest that the temporal properties of a language are better integrated into second language phonologies than spectral

The Relative Importance of English versus Spanish Language Skills for Low-Income Latino English Language Learners' Early Language and Literacy Development

ERIC Educational Resources Information Center

Sonnenschein, Susan; Metzger, Shari R.; Dowling, Rebecca; Baker, Linda

2017-01-01

The association between monolingual children's early language abilities and their later reading performance is well established. However, for English language learners, the pattern of associations between early language skills and later literacy is much less well understood for English language learners. This study examined language predictors of…

[The value of SYNTAX score in predicting outcome patients undergoing percutaneous coronary intervention].

PubMed

Gao, Yue-chun; Yu, Xian-peng; He, Ji-qiang; Chen, Fang

2012-01-01

To assess the value of SYNTAX score to predict major adverse cardiac and cerebrovascular events (MACCE) among patients with three-vessel or left-main coronary artery disease undergoing percutaneous coronary intervention. 190 patients with three-vessel or left-main coronary artery disease undergoing percutaneous coronary intervention (PCI) with Cypher select drug-eluting stent were enrolled. SYNTAX score and clinical SYNTAX score were retrospectively calculated. Our clinical Endpoint focused on MACCE, a composite of death, nonfatal myocardial infarction (MI), stroke and repeat revascularization. The value of SYNTAX score and clinical SYNTAX score to predict MACCE were studied respectively. 29 patients were observed to suffer from MACCE, accounting 18.5% of the overall 190 patients. MACCE rates of low (≤ 20.5), intermediate (21.0 - 31.0), and high (≥ 31.5) tertiles according to SYNTAX score were 9.1%, 16.2% and 30.9% respectively. Both univariate and multivariate analysis showed that SYNTAX score was the independent predictor of MACCE. MACCE rates of low (≤ 19.5), intermediate (19.6 - 29.1), and high (≥ 29.2) tertiles according to clinical SYNTAX score were 14.9%, 9.8% and 30.6% respectively. Both univariate and multivariate analysis showed that clinical SYNTAX score was the independent predictor of MACCE. ROC analysis showed both SYNTAX score (AUC = 0.667, P = 0.004) and clinical SYNTAX score (AUC = 0.636, P = 0.020) had predictive value of MACCE. Clinical SYNTAX score failed to show better predictive ability than the SYNTAX score. Both SYNTAX score and clinical SYNTAX score could be independent risk predictors for MACCE among patients with three-vessel or left-main coronary artery disease undergoing percutaneous coronary intervention. Clinical SYNTAX score failed to show better predictive ability than the SYNTAX score in this group of patients.

Effect of a Targeted Early Literacy Intervention for English Learners

ERIC Educational Resources Information Center

Arellano, Elizabeth Michelle

2013-01-01

This study examined the effectiveness of a targeted early literacy intervention among Spanish-speaking kindergarten English Learners (ELs). Using a Response to Intervention (RtI) framework, participants were screened in English to ensure a need for additional literacy support. Selected students were then screened in Spanish, and students with…

An Empirical Investigation into Programming Language Syntax

ERIC Educational Resources Information Center

Stefik, Andreas; Siebert, Susanna

2013-01-01

Recent studies in the literature have shown that syntax remains a significant barrier to novice computer science students in the field. While this syntax barrier is known to exist, whether and how it varies across programming languages has not been carefully investigated. For this article, we conducted four empirical studies on programming…

A CURRICULUM FOR ENGLISH, TEACHER PACKET, GRADE 9.

ERIC Educational Resources Information Center

Nebraska Univ., Lincoln. Curriculum Development Center.

THE NEBRASKA ENGLISH CURRICULUM FOR GRADE NINE FOCUSES ON THE CONCEPT OF GENRE AND ACCOMPANYING LITERARY ATTITUDES AND DEVICES. SATIRE, COMEDY, AND THE EPIC ARE THE SUBJECTS OF THE LITERARY PROGRAM. LANGUAGE AND COMPOSITION STUDIES, BUILDING UPON EIGHTH-GRADE LANGUAGE HISTORY AND SYNTAX UNITS, CENTER ON GEOGRAPHIC AND SOCIAL DIALECTS, PHONOLOGY,…

Acquisition of Multiple Questions in English, Russian, and Malayalam

ERIC Educational Resources Information Center

Grebenyova, Lydia

2011-01-01

This article presents the results of four studies exploring the acquisition of the language-specific syntactic and semantic properties of multiple interrogatives in English, Russian, and Malayalam, languages that behave differently with respect to the syntax and semantics of multiple interrogatives. A corpus analysis investigated the frequency of…

Analysis of the English morphology by semantic networks

NASA Astrophysics Data System (ADS)

Žáček, Martin; Homola, Dan

2017-11-01

The article is devoted to study the morphology of natural language, in this case English language. The research is of the language is from the perspective of knowledge representation, when we look at the word as a concept in the Concept languages. The research is in the relationship of the individual words and their classification in the sentence. For the analysis there are used several methods (syntax, lexical categories, morphology). This article focuses mainly on the word, as the foundation of every natural language (English).

User-defined functions in the Arden Syntax: An extension proposal.

PubMed

Karadimas, Harry; Ebrahiminia, Vahid; Lepage, Eric

2015-12-11

The Arden Syntax is a knowledge-encoding standard, started in 1989, and now in its 10th revision, maintained by the health level seven (HL7) organization. It has constructs borrowed from several language concepts that were available at that time (mainly the HELP hospital information system and the Regenstrief medical record system (RMRS), but also the Pascal language, functional languages and the data structure of frames, used in artificial intelligence). The syntax has a rationale for its constructs, and has restrictions that follow this rationale. The main goal of the Standard is to promote knowledge sharing, by avoiding the complexity of traditional programs, so that a medical logic module (MLM) written in the Arden Syntax can remain shareable and understandable across institutions. One of the restrictions of the syntax is that you cannot define your own functions and subroutines inside an MLM. An MLM can, however, call another MLM, where this MLM will serve as a function. This will add an additional dependency between MLMs, a known criticism of the Arden Syntax knowledge model. This article explains why we believe the Arden Syntax would benefit from a construct for user-defined functions, discusses the need, the benefits and the limitations of such a construct. We used the recent grammar of the Arden Syntax v.2.10, and both the Arden Syntax standard document and the Arden Syntax Rationale article as guidelines. We gradually introduced production rules to the grammar. We used the CUP parsing tool to verify that no ambiguities were detected. A new grammar was produced, that supports user-defined functions. 22 production rules were added to the grammar. A parser was built using the CUP parsing tool. A few examples are given to illustrate the concepts. All examples were parsed correctly. It is possible to add user-defined functions to the Arden Syntax in a way that remains coherent with the standard. We believe that this enhances the readability and the robustness

The Psychic Organ Point of Autistic Syntax

ERIC Educational Resources Information Center

Amir, Dana

2013-01-01

This paper deals with autistic syntax and its expressions both in the fully fledged autistic structure and in the autistic zones of other personality structures. The musical notion of the organ point serves as a point of departure in an attempt to describe how autistic syntax transforms what was meant to constitute the substrate for linguistic…

Adding Concrete Syntax to a Prolog-Based Program Synthesis System

NASA Technical Reports Server (NTRS)

Fischer, Bernd; Visser, Eelco

2003-01-01

Program generation and transformation systems manipulate large, pa- rameterized object language fragments. Support for user-definable concrete syntax makes this easier but is typically restricted to certain object and meta languages. We show how Prolog can be retrofitted with concrete syntax and describe how a seamless interaction of concrete syntax fragments with an existing legacy meta-programming system based on abstract syntax is achieved. We apply the approach to gradually migrate the schemas of the AUTOBAYES program synthesis system to concrete syntax. Fit experiences show that this can result in a considerable reduction of the code size and an improved readability of the code. In particular, abstracting out fresh-variable generation and second-order term construction allows the formulation of larger continuous fragments and improves the locality in the schemas.

Some Lexical Redundancy Rules for English Nouns.

ERIC Educational Resources Information Center

Starosta, Stanley

In line with current thinking in transformational grammar, syntax as a system can and should be studied before a study is made of the use of that system. Chomsky's lexical redundancy rule is an area for further study, possibly to come closer to defining and achieving explanatory adequacy. If it is observed that English nouns come in two types,…

Early Childhood: Language and Bullying in an English-Medium School in China

ERIC Educational Resources Information Center

Lehman, Clayton Wayne

2017-01-01

The purpose of this small-scale study was to examine whether language is a factor in the reporting of bullying behavior by young English language learners enrolled in an early childhood program of an English-medium school in China. Further investigated was whether an English-only language policy affects the reporting of bullying behavior.…

Creating Clinical Fuzzy Automata with Fuzzy Arden Syntax.

PubMed

de Bruin, Jeroen S; Steltzer, Heinz; Rappelsberger, Andrea; Adlassnig, Klaus-Peter

2017-01-01

Formal constructs for fuzzy sets and fuzzy logic are incorporated into Arden Syntax version 2.9 (Fuzzy Arden Syntax). With fuzzy sets, the relationships between measured or observed data and linguistic terms are expressed as degrees of compatibility that model the unsharpness of the boundaries of linguistic terms. Propositional uncertainty due to incomplete knowledge of relationships between clinical linguistic concepts is modeled with fuzzy logic. Fuzzy Arden Syntax also supports the construction of fuzzy state monitors. The latter are defined as monitors that employ fuzzy automata to observe gradual transitions between different stages of disease. As a use case, we re-implemented FuzzyARDS, a previously published clinical monitoring system for patients suffering from acute respiratory distress syndrome (ARDS). Using the re-implementation as an example, we show how key concepts of fuzzy automata, i.e., fuzzy states and parallel fuzzy state transitions, can be implemented in Fuzzy Arden Syntax. The results showed that fuzzy state monitors can be implemented in a straightforward manner.

English Intonation and Computerized Speech Synthesis. Technical Report No. 287.

ERIC Educational Resources Information Center

Levine, Arvin

This work treats some of the important issues encountered in an attempt to synthesize natural sounding English speech from arbitrary written text. Details of the systems that interact in producing speech are described. The principal systems dealt with are phonology (intonation), phonetics, syntax, semantics, and text-view (discourse). Technical…

The relationship between executive functioning and language: Examining vocabulary, syntax, and language learning in preschoolers attending Head Start.

PubMed

White, Lisa J; Alexander, Alexandra; Greenfield, Daryl B

2017-12-01

Early childhood marks a time of dynamic development within language and cognitive domains. Specifically, a body of research focuses on the development of language as related to executive functions, which are foundational cognitive skills that relate to both academic achievement and social-emotional development during early childhood and beyond. Although there is evidence to support the relationship between language and executive functions, existing studies focus mostly on vocabulary and fail to examine other components of language such as syntax and language learning skills. To address this gap, this study examined the relationship between executive functioning (EF) and three aspects of language: syntax, vocabulary, and language learning. A diverse sample of 182 children (67% Latino and 33% African American) attending Head Start were assessed on both EF and language ability. Findings demonstrated that EF related to a comprehensive latent construct of language composed of vocabulary, syntax, and language learning. EF also related to each individual component of language. This study furthers our understanding of the complex relationship between language and cognitive development by measuring EF as it relates to various components of language in a sample of preschoolers from low-income backgrounds. Copyright © 2017 Elsevier Inc. All rights reserved.

Relative Weighting of Semantic and Syntactic Cues in Native and Non-Native Listeners' Recognition of English Sentences.

PubMed

Shi, Lu-Feng; Koenig, Laura L

2016-01-01

Non-native listeners do not recognize English sentences as effectively as native listeners, especially in noise. It is not entirely clear to what extent such group differences arise from differences in relative weight of semantic versus syntactic cues. This study quantified the use and weighting of these contextual cues via Boothroyd and Nittrouer's j and k factors. The j represents the probability of recognizing sentences with or without context, whereas the k represents the degree to which context improves recognition performance. Four groups of 13 normal-hearing young adult listeners participated. One group consisted of native English monolingual (EMN) listeners, whereas the other three consisted of non-native listeners contrasting in their language dominance and first language: English-dominant Russian-English, Russian-dominant Russian-English, and Spanish-dominant Spanish-English bilinguals. All listeners were presented three sets of four-word sentences: high-predictability sentences included both semantic and syntactic cues, low-predictability sentences included syntactic cues only, and zero-predictability sentences included neither semantic nor syntactic cues. Sentences were presented at 65 dB SPL binaurally in the presence of speech-spectrum noise at +3 dB SNR. Listeners orally repeated each sentence and recognition was calculated for individual words as well as the sentence as a whole. Comparable j values across groups for high-predictability, low-predictability, and zero-predictability sentences suggested that all listeners, native and non-native, utilized contextual cues to recognize English sentences. Analysis of the k factor indicated that non-native listeners took advantage of syntax as effectively as EMN listeners. However, only English-dominant bilinguals utilized semantics to the same extent as EMN listeners; semantics did not provide a significant benefit for the two non-English-dominant groups. When combined, semantics and syntax benefitted EMN

Emergence of Scale-Free Syntax Networks

NASA Astrophysics Data System (ADS)

Corominas-Murtra, Bernat; Valverde, Sergi; Solé, Ricard V.

The evolution of human language allowed the efficient propagation of nongenetic information, thus creating a new form of evolutionary change. Language development in children offers the opportunity of exploring the emergence of such complex communication system and provides a window to understanding the transition from protolanguage to language. Here we present the first analysis of the emergence of syntax in terms of complex networks. A previously unreported, sharp transition is shown to occur around two years of age from a (pre-syntactic) tree-like structure to a scale-free, small world syntax network. The observed combinatorial patterns provide valuable data to understand the nature of the cognitive processes involved in the acquisition of syntax, introducing a new ingredient to understand the possible biological endowment of human beings which results in the emergence of complex language. We explore this problem by using a minimal, data-driven model that is able to capture several statistical traits, but some key features related to the emergence of syntactic complexity display important divergences.

A Conformance Test Suite for Arden Syntax Compilers and Interpreters.

PubMed

Wolf, Klaus-Hendrik; Klimek, Mike

2016-01-01

The Arden Syntax for Medical Logic Modules is a standardized and well-established programming language to represent medical knowledge. To test the compliance level of existing compilers and interpreters no public test suite exists. This paper presents the research to transform the specification into a set of unit tests, represented in JUnit. It further reports on the utilization of the test suite testing four different Arden Syntax processors. The presented and compared results reveal the status conformance of the tested processors. How test driven development of Arden Syntax processors can help increasing the compliance with the standard is described with two examples. In the end some considerations how an open source test suite can improve the development and distribution of the Arden Syntax are presented.

The Arden Syntax standard for clinical decision support: experiences and directions.

PubMed

Samwald, Matthias; Fehre, Karsten; de Bruin, Jeroen; Adlassnig, Klaus-Peter

2012-08-01

Arden Syntax is a widely recognized standard for representing clinical and scientific knowledge in an executable format. It has a history that reaches back until 1989 and is currently maintained by the Health Level 7 (HL7) organization. We created a production-ready development environment, compiler, rule engine and application server for Arden Syntax. Over the course of several years, we have applied this Arden - Syntax - based CDS system in a wide variety of clinical problem domains, such as hepatitis serology interpretation, monitoring of nosocomial infections or the prediction of metastatic events in melanoma patients. We found the Arden Syntax standard to be very suitable for the practical implementation of CDS systems. Among the advantages of Arden Syntax are its status as an actively developed HL7 standard, the readability of the syntax, and various syntactic features such as flexible list handling. A major challenge we encountered was the technical integration of our CDS systems in existing, heterogeneous health information systems. To address this issue, we are currently working on incorporating the HL7 standard GELLO, which provides a standardized interface and query language for accessing data in health information systems. We hope that these planned extensions of the Arden Syntax might eventually help in realizing the vision of a global, interoperable and shared library of clinical decision support knowledge. Copyright © 2012 Elsevier Inc. All rights reserved.

Contribution of parenting to complex syntax development in preschool children with developmental delays or typical development.

PubMed

Moody, C T; Baker, B L; Blacher, J

2018-05-10

Despite studies of how parent-child interactions relate to early child language development, few have examined the continued contribution of parenting to more complex language skills through the preschool years. The current study explored how positive and negative parenting behaviours relate to growth in complex syntax learning from child age 3 to age 4 years, for children with typical development or developmental delays (DDs). Participants were children with or without DD (N = 60) participating in a longitudinal study of development. Parent-child interactions were transcribed and coded for parenting domains and child language. Multiple regression analyses were used to identify the contribution of parenting to complex syntax growth in children with typical development or DD. Analyses supported a final model, F(9,50) = 11.90, P < .001, including a significant three-way interaction between positive parenting behaviours, negative parenting behaviours and child delay status. This model explained 68.16% of the variance in children's complex syntax at age 4. Simple two-way interactions indicated differing effects of parenting variables for children with or without DD. Results have implications for understanding of complex syntax acquisition in young children, as well as implications for interventions. © 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

78 FR 63522 - Syntax Analytics, LLC and Syntax ETF Trust; Notice of Application

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-24

... Analytics, LLC and Syntax ETF Trust; Notice of Application October 18, 2013. AGENCY: Securities and Exchange... Trust (``Trust''). Summary of Application: Applicants request an order that permits: (a) Actively... unit investment trusts outside of the same group of investment companies as the series to acquire...

Syntax-induced pattern deafness

PubMed Central

Endress, Ansgar D.; Hauser, Marc D.

2009-01-01

Perceptual systems often force systematically biased interpretations upon sensory input. These interpretations are obligatory, inaccessible to conscious control, and prevent observers from perceiving alternative percepts. Here we report a similarly impenetrable phenomenon in the domain of language, where the syntactic system prevents listeners from detecting a simple perceptual pattern. Healthy human adults listened to three-word sequences conforming to patterns readily learned even by honeybees, rats, and sleeping human neonates. Specifically, sequences either started or ended with two words from the same syntactic category (e.g., noun–noun–verb or verb–verb–noun). Although participants readily processed the categories and learned repetition patterns over nonsyntactic categories (e.g., animal–animal–clothes), they failed to learn the repetition pattern over syntactic categories, even when explicitly instructed to look for it. Further experiments revealed that participants successfully learned the repetition patterns only when they were consistent with syntactically possible structures, irrespective of whether these structures were attested in English or in other languages unknown to the participants. When the repetition patterns did not match such syntactically possible structures, participants failed to learn them. Our results suggest that when human adults hear a string of nouns and verbs, their syntactic system obligatorily attempts an interpretation (e.g., in terms of subjects, objects, and predicates). As a result, subjects fail to perceive the simpler pattern of repetitions—a form of syntax-induced pattern deafness that is reminiscent of how other perceptual systems force specific interpretations upon sensory input. PMID:19920182

Predictive Validity of Early Literacy Measures for Korean English Language Learners in the United States

ERIC Educational Resources Information Center

Han, Jeanie Nam; Vanderwood, Michael L.; Lee, Catherine Y.

2015-01-01

This study examined the predictive validity of early literacy measures with first-grade Korean English language learners (ELLs) in the United States at varying levels of English proficiency. Participants were screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF), DIBELS Nonsense Word Fluency…

Development of syntax of intuition-based learning model in solving mathematics problems

NASA Astrophysics Data System (ADS)

Yeni Heryaningsih, Nok; Khusna, Hikmatul

2018-01-01

The aim of the research was to produce syntax of Intuition Based Learning (IBL) model in solving mathematics problem for improving mathematics students’ achievement that valid, practical and effective. The subject of the research were 2 classes in grade XI students of SMAN 2 Sragen, Central Java. The type of the research was a Research and Development (R&D). Development process adopted Plomp and Borg & Gall development model, they were preliminary investigation step, design step, realization step, evaluation and revision step. Development steps were as follow: (1) Collected the information and studied of theories in Preliminary Investigation step, studied about intuition, learning model development, students condition, and topic analysis, (2) Designed syntax that could bring up intuition in solving mathematics problem and then designed research instruments. They were several phases that could bring up intuition, Preparation phase, Incubation phase, Illumination phase and Verification phase, (3) Realized syntax of Intuition Based Learning model that has been designed to be the first draft, (4) Did validation of the first draft to the validator, (5) Tested the syntax of Intuition Based Learning model in the classrooms to know the effectiveness of the syntax, (6) Conducted Focus Group Discussion (FGD) to evaluate the result of syntax model testing in the classrooms, and then did the revision on syntax IBL model. The results of the research were produced syntax of IBL model in solving mathematics problems that valid, practical and effective. The syntax of IBL model in the classroom were, (1) Opening with apperception, motivations and build students’ positive perceptions, (2) Teacher explains the material generally, (3) Group discussion about the material, (4) Teacher gives students mathematics problems, (5) Doing exercises individually to solve mathematics problems with steps that could bring up students’ intuition: Preparations, Incubation, Illumination, and

A Formative Study Investigating the Acquisition of Early Reading Skills among High School English Language Learners Beginning to Read English

ERIC Educational Resources Information Center

Bell, Athene Cooper

2012-01-01

A formative design experiment methodology was employed to investigate the acquisition of early reading skills for high school English language learners (ELLs) beginning to read English. A fundamental challenge facing high school ELLs entering schools in the United States for the first time is learning how to read. While there is considerable…

Developing and Validating a Survey of Korean Early Childhood English Teachers' Knowledge

ERIC Educational Resources Information Center

Kim, Jung In

2015-01-01

The main purpose of this study is to develop and validate a valid measure of the early childhood (EC) English teacher knowledge. Through extensive literature review on second/foreign language (L2/FL) teacher knowledge, early childhood teacher knowledge and early childhood language teacher knowledge, and semi-structured interviews from current…

A Study of Students' Assessment in Writing Skills of the English Language

ERIC Educational Resources Information Center

Javed, Muhammad; Juan, Wu Xiao; Nazli, Saima

2013-01-01

This paper addresses to evaluate and assess the students' competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/ grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural…

A Study of Students' Assessment in Writing Skills of the English Language

ERIC Educational Resources Information Center

Javed, Muhammad; Juan, Wu Xiao; Nazli, Saima

2013-01-01

This paper addresses to evaluate and assess the students' competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural…

Modeling the Arden Syntax for medical decisions in XML.

PubMed

Kim, Sukil; Haug, Peter J; Rocha, Roberto A; Choi, Inyoung

2008-10-01

A new model expressing Arden Syntax with the eXtensible Markup Language (XML) was developed to increase its portability. Every example was manually parsed and reviewed until the schema and the style sheet were considered to be optimized. When the first schema was finished, several MLMs in Arden Syntax Markup Language (ArdenML) were validated against the schema. They were then transformed to HTML formats with the style sheet, during which they were compared to the original text version of their own MLM. When faults were found in the transformed MLM, the schema and/or style sheet was fixed. This cycle continued until all the examples were encoded into XML documents. The original MLMs were encoded in XML according to the proposed XML schema and reverse-parsed MLMs in ArdenML were checked using a public domain Arden Syntax checker. Two hundred seventy seven examples of MLMs were successfully transformed into XML documents using the model, and the reverse-parse yielded the original text version of MLMs. Two hundred sixty five of the 277 MLMs showed the same error patterns before and after transformation, and all 11 errors related to statement structure were resolved in XML version. The model uses two syntax checking mechanisms, first an XML validation process, and second, a syntax check using an XSL style sheet. Now that we have a schema for ArdenML, we can also begin the development of style sheets for transformation ArdenML into other languages.

Adapting current Arden Syntax knowledge for an object oriented event monitor.

PubMed

Choi, Jeeyae; Lussier, Yves A; Mendoça, Eneida A

2003-01-01

Arden Syntax for Medical Logic Module (MLM)1 was designed for writing and sharing task-specific health knowledge in 1989. Several researchers have developed frameworks to improve the sharability and adaptability of Arden Syntax MLMs, an issue known as "curly braces" problem. Karadimas et al proposed an Arden Syntax MLM-based decision support system that uses an object oriented model and the dynamic linking features of the Java platform.2 Peleg et al proposed creating a Guideline Expression Language (GEL) based on Arden Syntax's logic grammar.3 The New York Presbyterian Hospital (NYPH) has a collection of about 200 MLMs. In a process of adapting the current MLMs for an object-oriented event monitor, we identified two problems that may influence the "curly braces" one: (1) the query expressions within the curly braces of Arden Syntax used in our institution are cryptic to the physicians, institutional dependent and written ineffectively (unpublished results), and (2) the events are coded individually within a curly braces, resulting sometimes in a large number of events - up to 200.

Adding Concrete Syntax to a Prolog-Based Program Synthesis System

NASA Technical Reports Server (NTRS)

Fischer, Bernd; Visser, Eelco

2004-01-01

Program generation and transformation systems work on two language levels, the object-level (i e., the language of the manipulated programs), and the meta-level (i.e., the implementation language of the system itself). The meta-level representations of object-level program fragments are usually built in an essentially syntax-free fashion using the operations provided by the meta-language. However, syntax matters and a large conceptual distance between the two languages makes it difficult to maintain and extend such systems. Here we describe how an existing Prolog-based system can gradually be retrofitted with concrete object-level syntax, thus shrinking this distance.

Retrofitting the AutoBayes Program Synthesis System with Concrete Syntax

NASA Technical Reports Server (NTRS)

Fischer, Bernd; Visser, Eelco

2004-01-01

AutoBayes is a fully automatic, schema-based program synthesis system for statistical data analysis applications. Its core component is a schema library. i.e., a collection of generic code templates with associated applicability constraints which are instantiated in a problem-specific way during synthesis. Currently, AutoBayes is implemented in Prolog; the schemas thus use abstract syntax (i.e., Prolog terms) to formulate the templates. However, the conceptual distance between this abstract representation and the concrete syntax of the generated programs makes the schemas hard to create and maintain. In this paper we describe how AutoBayes is retrofitted with concrete syntax. We show how it is integrated into Prolog and describe how the seamless interaction of concrete syntax fragments with AutoBayes's remaining legacy meta-programming kernel based on abstract syntax is achieved. We apply the approach to gradually mitigate individual schemas without forcing a disruptive migration of the entire system to a different First experiences show that a smooth migration can be achieved. Moreover, it can result in a considerable reduction of the code size and improved readability of the code. In particular, abstracting out fresh-variable generation and second-order term construction allows the formulation of larger continuous fragments.

SYNTAX Score and Long-Term Outcomes: The BARI-2D Trial.

PubMed

Ikeno, Fumiaki; Brooks, Maria Mori; Nakagawa, Kaori; Kim, Min-Kyu; Kaneda, Hideaki; Mitsutake, Yoshiaki; Vlachos, Helen A; Schwartz, Leonard; Frye, Robert L; Kelsey, Sheryl F; Waseda, Katsuhisa; Hlatky, Mark A

2017-01-31

The extent of coronary disease affects clinical outcomes and may predict the effectiveness of coronary revascularization with either coronary artery bypass graft (CABG) surgery or percutaneous coronary intervention (PCI). The SYNTAX (Synergy Between Percutaneous Coronary Intervention With Taxus and Cardiac Surgery) score quantifies the extent of coronary disease. This study sought to determine whether SYNTAX scores predicted outcomes and the effectiveness of coronary revascularization compared with medical therapy in the BARI-2D (Bypass Angioplasty Revascularization Investigation 2 Diabetes) trial. Baseline SYNTAX scores were retrospectively calculated for BARI-2D patients without prior revascularization (N = 1,550) by angiographic laboratory investigators masked to patient characteristics and outcomes. The primary outcome was major cardiovascular events (a composite of death, myocardial infarction, and stroke) over 5 years. A mid/high SYNTAX score (≥23) was associated with a higher risk of major cardiovascular events (hazard ratio: 1.36, confidence interval: 1.07 to 1.75, p = 0.01). Patients in the CABG stratum had significantly higher SYNTAX scores: 36% had mid/high SYNTAX scores compared with 13% in the PCI stratum (p < 0.001). Among patients with low SYNTAX scores (≤22), major cardiovascular events did not differ significantly between revascularization and medical therapy, either in the CABG stratum (26.1% vs. 29.9%, p = 0.41) or in the PCI stratum (17.8% vs. 19.2%, p = 0.84). Among patients with mid/high SYNTAX scores, however, major cardiovascular events were lower after revascularization than with medical therapy in the CABG stratum (15.3% vs. 30.3%, p = 0.02), but not in the PCI stratum (35.6% vs. 26.5%, p = 0.12). Among patients with diabetes and stable ischemic heart disease, higher SYNTAX scores predict higher rates of major cardiovascular events and were associated with more favorable outcomes of revascularization compared with medical

Does syntax contribute to the function of duets in a parrot, Amazona auropalliata?

PubMed

Dahlin, Christine R; Wright, Timothy F

2012-07-01

Complex acoustic signals in many animal species are characterized by a syntax that governs how different notes are combined, but the importance of syntax to the communicative function of signals is not well understood. Mated pairs of yellow-naped amazons, Amazona auropalliata, produce coordinated vocal duets that are used for territory maintenance and defense. These duets follow rules that specify the ordering of notes within duets, such as a strict alternation of sex-specific notes and a defined progression of note types through each duet. These syntactical rules may function to define sex-specific roles, improve coordination, and allow individuals to combine calls into meaningful sequences. As a first step toward understanding the functional significance of syntax, we conducted two separate audio playback experiments in which we presented nesting pairs with normal duets and duets with broken syntax (i.e., one of the syntactic rules was broken). In Experiment One, we reversed the order of female and male notes within note pairs while retaining the typical progression of note types through a duet. In Experiment Two we reversed the order of note types across a whole duet while retaining the typical female-male ordering within note pairs. We hypothesized that duets with broken syntax would be less-effective signals than duets with normal syntax and predicted that pairs would respond less to broken syntax than to normal duets. Contrary to predictions, we did not observe differences in response between treatments for any variables except latency to approach the speaker. After we combined data across experiments post hoc, we observed longer latencies to approach the speakers after playbacks of broken syntax duets, suggesting that pairs could differentiate between playbacks. These responses suggest that breaking one rule of duet syntax at a time does not result in detectable loss of signal efficacy in the context of territorial intrusions.

Phonetic Pause Unites Phonology and Semantics against Morphology and Syntax

ERIC Educational Resources Information Center

Sakarna, Ahmad Khalaf; Mobaideen, Adnan

2012-01-01

The present study investigates the phonological effect triggered by the different types of phonetic pause used in Quran on morphology, syntax, and semantics. It argues that Quranic pause provides interesting evidence about the close relation between phonology and semantics, from one side, and semantics, morphology, and syntax, from the other…

Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention

ERIC Educational Resources Information Center

Fien, Hank; Smith, Jean Louise M.; Baker, Scott K.; Chaparro, Erin; Baker, Doris Luft; Preciado, Jorge A.

2011-01-01

Delivering high-quality reading instruction to English language learners (ELLs) in the early grades is one of the most challenging issues facing schools. The report of the National Literacy Panel on Language-Minority Children and Youth (NLP; August & Shanahan, 2006) defined "English language learners" as students who come from language backgrounds…

The Development of Music Syntax: Some Observations of Music Babble in Young Children.

ERIC Educational Resources Information Center

Holahan, John M.

Using the analogy of language syntax, this paper describes the development of music syntax in children ages 5 months to 5 years. It is suggested that music syntax enables the child to comprehend familiar and unfamiliar music and to reproduce familiar music and create novel music. Observations were made in a day care center and a nursery school of…

Argument Realization in Second Language Acquisition of French and Spanish: A View from the Syntax-Pragmatics Interface

ERIC Educational Resources Information Center

Work, Nicola

2009-01-01

Recent research on monolingual (L1) and bilingual (2L1) language acquisition is exploring the idea that children's early deviant structures involving omission of obligatory subjects and objects might be due not so much to performance limitations or purely syntactic deficits, but rather to an immature interface between syntax and discourse. For…

What Artificial Grammar Learning Reveals about the Neurobiology of Syntax

ERIC Educational Resources Information Center

Petersson, Karl-Magnus; Folia, Vasiliki; Hagoort, Peter

2012-01-01

In this paper we examine the neurobiological correlates of syntax, the processing of structured sequences, by comparing FMRI results on artificial and natural language syntax. We discuss these and similar findings in the context of formal language and computability theory. We used a simple right-linear unification grammar in an implicit artificial…

The evolution of syntax: an exaptationist perspective.

PubMed

Fitch, W Tecumseh

2011-01-01

The evolution of language required elaboration of a number of independent mechanisms in the hominin lineage, including systems involved in signaling, semantics, and syntax. Two perspectives on the evolution of syntax can be contrasted. The "continuist" perspective seeks the evolutionary roots of complex human syntax in simpler combinatory systems used in animal communication systems, such as iteration and sequencing. The "exaptationist" perspective posits evolutionary change of function, so that systems today used for linguistic communication might previously have served quite different functions in earlier hominids. I argue that abundant biological evidence supports an exaptationist perspective, in general, and that it must be taken seriously when considering language evolution. When applied to syntax, this suggests that core computational components used today in language could have originally served non-linguistic functions such as motor control, non-verbal thought, or spatial reasoning. I outline three specific exaptationist hypotheses for spoken language. These three hypotheses each posit a change of functionality in a precursor circuit, and its transformation into a neural circuit or region specifically involved in language today. Hypothesis 1 suggests that the precursor mechanism for intentional vocal control, specifically direct cortical control over the larynx, was manual motor control subserved by the cortico-spinal tract. The second is that the arcuate fasciculus, which today connects syntactic and lexical regions, had its origin in intracortical connections subserving vocal imitation. The third is that the specialized components of Broca's area, specifically BA 45, had their origins in non-linguistic motor control, and specifically hierarchical planning of action. I conclude by illustrating the importance of both homology (studied via primates) and convergence (typically analyzed in birds) for testing such evolutionary hypotheses.

Using SPSS syntax: a beginner's guide Jacqueline Collier Using SPSS syntax: a beginner's guide Sage Pages: 216 £24.99 9781412922180 1412922186 [Formula: see text].

PubMed

2011-01-21

As someone who is comfortable with analysing data in SAS using coding language, it is perplexing that I run from the use of syntax in SPSS. But, my apprehension has subsided with the Collier's guide. Syntax command can automate processes, increase reproducibility and give the user broader access to features otherwise unavailable in SPSS.

Potential Utility of the SYNTAX Score 2 in Patients Undergoing Left Main Angioplasty

PubMed Central

Madeira, Sérgio; Raposo, Luís; Brito, João; Rodrigues, Ricardo; Gonçalves, Pedro; Teles, Rui; Gabriel, Henrique; Machado, Francisco; Almeida, Manuel; Mendes, Miguel

2016-01-01

Background The revascularization strategy of the left main disease is determinant for clinical outcomes. Objective We sought to 1) validate and compare the performance of the SYNTAX Score 1 and 2 for predicting major cardiovascular events at 4 years in patients who underwent unprotected left main angioplasty and 2) evaluate the long-term outcome according to the SYNTAX score 2-recommended revascularization strategy. Methods We retrospectively studied 132 patients from a single-centre registry who underwent unprotected left main angioplasty between March 1999 and December 2010. Discrimination and calibration of both models were assessed by ROC curve analysis, calibration curves and the Hosmer-Lemeshow test. Results Total event rate was 26.5% at 4 years.The AUC for the SYNTAX Score 1 and SYNTAX Score 2 for percutaneous coronary intervention, was 0.61 (95% CI: 0.49-0.73) and 0.67 (95% CI: 0.57-0.78), respectively. Despite a good overall adjustment for both models, the SYNTAX Score 2 tended to underpredict risk. In the 47 patients (36%) who should have undergone surgery according to the SYNTAX Score 2, event rate was numerically higher (30% vs. 25%; p=0.54), and for those with a higher difference between the two SYNTAX Score 2 scores (Percutaneous coronary intervention vs. Coronary artery by-pass graft risk estimation greater than 5.7%), event rate was almost double (40% vs. 22%; p=0.2). Conclusion The SYNTAX Score 2 may allow a better and individualized risk stratification of patients who need revascularization of an unprotected left main coronary artery. Prospective studies are needed for further validation. PMID:27007223

Predicted Errors In Children's Early Sentence Comprehension

PubMed Central

Gertner, Yael; Fisher, Cynthia

2012-01-01

Children use syntax to interpret sentences and learn verbs; this is syntactic bootstrapping. The structure-mapping account of early syntactic bootstrapping proposes that a partial representation of sentence structure, the set of nouns occurring with the verb, guides initial interpretation and provides an abstract format for new learning. This account predicts early successes, but also telltale errors: Toddlers should be unable to tell transitive sentences from other sentences containing two nouns. In testing this prediction, we capitalized on evidence that 21-month-olds use what they have learned about noun order in English sentences to understand new transitive verbs. In two experiments, 21-month-olds applied this noun-order knowledge to two-noun intransitive sentences, mistakenly assigning different interpretations to “The boy and the girl are gorping!” and “The girl and the boy are gorping!”. This suggests that toddlers exploit partial representations of sentence structure to guide sentence interpretation; these sparse representations are useful, but error-prone. PMID:22525312

Posterior N1 asymmetry to English and Welsh words in Early and Late English-Welsh bilinguals.

PubMed

Grossi, Giordana; Savill, Nicola; Thomas, Enlli; Thierry, Guillaume

2010-09-01

We investigated the lateralization of the posterior event-related potential (ERP) component N1 (120-170 ms) to written words in two groups of bilinguals. Fourteen Early English-Welsh bilinguals and 14 late learners of Welsh performed a semantic categorization task on separate blocks of English and Welsh words. In both groups, the N1 was strongly lateralized over the left posterior sites for both languages. A robust correlation was found between N1 asymmetry for English and N1 asymmetry for Welsh words in both groups. Furthermore, in Late Bilinguals, the N1 asymmetry for Welsh words increased with years of experience in Welsh. These data suggest that, in Late Bilinguals, the lateralization of neural circuits involved in written word recognition for the second language is associated to the organization for the first language, and that increased experience with the second language is associated to a larger functional cerebral asymmetry in favor of the left hemisphere. Copyright (c) 2010 Elsevier B.V. All rights reserved.

Playing the Assessment Game: An English Early Childhood Education Perspective

ERIC Educational Resources Information Center

Basford, Jo; Bath, Caroline

2014-01-01

Assessment and the documentation of learning is an international issue in early childhood education (ECE) and has increasingly become a way for governments to exercise direct control over the practitioners working with young children. This paper details recent statutory guidance about assessment and documentation for English ECE settings and…

Effects of attention on the neural processing of harmonic syntax in Western music.

PubMed

Loui, Psyche; Grent-'t-Jong, Tineke; Torpey, Dana; Woldorff, Marty

2005-12-01

The effects of selective attention on the neural response to the violation of musical syntax were investigated in the present study. Musical chord progressions were played to nonmusicians while Event-Related Potentials (ERPs) were recorded. The five-chord progressions included 61% harmonically expected cadences (I-I(6)-IV-V-I), 26% harmonically unexpected cadences (I-I(6)-IV-V-N(6)), and 13% with one of the five chords having an intensity fadeout across its duration. During the attended condition, subjects responded by pressing a button upon detecting a fadeout in volume; during the unattended condition, subjects were given reading comprehension materials and instructed to ignore all auditory stimuli. In response to the harmonic deviant, an Early Anterior Negativity (EAN) was observed at 150-300 ms in both attention conditions, but it was much larger in amplitude in the attended condition. A second scalp-negative deflection was also identified at 380-600 ms following the harmonic deviants; this Late Negativity onset earlier during the attended condition. These results suggest strong effects of attention on the neural processing of harmonic syntax.

Home and Community Language Proficiency in Spanish-English Early Bilingual University Students.

PubMed

Schmidtke, Jens

2017-10-17

This study assessed home and community language proficiency in Spanish-English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey-Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.

What Is the Criterion of Interest in Identifying Limited-English Speaking Students: Language Dominance or Proficiency?

ERIC Educational Resources Information Center

Estes, Gary D.; Estes, Carole

The issue of using language proficiency or language dominance to assess programs for high school students with limited English speaking backgrounds is addressed. The development and initial analyses of the Competency Based Oral Language Assessment (COLA) are discussed. Three components of oral language are rated separately: semantics; syntax and…

Development of Early English Language and Literacy Skills among Spanish-Speaking Children: Does Preschool Make a Difference?

ERIC Educational Resources Information Center

Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha; Hou, Likun

2014-01-01

This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were…

MLM Builder: An Integrated Suite for Development and Maintenance of Arden Syntax Medical Logic Modules

PubMed Central

Sailors, R. Matthew

1997-01-01

The Arden Syntax specification for sharable computerized medical knowledge bases has not been widely utilized in the medical informatics community because of a lack of tools for developing Arden Syntax knowledge bases (Medical Logic Modules). The MLM Builder is a Microsoft Windows-hosted CASE (Computer Aided Software Engineering) tool designed to aid in the development and maintenance of Arden Syntax Medical Logic Modules (MLMs). The MLM Builder consists of the MLM Writer (an MLM generation tool), OSCAR (an anagram of Object-oriented ARden Syntax Compiler), a test database, and the MLManager (an MLM management information system). Working together, these components form a self-contained, unified development environment for the creation, testing, and maintenance of Arden Syntax Medical Logic Modules.

The role of stimulus-specific adaptation in songbird syntax generation

NASA Astrophysics Data System (ADS)

Wittenbach, Jason D.

Sequential behaviors are an important part of the behavioral repertoire of many animals and understanding how neural circuits encode and generate such sequences is a long-standing question in neuroscience. The Bengalese finch is a useful model system for studying variable action sequences. The songs of these birds consist of well-defined vocal elements (syllables) that are strung together to form sequences. The ordering of the syllables within the sequence is variable but not random - it shows complex statistical patterns (syntax). While often thought to be first-order, the syntax of the Bengalese finch song shows a distinct form of history dependence where the probability of repeating a syllable decreases as a function of the number of repetitions that have already occurred. Current models of the Bengalese finch song control circuitry offer no explanation for this repetition adaptation. The Bengalese finch also uses real-time auditory feedback to control the song syntax. Considering these facts, we hypothesize that repetition adaptation in the Bengalese finch syntax may be caused by stimulus-specific adaptation - a wide-spread phenomenon where neural responses to a specific stimulus become weaker with repeated presentations of the same stimulus. We begin by proposing a computational model for the song-control circuit where an auditory feedback signal that undergoes stimulus-specific adaptation helps drive repeated syllables. We show that this model does indeed capture the repetition adaptation observed in Bengalese finch syntax; along the way, we derive a new probabilistic model for repetition adaptation. Key predictions of our model are analyzed in light of experiments performed by collaborators. Next we extend the model in order to predict how the syntax will change as a function of brain temperature. These predictions are compared to experimental results from collaborators where portions of the Bengalese finch song circuit are cooled in awake and behaving birds

Longitudinal Prediction of 1st and 2nd Grade English Oral Reading Fluency in English Language Learners: Which Early Reading and Language Skills Are Better Predictors?

ERIC Educational Resources Information Center

Solari, Emily J.; Aceves, Terese C.; Higareda, Ignacio; Richards-Tutor, Cara; Filippini, Alexis L.; Gerber, Michael M.; Leafstedt, Jill

2014-01-01

This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish-speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic…

Early Literacy and the ESL Learner: Participants' Manual. For Early Childhood Educators Working with Children from Language Backgrounds Other Than English.

ERIC Educational Resources Information Center

Language Australia, Melbourne (Victoria).

This volume is a professional development resource for early childhood educators, especially designed for those working with children from language backgrounds other than English. This resource is designed to fill a gap in English-as-a-Second-Language (ESL) education that has neglected the professional development needs of teachers of preschool…

Syntax and Morphology in Danish-Speaking Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Brynskov, Cecilia; Eigsti, Inge-Marie; Jørgensen, Meta; Lemcke, Sanne; Bohn, Ocke-Schwen; Krøjgaard, Peter

2017-01-01

The current study examined delays in syntax and morphology, and vocabulary, in autism spectrum disorder (ASD). Children ages 4-6 years with ASD (n = 21) and typical development (n = 21), matched on nonverbal mental age, completed five language tasks. The ASD group had significant delays in both syntax and morphology, and vocabulary measures, with…

Idiom, syntax, and advanced theory of mind abilities in children with autism spectrum disorders.

PubMed

Whyte, Elisabeth M; Nelson, Keith E; Scherf, K Suzanne

2014-02-01

When researchers investigate figurative language abilities (including idioms) in children with autism spectrum disorder (ASD), syntax abilities may be more important than once considered. In addition, there are limitations to the overreliance on false-belief tasks to measure theory of mind (TOM) abilities. In the current study, the authors investigated idiom, syntax, and advanced TOM abilities in children with ASD compared to children with typical development (TD). Twenty-six children with ASD, ages 5 to 12 years, were compared to individuals in each of 2 control groups of children with TD: 1 matched on chronological age and nonverbal IQ, and 1 matched on syntax age-equivalence and raw scores. Idiom comprehension, syntax, vocabulary, and 2 measures of advanced TOM abilities were examined. Although children with ASD performed worse on idiom comprehension compared to the age-matched group with TD, they exhibited comparable idiom performance to the syntax-matched group with TD. Advanced TOM abilities were related to idiom comprehension for children with ASD, but not for children with TD, above the contributions of basic language abilities. Syntax abilities should be used as a matching variable when examining figurative or other late-developing language skills.

Generalizing the Arden Syntax to a Common Clinical Application Language.

PubMed

Kraus, Stefan

2018-01-01

The Arden Syntax for Medical Logic Systems is a standard for encoding and sharing knowledge in the form of Medical Logic Modules (MLMs). Although the Arden Syntax has been designed to meet the requirements of data-driven clinical event monitoring, multiple studies suggest that its language constructs may be suitable for use outside the intended application area and even as a common clinical application language. Such a broader context, however, requires to reconsider some language features. The purpose of this paper is to outline the related modifications on the basis of a generalized Arden Syntax version. The implemented prototype provides multiple adjustments to the standard, such as an option to use programming language constructs without the frame-like MLM structure, a JSON compliant data type system, a means to use MLMs as user-defined functions, and native support of restful web services with integrated data mapping. This study does not aim to promote an actually new language, but a more generic version of the proven Arden Syntax standard. Such an easy-to-understand domain-specific language for common clinical applications might cover multiple additional medical subdomains and serve as a lingua franca for arbitrary clinical algorithms, therefore avoiding a patchwork of multiple all-purpose languages between, and even within, institutions.

Vocabulary, Syntax, and Narrative Development in Typically Developing Children and Children with Early Unilateral Brain Injury: Early Parental Talk about the "There-and-Then" Matters

ERIC Educational Resources Information Center

Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella; Goldin-Meadow, Susan; Levine, Susan C.

2015-01-01

This study examines the role of a particular kind of linguistic input--talk about the past and future, pretend, and explanations, that is, talk that is decontextualized--in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk…

Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood

PubMed Central

Abbott, Robert D.; Fayol, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W.

2016-01-01

Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies—French (Study 1, n=1313) or English (Study 2, n=114) in early childhood (grade 2) and middle childhood (grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in grades 2 and 5, and longitudinal relationships for each skill with itself from grade 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especially for word reading to reading comprehension. Results show that, for both morphophonemic orthographies, assessment and instructional practices should be tailored to early or middle childhood, and early childhood reading comprehension may not be related to middle childhood spelling. Also discussed are findings applying only to English, for which word origin is primarily Anglo-Saxon in early childhood, but increasingly French in middle childhood. PMID:27818573

Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood.

PubMed

Abbott, Robert D; Fayol, Michel; Zorman, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W

2016-12-01

Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies-French (Study 1, n =1313) or English (Study 2, n =114) in early childhood (grade 2) and middle childhood (grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in grades 2 and 5, and longitudinal relationships for each skill with itself from grade 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especially for word reading to reading comprehension. Results show that, for both morphophonemic orthographies, assessment and instructional practices should be tailored to early or middle childhood, and early childhood reading comprehension may not be related to middle childhood spelling. Also discussed are findings applying only to English, for which word origin is primarily Anglo-Saxon in early childhood, but increasingly French in middle childhood.

Using Arden Syntax for the creation of a multi-patient surveillance dashboard.

PubMed

Kraus, Stefan; Drescher, Caroline; Sedlmayr, Martin; Castellanos, Ixchel; Prokosch, Hans-Ulrich; Toddenroth, Dennis

2015-10-09

Most practically deployed Arden-Syntax-based clinical decision support (CDS) modules process data from individual patients. The specification of Arden Syntax, however, would in principle also support multi-patient CDS. The patient data management system (PDMS) at our local intensive care units does not natively support patient overviews from customizable CDS routines, but local physicians indicated a demand for multi-patient tabular overviews of important clinical parameters such as key laboratory measurements. As our PDMS installation provides Arden Syntax support, we set out to explore the capability of Arden Syntax for multi-patient CDS by implementing a prototypical dashboard for visualizing laboratory findings from patient sets. Our implementation leveraged the object data type, supported by later versions of Arden, which turned out to be serviceable for representing complex input data from several patients. For our prototype, we designed a modularized architecture that separates the definition of technical operations, in particular the control of the patient context, from the actual clinical knowledge. Individual Medical Logic Modules (MLMs) for processing single patient attributes could then be developed according to well-tried Arden Syntax conventions. We successfully implemented a working dashboard prototype entirely in Arden Syntax. The architecture consists of a controller MLM to handle the patient context, a presenter MLM to generate a dashboard view, and a set of traditional MLMs containing the clinical decision logic. Our prototype could be integrated into the graphical user interface of the local PDMS. We observed that with realistic input data the average execution time of about 200ms for generating dashboard views attained applicable performance. Our study demonstrated the general feasibility of creating multi-patient CDS routines in Arden Syntax. We believe that our prototypical dashboard also suggests that such implementations can be relatively

Aortic Wall Extracellular Matrix Proteins Correlate with Syntax Score in Patients Undergoing Coronary Artery Bypass Surgery

PubMed Central

Chiong, Terri; Cheow, Esther S. H.; Woo, Chin C.; Lin, Xiao Y.; Khin, Lay W.; Lee, Chuen N.; Hartman, Mikael; Sze, Siu K.; Sorokin, Vitaly A.

2016-01-01

Aims: The SYNTAX score correlate with major cardiovascular events post-revascularization, although the histopathological basis is unclear. We aim to evaluate the association between syntax score and extracellular matrix histological characteristics of aortic punch tissue obtained during coronary artery bypass surgery (CABG). This analysis compares coronary artery bypass surgery patients with High and Low syntax score which were followed up for one year period. Methods and Results: Patients with High (score ≥ 33, (n=77)) and Low Syntax Scores (score ≤ 22, (n=71)) undergoing elective CABG were recruited prospectively. Baseline clinical characteristics and surgical risks were well matched. At 1 year, EMACCE (Sum of cardiovascular death, stroke, congestive cardiac failure, and limb, gut and myocardial ischemia) was significantly elevated in the High syntax group (P=0.022). Mass spectrometry (MS)-based quantitative iTRAQ proteomic results validated on independent cohort by immunohistochemistry (IHC) revealed that the High syntax group had significantly upraised Collagen I (P<0.0001) and Elastin (P<0.0001) content in ascending aortic wall. Conclusion: This study shows that aortic extracellular matrix (ECM) differ between High and Low syntax groups with up-regulation of Collagen I and Elastin level in High Syntax Score group. This identifies aortic punches collected during CABG as another biomarker source related with atherosclerosis severity and possible clinical outcome. PMID:27347220

The Screen Display Syntax for CAI.

ERIC Educational Resources Information Center

Richards, Boyd F.; Salisbury, David F.

1987-01-01

Describes four storyboard techniques frequently used in designing computer assisted instruction (CAI) programs, and explains screen display syntax (SDS), a new technique combining the major advantages of the storyboard techniques. SDS was developed to facilitate communication among designers, programmers, and editors working on a large CAI basic…

Development and Validation of Early Childhood Language Teacher Knowledge: A Survey Study of Korean Teachers of English

ERIC Educational Resources Information Center

Kim, Jung In

2013-01-01

As English becomes an international language in the world, there is a growing interest in developing English skills from early childhood. In Korea, the demand for English as a foreign language education for young children has increased considerably in the past decade. However, little is still known about the professional knowledge of an early…

Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

ERIC Educational Resources Information Center

Britsch, Susan

2010-01-01

Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus…

Executable medical guidelines with Arden Syntax-Applications in dermatology and obstetrics.

PubMed

Seitinger, Alexander; Rappelsberger, Andrea; Leitich, Harald; Binder, Michael; Adlassnig, Klaus-Peter

2016-08-12

Clinical decision support systems (CDSSs) are being developed to assist physicians in processing extensive data and new knowledge based on recent scientific advances. Structured medical knowledge in the form of clinical alerts or reminder rules, decision trees or tables, clinical protocols or practice guidelines, score algorithms, and others, constitute the core of CDSSs. Several medical knowledge representation and guideline languages have been developed for the formal computerized definition of such knowledge. One of these languages is Arden Syntax for Medical Logic Systems, an International Health Level Seven (HL7) standard whose development started in 1989. Its latest version is 2.10, which was presented in 2014. In the present report we discuss Arden Syntax as a modern medical knowledge representation and processing language, and show that this language is not only well suited to define clinical alerts, reminders, and recommendations, but can also be used to implement and process computerized medical practice guidelines. This section describes how contemporary software such as Java, server software, web-services, XML, is used to implement CDSSs based on Arden Syntax. Special emphasis is given to clinical decision support (CDS) that employs practice guidelines as its clinical knowledge base. Two guideline-based applications using Arden Syntax for medical knowledge representation and processing were developed. The first is a software platform for implementing practice guidelines from dermatology. This application employs fuzzy set theory and logic to represent linguistic and propositional uncertainty in medical data, knowledge, and conclusions. The second application implements a reminder system based on clinically published standard operating procedures in obstetrics to prevent deviations from state-of-the-art care. A to-do list with necessary actions specifically tailored to the gestational week/labor/delivery is generated. Today, with the latest versions of

Disentangling syntax and intelligibility in auditory language comprehension.

PubMed

Friederici, Angela D; Kotz, Sonja A; Scott, Sophie K; Obleser, Jonas

2010-03-01

Studies of the neural basis of spoken language comprehension typically focus on aspects of auditory processing by varying signal intelligibility, or on higher-level aspects of language processing such as syntax. Most studies in either of these threads of language research report brain activation including peaks in the superior temporal gyrus (STG) and/or the superior temporal sulcus (STS), but it is not clear why these areas are recruited in functionally different studies. The current fMRI study aims to disentangle the functional neuroanatomy of intelligibility and syntax in an orthogonal design. The data substantiate functional dissociations between STS and STG in the left and right hemispheres: first, manipulations of speech intelligibility yield bilateral mid-anterior STS peak activation, whereas syntactic phrase structure violations elicit strongly left-lateralized mid STG and posterior STS activation. Second, ROI analyses indicate all interactions of speech intelligibility and syntactic correctness to be located in the left frontal and temporal cortex, while the observed right-hemispheric activations reflect less specific responses to intelligibility and syntax. Our data demonstrate that the mid-to-anterior STS activation is associated with increasing speech intelligibility, while the mid-to-posterior STG/STS is more sensitive to syntactic information within the speech. 2009 Wiley-Liss, Inc.

Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

ERIC Educational Resources Information Center

Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis

2014-01-01

This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in…

Syntax Flowcharts for Advanced French Courses.

ERIC Educational Resources Information Center

Bryant, William H.

1983-01-01

The use of syntax flow charts as a graphic illustration of syntactic rules is suggested as both an instructional and a heuristic tool. Charts for these French structures are presented: negating of verbal expressions; balancing of conditional tenses; use of imperfect versus compound; agreement of past participles; and subjunctive sequences. (MSE)

Syntactic and Prosodic Computations in the Resolution of Relative Clause Attachment Ambiguity by English-French Learners

ERIC Educational Resources Information Center

Dekydtspotter, Laurent; Donaldson, Bryan; Edmonds, Amanda C.; Fultz, Audrey Liljestrand; Petrush, Rebecca A.

2008-01-01

This study investigates the manner in which syntax, prosody, and context interact when second- and fourth-semester college-level English-French learners process relative clause (RC) attachment to either the first noun phrase (NP1) or the second noun phrase (NP2) in complex nominal expressions such as "le secretaire du psychologue qui se promene"…

Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners.

PubMed

Ruiz-Felter, Roxanna; Cooperson, Solaman J; Bedore, Lisa M; Peña, Elizabeth D

2016-07-01

Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. To investigate the influence of age of first exposure to English and the amount of current input-output on phonological accuracy in English and Spanish in early bilingual Spanish-English kindergarteners. Also whether parent and teacher ratings of the children's intelligibility are correlated with phonological accuracy and the amount of experience with each language. Data for 91 kindergarteners (mean age = 5;6 years) were selected from a larger dataset focusing on Spanish-English bilingual language development. All children were from Central Texas, spoke a Mexican Spanish dialect and were learning American English. Children completed a single-word phonological assessment with separate forms for English and Spanish. The assessment was analyzed for segmental accuracy: percentage of consonants and vowels correct and percentage of early-, middle- and late-developing (EML) sounds correct were calculated. Children were more accurate on vowel production than consonant production and showed a decrease in accuracy from early to middle to late sounds. The amount of current input-output explained more of the variance in phonological accuracy than age of first English exposure. Although greater current input-output of a language was associated with greater accuracy in that language, English-dominant children were only significantly more accurate in English than Spanish on late sounds, whereas Spanish-dominant children were only significantly more accurate in Spanish than English on early sounds. Higher parent and teacher ratings of intelligibility in Spanish were correlated with greater consonant accuracy in Spanish, but the same did not hold for English. Higher intelligibility ratings in English were correlated with greater current English

The Roles of Motivation, Affective Attitudes, and Willingness to Communicate among Chinese Students in Early English Immersion Programs

ERIC Educational Resources Information Center

Knell, Ellen; Chi, Yanping

2012-01-01

Early English immersion in China has been studied from many angles, but no research to date has investigated affective variables, which may have a profound relevance to successful English acquisition. The present study examines the roles of motivation, attitudes towards learning English, willingness to communicate, perceived competence, language…

The Implementation of Contextual Approach in Solving Problems Understanding Syntax: "Sentence" Indonesian at Universities in Surakarta, Indonesia

ERIC Educational Resources Information Center

Wahyuni, Tutik; Suwandi, Sarwiji; Slamet, St. Y.; Andayani

2015-01-01

This study aims to: (1) assess the charge textbooks Syntax: "Sentence" bahasa Indonesia is based on a needs analysis; (2) analyzing the breakdown of understanding Syntax: "Sentence" Indonesian with contextual approach; (3) test the effectiveness of understanding Syntax: "Sentence" Indonesian with kontekstua approach.…

Walkability and walking for transport: characterizing the built environment using space syntax.

PubMed

Koohsari, Mohammad Javad; Owen, Neville; Cerin, Ester; Giles-Corti, Billie; Sugiyama, Takemi

2016-11-24

Neighborhood walkability has been shown to be associated with walking behavior. However, the availability of geographical data necessary to construct it remains a limitation. Building on the concept of space syntax, we propose an alternative walkability index, space syntax walkability (SSW). This study examined associations of the full walkability index and SSW with walking for transport (WT). Data were collected in 2003-2004 from 2544 adults living in 154 Census Collection Districts (CCD) in Adelaide, Australia. Participants reported past week WT frequency. Full walkability (consisting of net residential density, intersection density, land use mix, and net retail area ratio) and SSW (consisting of gross population density and a space syntax measure of street integration) were calculated for each CCD using geographic information systems and space syntax software. Generalized linear models with negative binomial variance and logarithmic link functions were employed to examine the associations of each walkability index with WT frequency, adjusting for socio-demographic variables. Two walkability indices were closely correlated (ρ = 0.76, p < 0.01). The associations of full walkability and SSW with WT frequency were positive, with regression coefficients of 1.12 (95% CI: 1.08, 1.17) and 1.14 (95% CI: 1.10, 1.19), respectively. SSW employs readily-available geographic data, yet is comparable to full walkability in its association with WT. The concept and methods of space syntax provide a novel approach to further understanding how urban design influences walking behaviors.

[Correlation of heart rate variability with SYNTAX II on chronic angina].

PubMed

Castro-de la Torre, Tatiana Chantal; Amador-Licona, Norma; Bernal-Ruíz, Enrique

2017-01-01

The heart rate variability (HRV) is a prognostic value of cardiovascular risk. It is unknown the correlation between HRV and coronary severity on patients with chronic angina. The objective was to determine the correlation between HRV and the SYNTAX II score in chronic angina. Cross-sectional study in patients of 18 years or older with stable angina and indication of coronary angiography who went to a third level center. The SYNTAX II score was established by using coronary angiography, while HRV was obtained by a 24-hour Holter ECG. The correlation between SYNTAX II and HRV was performed with Pearson's test. Values of SDNN < 100 ms and RMSSD < 15 ms were considered risk factors. 61 patients were included. 45 had a decreased value of SDNN (73.77%) and eight had a decreased value of RMSSD (13.11%). There was no correlation between HRV and SYNTAX II score. There were more events of ventricular tachycardia in the group of patients with low SDNN than in those with normal SDNN (15.5% vs. 0.0%; p = 0.04). There was no correlation between HRV and the severity of coronary artery disease in stable chronic ischemic heart disease. However, those patients with low HRV showed more events of ventricular tachycardia.

Teaching Petrarchan and Anti-Petrarchan Discourses in Early Modern English Lyrics

ERIC Educational Resources Information Center

Ribes, Purificación

2012-01-01

The aim of the present article is to help students realize that Petrarchism has been an influential source of inspiration for Early Modern English lyrics. Its topics and conventions have lent themselves to a wide variety of appropriations which the present selection of texts for analysis tries to illustrate. A few telling examples from Spenser,…

Generation of development environments for the Arden Syntax.

PubMed Central

Bång, M.; Eriksson, H.

1997-01-01

Providing appropriate development environments for specialized languages requires a significant development and maintenance effort. Specialized environments are therefore expensive when compared to their general-language counterparts. The Arden Syntax for Medical Logic Modules (MLM) is a standardized language for representing medical knowledge. We have used PROTEGE-II, a knowledge-engineering environment, to generate a number of experimental development environments for the Arden Syntax. MEDAILLE is the resulting MLM editor, which provides a user-friendly environment that allows users to create and modify MLM definitions. Although MEDAILLE is a generated editor, it has similar functionality, while reducing the programming effort, as compared to other MLM editors developed using traditional programming techniques. We discuss how developers can use PROTEGE-II to generate development environments for other standardized languages and for general programming languages. PMID:9357639

About Edible Restaurants: Conflicts between Syntax and Semantics as Revealed by ERPs

PubMed Central

Kos, Miriam; Vosse, Theo; van den Brink, Daniëlle; Hagoort, Peter

2010-01-01

In order to investigate conflicts between semantics and syntax, we recorded ERPs, while participants read Dutch sentences. Sentences containing conflicts between syntax and semantics (Fred eats in a sandwich…/Fred eats a restaurant…) elicited an N400. These results show that conflicts between syntax and semantics not necessarily lead to P600 effects and are in line with the processing competition account. According to this parallel account the syntactic and semantic processing streams are fully interactive and information from one level can influence the processing at another level. The relative strength of the cues of the processing streams determines which level is affected most strongly by the conflict. The processing competition account maintains the distinction between the N400 as index for semantic processing and the P600 as index for structural processing. PMID:21833277

Selective Preservation of Syntax in Alzheimer's Dementia.

ERIC Educational Resources Information Center

Kempler, Daniel; Curtiss, Susan

A study investigating the independence of linguistic abilities from each other, specifically the separability of syntax and semantics and the autonomy of syntactic abilities, is described. In the study, 30 individuals with Alzheimer's disease produced spontaneous conversations, completed sentences eliciting 16 grammatical forms, and when possible,…

Neural syntax: cell assemblies, synapsembles and readers

PubMed Central

Buzsáki, György

2010-01-01

Summary A widely discussed hypothesis in neuroscience is that transiently active ensembles of neurons, known as ‘cell assemblies’, underlie numerous operations of the brain, from encoding memories to reasoning. However, the mechanisms responsible for the formation and disbanding of cell assemblies and temporal evolution of cell assembly sequences are not well understood. I introduce and review three interconnected topics, which could facilitate progress in defining cell assemblies, identifying their neuronal organization and revealing causal relationships between assembly organization and behavior. First, I hypothesize that cell assemblies are best understood in light of their output product, as detected by ‘reader-actuator’ mechanisms. Second, I suggest that the hierarchical organization of cell assemblies may be regarded as a neural syntax. Third, constituents of the neural syntax are linked together by dynamically changing constellations of synaptic weights (‘synapsembles’). Existing support for this tripartite framework is reviewed and strategies for experimental testing of its predictions are discussed. PMID:21040841

Ready, Steady, Learn: School Readiness and Children's Voices in English Early Childhood Settings

ERIC Educational Resources Information Center

Brooks, Elspeth; Murray, Jane

2018-01-01

Internationally, school readiness is increasingly the rationale for early childhood education and care (ECEC). This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0-5 years also requires practitioners to listen to children's voices: discourse indicates dissonance between school readiness and…

Using Arden Syntax for the Generation of Intelligent Intensive Care Discharge Letters.

PubMed

Kraus, Stefan; Castellanos, Ixchel; Albermann, Matthias; Schuettler, Christina; Prokosch, Hans-Ulrich; Staudigel, Martin; Toddenroth, Dennis

2016-01-01

Discharge letters are an important means of communication between physicians and nurses from intensive care units and their colleagues from normal wards. The patient data management system (PDMS) used at our local intensive care units provides an export tool to create discharge letters by inserting data items from electronic medical records into predefined templates. Local intensivists criticized the limitations of this tool regarding the identification and the further processing of clinically relevant data items for a flexible creation of discharge letters. As our PDMS supports Arden Syntax, and the demanded functionalities are well within the scope of this standard, we set out to investigate the suitability of Arden Syntax for the generation of discharge letters. To provide an easy-to-understand facility for integrating data items into document templates, we created an Arden Syntax interface function which replaces the names of previously defined variables with their content in a way that permits arbitrary custom formatting by clinical users. Our approach facilitates the creation of flexible text sections by conditional statements, as well as the integration of arbitrary HTML code and dynamically generated graphs. The resulting prototype enables clinical users to apply the full set of Arden Syntax language constructs to identify and process relevant data items in a way that far exceeds the capabilities of the PDMS export tool. The generation of discharge letters is an uncommon area of application for Arden Syntax, considerably differing from its original purpose. However, we found our prototype well suited for this task and plan to evaluate it in clinical production after the next major release change of our PDMS.

Cognitive, Environmental, and Linguistic Predictors of Syntax in Fragile X Syndrome and Down Syndrome

ERIC Educational Resources Information Center

Estigarribia, Bruno; Martin, Gary E.; Roberts, Joanne E.

2012-01-01

Purpose: To examine which cognitive, environmental, and speech-language variables predict expressive syntax in boys with fragile X syndrome (FXS), boys with Down syndrome (DS), and typically developing (TD) boys, and whether predictive relationships differed by group. Method: We obtained Index of Productive Syntax ( Scarborough, 1990) scores for…

Joint action syntax in Japanese martial arts.

PubMed

Yamamoto, Yuji; Yokoyama, Keiko; Okumura, Motoki; Kijima, Akifumi; Kadota, Koji; Gohara, Kazutoshi

2013-01-01

Participation in interpersonal competitions, such as fencing or Japanese martial arts, requires players to make instantaneous decisions and execute appropriate motor behaviors in response to various situations. Such actions can be understood as complex phenomena emerging from simple principles. We examined the intentional switching dynamics associated with continuous movement during interpersonal competition in terms of their emergence from a simple syntax. Linear functions on return maps identified two attractors as well as the transitions between them. The effects of skill differences were evident in the second- and third-order state-transition diagrams for these two attractors. Our results suggest that abrupt switching between attractors is related to the diverse continuous movements resulting from quick responses to sudden changes in the environment. This abrupt-switching-quick-response behavior is characterized by a joint action syntax. The resulting hybrid dynamical system is composed of a higher module with discrete dynamics and a lower module with continuous dynamics. Our results suggest that intelligent human behavior and robust autonomy in real-life scenarios are based on this hybrid dynamical system, which connects interpersonal coordination and competition.

Early Oral Language and Later Reading Development in Spanish-Speaking English Language Learners: Evidence from a Nine-Year Longitudinal Study

ERIC Educational Resources Information Center

Kieffer, Michael J.

2012-01-01

Using nationally-representative, longitudinal data on a cohort of Spanish-speaking English language learners in the U.S., this study investigated the extent to which early oral language proficiency in Spanish and English predicts later levels and rates of growth in English reading. Latent growth models indicated that both Spanish and English…

Early Child L2 Acquisition: Age or Input Effects? Neither, or Both?

ERIC Educational Resources Information Center

Unsworth, Sharon

2016-01-01

This paper explores whether there is evidence for age and/or input effects in child L2 acquisition across three different linguistic domains, namely morphosyntax, vocabulary, and syntax-semantics. More specifically, it compares data from English-speaking children whose age of onset to L2 Dutch was between one and three years with data from…

A Structural History of English.

ERIC Educational Resources Information Center

Nist, John

This book combines a traditional history-of-the-language approach with modern linguistic analysis to discuss the history of English from Old English through Middle English, Early Modern English, Authoritarian English, Mature Modern English, to American English. The book begins with a discussion of the present status and structure of English. Each…

Context-Sensitive Clinical Alert Packages Written in Arden Syntax.

PubMed

Zeckl, Julia; Adlassnig, Katharina; Fossler, Renate; Blacky, Alexander; de Bruin, Jeroen S; Koller, Walter; Rappelsberger, Andrea; Adlassnig, Klaus-Peter

2017-01-01

An increasing body of raw patient data is generated on each day of a patient's stay at a hospital. It is of paramount importance that critical patient information be extracted from these large data volumes and presented to the patient's clinical caregivers as early as possible. Contemporary clinical alert systems attempt to provide this service with moderate success. The efficacy of the systems is limited by the fact that they are too general to fit specific patient populations or healthcare institutions. In this study we present an extendable alerting framework implemented in Arden Syntax, which can be configured to the needs and preferences of healthcare institutions and individual patient caregivers. We illustrate the potential of this alerting framework via an alert package that analyzes hematological laboratory results with data from intensive care units at the Vienna General Hospital, Austria. The results show the effectiveness of this alert package and its ability to generate key alerts while avoiding over-alerting.

The Integration of a Computer-Based Early Reading Program to Increase English Language Learners' Literacy Skills

ERIC Educational Resources Information Center

James, Laurie

2014-01-01

The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations…

An add-in implementation of the RESAMPLING syntax under Microsoft EXCEL.

PubMed

Meineke, I

2000-10-01

The RESAMPLING syntax defines a set of powerful commands, which allow the programming of probabilistic statistical models with few, easily memorized statements. This paper presents an implementation of the RESAMPLING syntax using Microsoft EXCEL with Microsoft WINDOWS(R) as a platform. Two examples are given to demonstrate typical applications of RESAMPLING in biomedicine. Details of the implementation with special emphasis on the programming environment are discussed at length. The add-in is available electronically to interested readers upon request. The use of the add-in facilitates numerical statistical analyses of data from within EXCEL in a comfortable way.

The early phase of /see symbol/ production development in adult Japanese learners of English.

PubMed

Saito, Kazuya; Munro, Murray J

2014-12-01

Although previous research indicates that Japanese speakers' second language (L2) perception and production of English /see symbol/ may improve with increased L2 experience, relatively little is known about the fine phonetic details of their /see symbol/ productions, especially during the early phase of L2 speech learning. This cross-sectional study examined acoustic properties of word-initial /see symbol/ from 60 Japanese learners with a length of residence of between one month and one year in Canada. Their performance was compared to that of 15 native speakers of English and 15 low-proficiency Japanese learners of English. Formant frequencies (F2 and F3) and F1 transition durations were evaluated under three task conditions--word reading, sentence reading, and timed picture description. Learners with as little as two to three months of residence demonstrated target-like F2 frequencies. In addition, increased LOR was predictive of more target-like transition durations. Although the learners showed some improvement in F3 as a function of LOR, they did so mainly at a controlled level of speech production. The findings suggest that during the early phase of L2 segmental development, production accuracy is task-dependent and is influenced by the availability of L1 phonetic cues for redeployment in L2.

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

PubMed Central

Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

2011-01-01

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

Dutch and English toddlers' use of linguistic cues in predicting upcoming turn transitions

PubMed Central

Lammertink, Imme; Casillas, Marisa; Benders, Titia; Post, Brechtje; Fikkert, Paula

2015-01-01

Adults achieve successful coordination during conversation by using prosodic and lexicosyntactic cues to predict upcoming changes in speakership. We examined the relative weight of these linguistic cues in the prediction of upcoming turn structure by toddlers learning Dutch (Experiment 1; N = 21) and British English (Experiment 2; N = 20) and adult control participants (Dutch: N = 16; English: N = 20). We tracked participants' anticipatory eye movements as they watched videos of dyadic puppet conversation. We controlled the prosodic and lexicosyntactic cues to turn completion for a subset of the utterances in each conversation to create four types of target utterances (fully incomplete, incomplete syntax, incomplete prosody, and fully complete). All participants (Dutch and English toddlers and adults) used both prosodic and lexicosyntactic cues to anticipate upcoming speaker changes, but weighed lexicosyntactic cues over prosodic ones when the two were pitted against each other. The results suggest that Dutch and English toddlers are already nearly adult-like in their use of prosodic and lexicosyntactic cues in anticipating upcoming turn transitions. PMID:25964772

Some empirical observations about early stuttering: a possible link to language development.

PubMed

Bloodstein, O

2006-01-01

This article suggests a possible link between incipient stuttering and early difficulty in language formulation. The hypothesis offers a unifying explanation of an array of empirical observations. Among these observations are the following: early stuttering occurs only on the first word of a syntactic structure; stuttering does not appear to be influenced by word-related factors; early stuttering seldom occurs on one-word utterances; the earliest age at which stuttering is reported is 18 months, with the beginning of grammatical development; the age at which most onset of stuttering is reported, 2-5 years, coincides with the period during which children acquire syntax; considerable spontaneous recovery takes place at the time most children have mastered syntax; incipient stuttering is influenced by the length and grammatical complexity of utterances; young children who stutter may be somewhat deficient in language skills; boys who stutter outnumber girls. The reader will learn about a number of empirical observations about incipient stuttering and how they may be explained by a syntax-based hypothesis about its etiology.

The Genetic and Environmental Etiology of the Association between Vocabulary and Syntax in First Grade

ERIC Educational Resources Information Center

Mimeau, Catherine; Dionne, Ginette; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel

2018-01-01

This twin study examined the genetic and environmental etiology of vocabulary, syntax, and their association in first graders. French-speaking same-sex twins (n = 555) completed two vocabulary tests, and two scores of syntax were calculated from their spontaneous speech at 7 years of age. Multivariate latent factor genetic analyses showed that…

Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood

ERIC Educational Resources Information Center

Abbott, Robert D.; Fayol, Michel; Zorman, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W.

2016-01-01

Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies--French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships…

Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners

ERIC Educational Resources Information Center

Amendum, Steven J.; Bratsch-Hines, Mary; Vernon-Feagans, Lynne

2018-01-01

The purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners (ELs). Participants for the current study were drawn from a larger three-year randomized…

The Syntax of Elliptical Constructions in Jordanian Arabic

ERIC Educational Resources Information Center

Al Bukhari, Juman

2016-01-01

The syntax of Arabic elliptical constructions is unsettled, as there are few studies that have been done in the Arabic descriptive literature, as well as in Jordanian Arabic (henceforth, JA) specifically. Therefore, this paper will investigate some elliptical constructions in JA in particular to figure out the analysis of these constructions. In…

Linguistic Transfer in Andean Spanish: Syntax or Pragmatics?

ERIC Educational Resources Information Center

Muntendam, Antje

2009-01-01

This dissertation uses the generative framework to study the syntax and pragmatics of word order variation in the Andean Spanish of Bolivia and Ecuador. While Standard Spanish has basic order SVO, in Andean Spanish the object frequently appears in preverbal position, resulting in alternative orders (e.g. OVS). Previous studies have attributed this…

Papers in Syntax. Working Papers in Linguistics No. 42.

ERIC Educational Resources Information Center

Kathol, Andreas, Ed.; Pollard, Carl, Ed.

1993-01-01

This collection of working papers in syntax includes: "Null Objects in Mandarin Chinese" (Christie Block); "Toward a Linearization-Based Approach to Word Order Variation in Japanese" (Mike Calcagno); "A Lexical Approach to Inalienable Possession Constructions in Korean" (Chung, Chan); "Chinese NP Structure"…

Sign language ability in young deaf signers predicts comprehension of written sentences in English.

PubMed

Andrew, Kathy N; Hoshooley, Jennifer; Joanisse, Marc F

2014-01-01

We investigated the robust correlation between American Sign Language (ASL) and English reading ability in 51 young deaf signers ages 7;3 to 19;0. Signers were divided into 'skilled' and 'less-skilled' signer groups based on their performance on three measures of ASL. We next assessed reading comprehension of four English sentence structures (actives, passives, pronouns, reflexive pronouns) using a sentence-to-picture-matching task. Of interest was the extent to which ASL proficiency provided a foundation for lexical and syntactic processes of English. Skilled signers outperformed less-skilled signers overall. Error analyses further indicated greater single-word recognition difficulties in less-skilled signers marked by a higher rate of errors reflecting an inability to identify the actors and actions described in the sentence. Our findings provide evidence that increased ASL ability supports English sentence comprehension both at the levels of individual words and syntax. This is consistent with the theory that first language learning promotes second language through transference of linguistic elements irrespective of the transparency of mapping of grammatical structures between the two languages.

Sign Language Ability in Young Deaf Signers Predicts Comprehension of Written Sentences in English

PubMed Central

Andrew, Kathy N.; Hoshooley, Jennifer; Joanisse, Marc F.

2014-01-01

We investigated the robust correlation between American Sign Language (ASL) and English reading ability in 51 young deaf signers ages 7;3 to 19;0. Signers were divided into ‘skilled’ and ‘less-skilled’ signer groups based on their performance on three measures of ASL. We next assessed reading comprehension of four English sentence structures (actives, passives, pronouns, reflexive pronouns) using a sentence-to-picture-matching task. Of interest was the extent to which ASL proficiency provided a foundation for lexical and syntactic processes of English. Skilled signers outperformed less-skilled signers overall. Error analyses further indicated greater single-word recognition difficulties in less-skilled signers marked by a higher rate of errors reflecting an inability to identify the actors and actions described in the sentence. Our findings provide evidence that increased ASL ability supports English sentence comprehension both at the levels of individual words and syntax. This is consistent with the theory that first language learning promotes second language through transference of linguistic elements irrespective of the transparency of mapping of grammatical structures between the two languages. PMID:24587174

Deriving Case, Agreement and Voice Phenomena in Syntax

ERIC Educational Resources Information Center

Sigurdsson, Einar Freyr

2017-01-01

This dissertation places case, agreement and Voice phenomena in syntax. It argues that the derivation is driven by so-called derivational features, that is, structure-building features (Merge) and probe features (Agree) (Heck and Muller 2007 and Muller 2010; see also Chomsky 2000, 2001). Both types are essential in deriving case and agreement in…

Early Metalinguistic Awareness of Derivational Morphology: Observations from a Comparison of English and French

ERIC Educational Resources Information Center

Duncan, Lynne G.; Casalis, Severine; Cole, Pascale

2009-01-01

This cross-linguistic comparison of metalinguistic development in French and English examines early ability to manipulate derivational suffixes in oral language games as a function of chronological age, receptive vocabulary, and year of schooling. Data from judgment and production tasks are presented for children aged between 5 and 8 years in…

Explicitly teaching English through the air to students who are deaf or hard of hearing.

PubMed

Bennett, Jessica G; Gardner, Ralph; Leighner, Ross; Clancy, Shannon; Garner, Joshua

2014-01-01

The effects of the Language for Learning curriculum (Engelmann & Osborne, 1999) on through-the-air (i.e., signed and/or spoken) English skills for students who are deaf or hard of hearing (DHH) were examined by means of a single-subject, concurrent-multiple-probes-across-participants design. Four 11-year-old participants varied in auditory access, IQ, and age at amplification and/or cochlear implantation. All students showed increased accuracy of through-the-air English skills after the intervention (i.e., 15-20 lessons) and maintained these skills when assessed 1 week and 1 month later. The findings yielded some promising results indicating that a Direct Instruction curriculum may be an efficacious way to teach morphology and syntax to DHH students.

Sensory Constraints on Birdsong Syntax: Neural Responses to Swamp Sparrow Songs with Accelerated Trill Rates

PubMed Central

Prather, JF; Peters, S; Mooney, R; Nowicki, S

2013-01-01

Both sensory and motor mechanisms can constrain behavioral performance. Sensory mechanisms may be especially important for constraining behaviors that depend on experience, such as learned birdsongs. Swamp sparrows learn to sing by imitating the song of a tutor, but sparrows fail to accurately imitate artificial tutor songs with abnormally accelerated trills, instead singing brief and rapid trills interrupted by silent gaps. This “broken syntax” has been proposed to arise from vocal-motor limitations. Here we consider whether sensory limitations exist that could also contribute to broken syntax. We tested this idea by recording auditory-evoked activity of sensorimotor neurons in the swamp sparrow’s brain that are known to be important for the learning, performance and perception of song. In freely behaving adult sparrows that sang songs with normal syntax, neurons were detected that exhibited precisely time-locked activity to each repetition of the syllable in a trill when presented at a natural rate. Those cells failed to faithfully follow syllables presented at an accelerated rate, however, and their failure to respond to consecutive syllables increased as a function of trill rate. This “flickering” auditory representation in animals performing normal syntax reveals a central constraint on the sensory processing of rapid trills. Furthermore, because these neurons are implicated in both song learning and perception, and because auditory flickering began to occur at accelerated trill rates previously associated with the emergence of broken song syntax, these sensory constraints may contribute to the emergence of broken syntax. PMID:23976787

Musical training modulates the early but not the late stage of rhythmic syntactic processing.

PubMed

Sun, Lijun; Liu, Fang; Zhou, Linshu; Jiang, Cunmei

2018-02-01

Syntactic processing is essential for musical understanding. Although the processing of harmonic syntax has been well studied, very little is known about the neural mechanisms underlying rhythmic syntactic processing. The present study investigated the neural processing of rhythmic syntax and whether and to what extent long-term musical training impacts such processing. Fourteen musicians and 14 nonmusicians listened to syntactic-regular or syntactic-irregular rhythmic sequences and judged the completeness of these sequences. Nonmusicians, as well as musicians, showed a P600 effect to syntactic-irregular endings, indicating that musical exposure and perceptual learning of music are sufficient to enable nonmusicians to process rhythmic syntax at the late stage. However, musicians, but not nonmusicians, also exhibited an early right anterior negativity (ERAN) response to syntactic-irregular endings, which suggests that musical training only modulates the early but not the late stage of rhythmic syntactic processing. These findings revealed for the first time the neural mechanisms underlying the processing of rhythmic syntax in music, which has important implications for theories of hierarchically organized music cognition and comparative studies of syntactic processing in music and language. © 2017 Society for Psychophysiological Research.

English Verb Accuracy of Bilingual Cantonese-English Preschoolers.

PubMed

Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi

2017-07-26

Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. The sample included 47 Cantonese-English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English. Data were obtained from the Test of Early Grammatical Impairment (Rice & Wexler, 2001) and from a narrative generated in English. By the 2nd year of formal exposure to English, children in the present study approximated 33% accuracy of tensed verbs in a formal testing context versus 61% in a narrative context. The use of the English verb BE approximated mastery. Predictors of English third-person singular verb accuracy were task, grade, English expressive vocabulary, and lemma frequency. Verb tense accuracy was low across both groups, but a precocious mastery of BE was observed. The results of the present study suggest that speech-language pathologists may consider, in addition to an elicitation task, evaluating the use of verbs during narratives in bilingual Cantonese-English bilingual children.

Empirical evidence for musical syntax processing? Computer simulations reveal the contribution of auditory short-term memory

PubMed Central

Bigand, Emmanuel; Delbé, Charles; Poulin-Charronnat, Bénédicte; Leman, Marc; Tillmann, Barbara

2014-01-01

During the last decade, it has been argued that (1) music processing involves syntactic representations similar to those observed in language, and (2) that music and language share similar syntactic-like processes and neural resources. This claim is important for understanding the origin of music and language abilities and, furthermore, it has clinical implications. The Western musical system, however, is rooted in psychoacoustic properties of sound, and this is not the case for linguistic syntax. Accordingly, musical syntax processing could be parsimoniously understood as an emergent property of auditory memory rather than a property of abstract processing similar to linguistic processing. To support this view, we simulated numerous empirical studies that investigated the processing of harmonic structures, using a model based on the accumulation of sensory information in auditory memory. The simulations revealed that most of the musical syntax manipulations used with behavioral and neurophysiological methods as well as with developmental and cross-cultural approaches can be accounted for by the auditory memory model. This led us to question whether current research on musical syntax can really be compared with linguistic processing. Our simulation also raises methodological and theoretical challenges to study musical syntax while disentangling the confounded low-level sensory influences. In order to investigate syntactic abilities in music comparable to language, research should preferentially use musical material with structures that circumvent the tonal effect exerted by psychoacoustic properties of sounds. PMID:24936174

XML syntax for clinical laboratory procedure manuals.

PubMed

Saadawi, Gilan; Harrison, James H

2003-01-01

We have developed a document type description (DTD) in Extensable Markup Language (XML) for clinical laboratory procedures. Our XML syntax can adequately structure a variety of procedure types across different laboratories and is compatible with current procedure standards. The combination of this format with an XML content management system and appropriate style sheets will allow efficient procedure maintenance, distributed access, customized display and effective searching across a large body of test information.

Surviving the Lunacy Act of 1890: English Psychiatrists and Professional Development during the Early Twentieth Century.

PubMed

Takabayashi, Akinobu

2017-04-01

In recent decades, historians of English psychiatry have shifted their major concerns away from asylums and psychiatrists in the nineteenth century. This is also seen in the studies of twentieth-century psychiatry where historians have debated the rise of psychology, eugenics and community care. This shift in interest, however, does not indicate that English psychiatrists became passive and unimportant actors in the last century. In fact, they promoted Lunacy Law reform for a less asylum-dependent mode of psychiatry, with a strong emphasis on professional development. This paper illustrates the historical dynamics around the professional development of English psychiatry by employing Andrew Abbott's concept of professional development. Abbott redefines professional development as arising from both abstraction of professional knowledge and competition regarding professional jurisdiction. A profession, he suggests, develops through continuous re-formation of its occupational structure, mode of practice and political language in competing with other professional and non-professional forces. In early twentieth-century England, psychiatrists promoted professional development by framing political discourse, conducting a daily trade and promoting new legislation to defend their professional jurisdiction. This professional development story began with the Lunacy Act of 1890, which caused a professional crisis in psychiatry and led to inter-professional competition with non-psychiatric medical service providers. To this end, psychiatrists devised a new political rhetoric, 'early treatment of mental disorder', in their professional interests and succeeded in enacting the Mental Treatment Act of 1930, which re-instated psychiatrists as masters of English psychiatry.

One vendor's experience: preliminary development of a reminder system based on the Arden Syntax.

PubMed

Spates, R P; Aller, K C

1994-09-01

This article reviews the efforts of HBO & Company in the production of a first phase clinical alerting system based on the Arden Syntax. The alerting system was integrated with a clinical data repository and clinical workstation to process returning laboratory results. Investigations with expert systems resulted in a C language alerting system. GUI prototyping of an authoring environment led to a Smalltalk language authoring system. Future development is expected to broaden the system scope and address the evolution of the Arden Syntax.

The Dynamics of Syntax Acquisition: Facilitation between Syntactic Structures

ERIC Educational Resources Information Center

Keren-Portnoy, Tamar; Keren, Michael

2011-01-01

This paper sets out to show how facilitation between different clause structures operates over time in syntax acquisition. The phenomenon of facilitation within given structures has been widely documented, yet inter-structure facilitation has rarely been reported so far. Our findings are based on the naturalistic production corpora of six toddlers…

Syntax for calculation of discounting indices from the monetary choice questionnaire and probability discounting questionnaire.

PubMed

Gray, Joshua C; Amlung, Michael T; Palmer, Abraham A; MacKillop, James

2016-09-01

The 27-item Monetary Choice Questionnaire (MCQ; Kirby, Petry, & Bickel, 1999) and 30-item Probability Discounting Questionnaire (PDQ; Madden, Petry, & Johnson, 2009) are widely used, validated measures of preferences for immediate versus delayed rewards and guaranteed versus risky rewards, respectively. The MCQ measures delayed discounting by asking individuals to choose between rewards available immediately and larger rewards available after a delay. The PDQ measures probability discounting by asking individuals to choose between guaranteed rewards and a chance at winning larger rewards. Numerous studies have implicated these measures in addiction and other health behaviors. Unlike typical self-report measures, the MCQ and PDQ generate inferred hyperbolic temporal and probability discounting functions by comparing choice preferences to arrays of functions to which the individual items are preconfigured. This article provides R and SPSS syntax for processing the MCQ and PDQ. Specifically, for the MCQ, the syntax generates k values, consistency of the inferred k, and immediate choice ratios; for the PDQ, the syntax generates h indices, consistency of the inferred h, and risky choice ratios. The syntax is intended to increase the accessibility of these measures, expedite the data processing, and reduce risk for error. © 2016 Society for the Experimental Analysis of Behavior.

Syntax diagrams for body wave nomenclature, with generalizations for terrestrial planets

NASA Astrophysics Data System (ADS)

Knapmeyer, M.

2003-04-01

The Apollo network on the Moon constitutes the beginning of planetary seismology. In the next few decades, we may see seismometers deployed on the Moon again, on Mars, and perhaps on other terrestrial planets or satellites. Any seismological software for computation of body wave travel times on other planets should be highly versatile and be prepared for a huge variety of velocity distributions and internal structures. A suite of trial models for a planet might, for example, contain models with and without solid inner cores. It would then be useful if the software could detect physically meaningless phase names automatically without actually carrying out any computation. It would also be useful if the program were prepared to deal with features like fully solid cores, internal oceans, and varying depths of mineralogical phase changes like the olivine-spinel transition. Syntax diagrams are a standard method to describe the syntax of programming languages. They represent a graphical way to define which letter or phrase is allowed to follow a given sequence of letters. Syntax diagrams may be stored in data structures that allow automatic evaluation of a given letter sequence. Such diagrams are presented here for a generalized body wave nomenclature. Generalizations are made to overcome earth-specific notations which incorporate discontinuity depths into phase names or to distinguish olivine transitions from ice-ice transitions (as expected on the Galilean Satellites).

From Sound to Syntax: The Prosodic Bootstrapping of Clauses

ERIC Educational Resources Information Center

Hawthorne, Kara

2013-01-01

It has long been argued that prosodic cues may facilitate syntax acquisition (e.g., Morgan, 1986). Previous studies have shown that infants are sensitive to violations of typical correlations between clause-final prosodic cues (Hirsh-Pasek et al., 1987) and that prosody facilitates memory for strings of words (Soderstrom et al., 2005). This…

Can Vocabulary Lessons Increase the Amount of Complex Syntax Produced by Head Start Teachers? A Pilot Study

ERIC Educational Resources Information Center

Van Horne, Amanda Owen; Curran, Maura; Hall, Jessica

2017-01-01

In this pilot study, we examine the suitability of materials for a vocabulary intervention designed to influence the amount of complex syntax teachers use in at-risk preschool classrooms. Six Head Start classrooms were assigned to one of two vocabulary interventions: a condition using cognitive verbs, which are biased toward complex syntax (e.g.…

Tracking Training-Related Plasticity by Combining fMRI and DTI: The Right Hemisphere Ventral Stream Mediates Musical Syntax Processing.

PubMed

Oechslin, Mathias S; Gschwind, Markus; James, Clara E

2018-04-01

As a functional homolog for left-hemispheric syntax processing in language, neuroimaging studies evidenced involvement of right prefrontal regions in musical syntax processing, of which underlying white matter connectivity remains unexplored so far. In the current experiment, we investigated the underlying pathway architecture in subjects with 3 levels of musical expertise. Employing diffusion tensor imaging tractography, departing from seeds from our previous functional magnetic resonance imaging study on music syntax processing in the same participants, we identified a pathway in the right ventral stream that connects the middle temporal lobe with the inferior frontal cortex via the extreme capsule, and corresponds to the left hemisphere ventral stream, classically attributed to syntax processing in language comprehension. Additional morphometric consistency analyses allowed dissociating tract core from more dispersed fiber portions. Musical expertise related to higher tract consistency of the right ventral stream pathway. Specifically, tract consistency in this pathway predicted the sensitivity for musical syntax violations. We conclude that enduring musical practice sculpts ventral stream architecture. Our results suggest that training-related pathway plasticity facilitates the right hemisphere ventral stream information transfer, supporting an improved sound-to-meaning mapping in music.

"Sustaining Hope and Possibility": Early-Career English Teachers' Perspectives on Their First Years of Teaching

ERIC Educational Resources Information Center

Manuel, Jackie; Carter, Don

2016-01-01

This paper reports on the findings from a study with 22 early-career secondary school English teachers in New South Wales, Australia. Against the backdrop of increased attention to the patterns of teacher recruitment, retention and attrition, the present research sought beginning teachers' perspectives on the extent to which their initial…

The Rhetoric of Bonds, Alliances, and Identities: Interrogating Social Networks in Early Modern English Drama

ERIC Educational Resources Information Center

Cady, Christina J.

2010-01-01

The household and family have received considerable interest in studies of early modern English drama, but less attention has been paid to how writers represent intimate affective bonds on the stage. Emotion is intangible; yet many writers convincingly convey the intensity of emotional bonds through rhetoric. Rhetoric is a mainstay in…

Morphology and Syntax in Late Talkers at Age 5

ERIC Educational Resources Information Center

Rescorla, Leslie; Turner, Hannah L.

2015-01-01

Purpose: This study reports age 5 morphology and syntax skills in late talkers identified at age 2 (n = 34) and typically developing comparison children (n = 20). Results: The late talkers manifested significant morphological delays at ages 3 and 4 relative to comparison peers. Based on the 14 morphemes analyzed at age 5, the only significant…

Severity of erectile dysfunction is highly correlated with the syntax score in patients undergoing coronariography

PubMed Central

Andrade, Weslley Santiago; Oliveira, Paulo; Laydner, Humberto; Ferreira, Eduardo Jose Pereira; Barreto, Jose Augusto Soares

2016-01-01

ABSTRACT Objective To investigate the association between the severity of erectile dysfunction (ED) and coronary artery disease (CAD) in men undergoing coronary angiography for angina or acute myocardial infarct (AMI). Material and Methods We studied 132 males who underwent coronary angiography for first time between January and November 2010. ED severity was assessed by the international index of erectile function (IIEF-5) and CAD severity was assessed by the Syntax score. Patients with CAD (cases) and without CAD (controls) had their IIEF-5 compared. In the group with CAD, their IIEF-5 scores were compared to their Syntax score results. Results We identified 86 patients with and 46 without CAD. The IIEF-5 score of the group without CAD (22.6±0.8) was significantly higher than the group with CAD (12.5±0.5; p<0.0001). In patients without ED, the Syntax score average was 6.3±3.5, while those with moderate or severe ED had a mean Syntax score of 39.0±11.1. After adjustment, ED was independently associated to CAD, with an odds ratio of 40.6 (CI 95%, 14.3-115.3, p<0.0001). The accuracy of the logistic model to correctly identify presence or absence of CAD was 87%, with 92% sensitivity and 78% specificity. The average time that ED was present in patients with CAD was 38.8±2.3 months before coronary symptoms, about twice as high as patients without CAD (18.0±5.1 months). Conclusions ED severity is strongly and independently correlated with CAD complexity, as assessed by the Syntax score in patients undergoing coronariography for evaluation of new onset coronary symptoms. PMID:27136478

Surviving the Lunacy Act of 1890: English Psychiatrists and Professional Development during the Early Twentieth Century

PubMed Central

Takabayashi, Akinobu

2017-01-01

In recent decades, historians of English psychiatry have shifted their major concerns away from asylums and psychiatrists in the nineteenth century. This is also seen in the studies of twentieth-century psychiatry where historians have debated the rise of psychology, eugenics and community care. This shift in interest, however, does not indicate that English psychiatrists became passive and unimportant actors in the last century. In fact, they promoted Lunacy Law reform for a less asylum-dependent mode of psychiatry, with a strong emphasis on professional development. This paper illustrates the historical dynamics around the professional development of English psychiatry by employing Andrew Abbott’s concept of professional development. Abbott redefines professional development as arising from both abstraction of professional knowledge and competition regarding professional jurisdiction. A profession, he suggests, develops through continuous re-formation of its occupational structure, mode of practice and political language in competing with other professional and non-professional forces. In early twentieth-century England, psychiatrists promoted professional development by framing political discourse, conducting a daily trade and promoting new legislation to defend their professional jurisdiction. This professional development story began with the Lunacy Act of 1890, which caused a professional crisis in psychiatry and led to inter-professional competition with non-psychiatric medical service providers. To this end, psychiatrists devised a new political rhetoric, ‘early treatment of mental disorder’, in their professional interests and succeeded in enacting the Mental Treatment Act of 1930, which re-instated psychiatrists as masters of English psychiatry. PMID:28260566

Resolving Conflicts Between Syntax and Plausibility in Sentence Comprehension

PubMed Central

Andrews, Glenda; Ogden, Jessica E.; Halford, Graeme S.

2017-01-01

Comprehension of plausible and implausible object- and subject-relative clause sentences with and without prepositional phrases was examined. Undergraduates read each sentence then evaluated a statement as consistent or inconsistent with the sentence. Higher acceptance of consistent than inconsistent statements indicated reliance on syntactic analysis. Higher acceptance of plausible than implausible statements reflected reliance on semantic plausibility. There was greater reliance on semantic plausibility and lesser reliance on syntactic analysis for more complex object-relatives and sentences with prepositional phrases than for less complex subject-relatives and sentences without prepositional phrases. Comprehension accuracy and confidence were lower when syntactic analysis and semantic plausibility yielded conflicting interpretations. The conflict effect on comprehension was significant for complex sentences but not for less complex sentences. Working memory capacity predicted resolution of the syntax-plausibility conflict in more and less complex items only when sentences and statements were presented sequentially. Fluid intelligence predicted resolution of the conflict in more and less complex items under sequential and simultaneous presentation. Domain-general processes appear to be involved in resolving syntax-plausibility conflicts in sentence comprehension. PMID:28458748

Fuzzy-Arden-Syntax-based, Vendor-agnostic, Scalable Clinical Decision Support and Monitoring Platform.

PubMed

Adlassnig, Klaus-Peter; Fehre, Karsten; Rappelsberger, Andrea

2015-01-01

This study's objective is to develop and use a scalable genuine technology platform for clinical decision support based on Arden Syntax, which was extended by fuzzy set theory and fuzzy logic. Arden Syntax is a widely recognized formal language for representing clinical and scientific knowledge in an executable format, and is maintained by Health Level Seven (HL7) International and approved by the American National Standards Institute (ANSI). Fuzzy set theory and logic permit the representation of knowledge and automated reasoning under linguistic and propositional uncertainty. These forms of uncertainty are a common feature of patients' medical data, the body of medical knowledge, and deductive clinical reasoning.

The role of syntax in complex networks: Local and global importance of verbs in a syntactic dependency network

NASA Astrophysics Data System (ADS)

Čech, Radek; Mačutek, Ján; Žabokrtský, Zdeněk

2011-10-01

Syntax of natural language has been the focus of linguistics for decades. The complex network theory, being one of new research tools, opens new perspectives on syntax properties of the language. Despite numerous partial achievements, some fundamental problems remain unsolved. Specifically, although statistical properties typical for complex networks can be observed in all syntactic networks, the impact of syntax itself on these properties is still unclear. The aim of the present study is to shed more light on the role of syntax in the syntactic network structure. In particular, we concentrate on the impact of the syntactic function of a verb in the sentence on the complex network structure. Verbs play the decisive role in the sentence structure (“local” importance). From this fact we hypothesize the importance of verbs in the complex network (“global” importance). The importance of verb in the complex network is assessed by the number of links which are directed from the node representing verb to other nodes in the network. Six languages (Catalan, Czech, Dutch, Hungarian, Italian, Portuguese) were used for testing the hypothesis.

Value of the SYNTAX score for periprocedural myocardial infarction according to WHO and the third universal definition of myocardial infarction: insights from the TWENTE trial.

PubMed

Tandjung, Kenneth; Lam, Ming Kai; Sen, Hanim; de Man, Frits H A F; Louwerenburg, J Hans W; Stoel, Martin G; van Houwelingen, K Gert; Linssen, Gerard C M; van der Palen, Job; Doggen, Carine J M; von Birgelen, Clemens

2016-07-20

The SYNTAX score is a tool to quantify the complexity of coronary artery disease. We investigated the relation between the SYNTAX score and the occurrence of a periprocedural myocardial infarction (PMI) according to the historical definition of the World Health Organization (WHO) and the recently updated universal definition of MI. The SYNTAX score was calculated in 1,243 patients enrolled in TWENTE, a randomised trial which assessed second-generation drug-eluting stents. PMI was defined by the WHO definition and the third universal definition of MI. Patients were divided into tertiles of the SYNTAX score: ≤7 (n=430); >7 and <15 (n=390); ≥15 (n=423). PMI according to the WHO definition occurred more frequently in patients in the highest SYNTAX score tertile (7.3% vs. 3.1% vs. 1.6%, p<0.001) compared to the mid and lowest tertile. Similar findings were seen for universal PMI (9.9% vs. 7.7% vs. 3.7%, p<0.01). After multivariate analysis, SYNTAX score was a significant independent correlate of PMI for both definitions: the highest SYNTAX score tertile had an almost five times higher risk for WHO PMI, and a three times higher risk for universal PMI. In a broad patient population treated with second-generation DES, the SYNTAX score was able to stratify the risk of PMI.

Individual Differences in Statistical Learning Predict Children's Comprehension of Syntax

ERIC Educational Resources Information Center

Kidd, Evan; Arciuli, Joanne

2016-01-01

Variability in children's language acquisition is likely due to a number of cognitive and social variables. The current study investigated whether individual differences in statistical learning (SL), which has been implicated in language acquisition, independently predicted 6- to 8-year-old's comprehension of syntax. Sixty-eight (N = 68)…

The Development of Bilingual Children's Early Spelling in English

ERIC Educational Resources Information Center

Liow, Susan J. Rickard; Lau, Lily H.-S.

2006-01-01

By using an extended version of R. Treiman, M. Cassar, and A. Zukowski's (1994) flaps spelling task (wa_er, is it t or d in water?), the authors investigated the metalinguistic awareness of 6-year-old bilingual children from 3 different language backgrounds (LBs): English-LB (English-L1, Mandarin-L2), Chinese-LB (Mandarin-L1, English L2), and…

Design of a Syntax Validation Tool for Requirements Analysis Using Structured Analysis and Design Technique (SADT)

DTIC Science & Technology

1988-09-01

analysis phase of the software life cycle (16:1-1). While editing a SADT diagram, the tool should be able to check whether or not structured analysis...diag-ams are valid for the SADT’s syntax, produce error messages, do error recovery, and perform editing suggestions. Thus, this tool must have the...directed editors are editors which use the syn- tax of the programming language while editing a program. While text editors treat programs as text, syntax

Predictors and Outcomes of Early versus Later English Language Proficiency among English Language Learners

ERIC Educational Resources Information Center

Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

2012-01-01

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control,…

A behavior analytic analogue of learning to use synonyms, syntax, and parts of speech.

PubMed

Chase, Philip N; Ellenwood, David W; Madden, Gregory

2008-01-01

Matching-to-sample and sequence training procedures were used to develop responding to stimulus classes that were considered analogous to 3 aspects of verbal behavior: identifying synonyms and parts of speech, and using syntax. Matching-to-sample procedures were used to train 12 paired associates from among 24 stimuli. These pairs were analogous to synonyms. Then, sequence characteristics were trained to 6 of the stimuli. The result was the formation of 3 classes of 4 stimuli, with the classes controlling a sequence response analogous to a simple ordering syntax: first, second, and third. Matching-to-sample procedures were then used to add 4 stimuli to each class. These stimuli, without explicit sequence training, also began to control the same sequence responding as the other members of their class. Thus, three 8-member functionally equivalent sequence classes were formed. These classes were considered to be analogous to parts of speech. Further testing revealed three 8-member equivalence classes and 512 different sequences of first, second, and third. The study indicated that behavior analytic procedures may be used to produce some generative aspects of verbal behavior related to simple syntax and semantics.

Designing a Syntax-Based Retrieval System for Supporting Language Learning

ERIC Educational Resources Information Center

Tsao, Nai-Lung; Kuo, Chin-Hwa; Wible, David; Hung, Tsung-Fu

2009-01-01

In this paper, we propose a syntax-based text retrieval system for on-line language learning and use a fast regular expression search engine as its main component. Regular expression searches provide more scalable querying and search results than keyword-based searches. However, without a well-designed index scheme, the execution time of regular…

Syntax of Kindergarten and Elementary School Children: A Transformational Analysis.

ERIC Educational Resources Information Center

O'Donnell, Roy C.; And Others

This investigation sought to learn about the oral and written language behavior of students from kindergarten age through grade 7, and to determine the validity of different analytic techniques for measuring children's development in control of syntax. Language samples were collected from 180 children (grades K-3, 5, and 7) by having the children…

Communicative English in the Primary Classroom: Implications for English-in-Education Policy and Practice in Bangladesh

ERIC Educational Resources Information Center

Hamid, M. Obaidul; Honan, Eileen

2012-01-01

Globalisation and the global spread of English have led nation-states to introduce English into the early years of schooling to equip their citizens with communicative competence in order to compete within a global economy for individual and national development. In teaching English as a Second/Foreign Language, nations have adopted…

Language and theory of mind in autism spectrum disorder: the relationship between complement syntax and false belief task performance.

PubMed

Lind, Sophie E; Bowler, Dermot M

2009-06-01

This study aimed to test the hypothesis that children with autism spectrum disorder (ASD) use their knowledge of complement syntax as a means of "hacking out" solutions to false belief tasks, despite lacking a representational theory of mind (ToM). Participants completed a "memory for complements" task, a measure of receptive vocabulary, and traditional location change and unexpected contents false belief tasks. Consistent with predictions, the correlation between complement syntax score and location change task performance was significantly stronger within the ASD group than within the comparison group. However, contrary to predictions, complement syntax score was not significantly correlated with unexpected contents task performance within either group. Possible explanations for this pattern of results are considered.

English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language.

PubMed

Whiteside, Katie E; Gooch, Debbie; Norbury, Courtenay F

2017-05-01

Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages 6-7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry. © 2016 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development.

Brunei English: A Developing Variety

ERIC Educational Resources Information Center

O'Hara-Davies, Breda

2010-01-01

A considerable amount of time has elapsed since the existence of a distinct variety of English, Brunei English (BNE), was mooted in the early 1990s. A subsequent study conducted by Svalberg in 1998 suggested that BNE was then in its infancy and that its speakers were largely unaware of the differences between it and Standard British English (STE).…

Analysis of spatial configuration of the Palace Museum: an application of the axial-based space syntax

NASA Astrophysics Data System (ADS)

Chen, Jie; Lu, Feng

2006-10-01

Movement in a spatial system is produced and determined by the structure of the complex space itself, rather than special attractors within the whole spatial system. Based on this theory of space syntax, tourists' convergence and dispersal in the Palace Museum should be originated by the distribution of the internal constructions form. This article presents an application of the space syntax approach to the Palace Museum. After analyzing its internal spatial configuration, as a conclusion, the paper provides some rational advices so as to facilitate tourists as well as protect our invaluable cultural heritage.

English Language Proficiency and Early School Attainment among Children Learning English as an Additional Language

ERIC Educational Resources Information Center

Whiteside, Katie E.; Gooch, Debbie; Norbury, Courtenay F.

2017-01-01

Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic…

Translation and cultural adaptation of the Aguado Syntax Test (AST) into Brazilian Portuguese.

PubMed

Baggio, Gustavo Inheta; Hage, Simone Rocha de Vasconcellos

2017-12-07

To perform the translation and cultural adaptation of the Aguado Syntax Test (AST) into Brazilian Portuguese considering the linguistic and cultural reality of the language. The AST assesses the early morphosyntactic development in children aged 3 to 7 in terms of understanding and expression of various types of structures such as sentences, pronouns, verbal voices, comparisons, prepositions and verbal desinence as to number, mode and tense. The process of translation and cultural adaptation followed four steps: 1) preparation of two translations; 2) synthesis of consensual translations; 3) backtranslation; and 4) verification of equivalence between the initial translations and backtranslations that resulted in the final translated version. The whole process of translation and cultural adaptation revealed the presence of equivalence and reconciliation of the translated items and an almost complete semantic equivalence between the two translations and the absence of consistent translation difficulties. The AST was translated and culturally adapted into Brazilian Portuguese, constituting the first step towards validation and standardization of the test.

Standards-Based Procedural Phenotyping: The Arden Syntax on i2b2.

PubMed

Mate, Sebastian; Castellanos, Ixchel; Ganslandt, Thomas; Prokosch, Hans-Ulrich; Kraus, Stefan

2017-01-01

Phenotyping, or the identification of patient cohorts, is a recurring challenge in medical informatics. While there are open source tools such as i2b2 that address this problem by providing user-friendly querying interfaces, these platforms lack semantic expressiveness to model complex phenotyping algorithms. The Arden Syntax provides procedural programming language construct, designed specifically for medical decision support and knowledge transfer. In this work, we investigate how language constructs of the Arden Syntax can be used for generic phenotyping. We implemented a prototypical tool to integrate i2b2 with an open source Arden execution environment. To demonstrate the applicability of our approach, we used the tool together with an Arden-based phenotyping algorithm to derive statistics about ICU-acquired hypernatremia. Finally, we discuss how the combination of i2b2's user-friendly cohort pre-selection and Arden's procedural expressiveness could benefit phenotyping.

Using Arden Syntax to Identify Registry-Eligible Very Low Birth Weight Neonates from the Electronic Health Record

PubMed Central

Sarkar, Indra Neil; Chen, Elizabeth S.; Rosenau, Paul T.; Storer, Matthew B.; Anderson, Beth; Horbar, Jeffrey D.

2014-01-01

Condition-specific registries are essential resources for supporting epidemiological, quality improvement, and clinical trial studies. The identification of potentially eligible patients for a given registry often involves a manual process or use of ad hoc software tools. With the increased availability of electronic health data, such as within Electronic Health Record (EHR) systems, there is potential to develop healthcare standards based approaches for interacting with these data. Arden Syntax, which has traditionally been used to represent medical knowledge for clinical decision support, is one such standard that may be adapted for the purpose of registry eligibility determination. In this feasibility study, Arden Syntax was explored for its ability to represent eligibility criteria for a registry of very low birth weight neonates. The promising performance (100% recall; 97% precision) of the Arden Syntax approach at a single institution suggests that a standards-based methodology could be used to robustly identify registry-eligible patients from EHRs. PMID:25954412

Language, music, syntax and the brain.

PubMed

Patel, Aniruddh D

2003-07-01

The comparative study of music and language is drawing an increasing amount of research interest. Like language, music is a human universal involving perceptually discrete elements organized into hierarchically structured sequences. Music and language can thus serve as foils for each other in the study of brain mechanisms underlying complex sound processing, and comparative research can provide novel insights into the functional and neural architecture of both domains. This review focuses on syntax, using recent neuroimaging data and cognitive theory to propose a specific point of convergence between syntactic processing in language and music. This leads to testable predictions, including the prediction that that syntactic comprehension problems in Broca's aphasia are not selective to language but influence music perception as well.

SYNTAX score based on coronary computed tomography angiography may have a prognostic value in patients with complex coronary artery disease: An observational study from a retrospective cohort.

PubMed

Suh, Young Joo; Han, Kyunghwa; Chang, Suyon; Kim, Jin Young; Im, Dong Jin; Hong, Yoo Jin; Lee, Hye-Jeong; Hur, Jin; Kim, Young Jin; Choi, Byoung Wook

2017-09-01

The SYNergy between percutaneous coronary intervention with TAXus and cardiac surgery (SYNTAX) score is an invasive coronary angiography (ICA)-based score for quantifying the complexity of coronary artery disease (CAD). Although the SYNTAX score was originally developed based on ICA, recent publications have reported that coronary computed tomography angiography (CCTA) is a feasible modality for the estimation of the SYNTAX score.The aim of our study was to investigate the prognostic value of the SYNTAX score, based on CCTA for the prediction of major adverse cardiac and cerebrovascular events (MACCEs) in patients with complex CAD.The current study was approved by the institutional review board of our institution, and informed consent was waived for this retrospective cohort study. We included 251 patients (173 men, mean age 66.0 ± 9.29 years) who had complex CAD [3-vessel disease or left main (LM) disease] on CCTA. SYNTAX score was obtained on the basis of CCTA. Follow-up clinical outcome data regarding composite MACCEs were also obtained. Cox proportional hazards models were developed to predict the risk of MACCEs based on clinical variables, treatment, and computed tomography (CT)-SYNTAX scores.During the median follow-up period of 1517 days, there were 48 MACCEs. Univariate Cox hazards models demonstrated that MACCEs were associated with advanced age, low body mass index (BMI), and dyslipidemia (P < .2). In patients with LM disease, MACCEs were associated with a higher SYNTAX score. In patients with CT-SYNTAX score ≥23, patients who underwent coronary artery bypass graft surgery (CABG) and percutaneous coronary intervention had significantly lower hazard ratios than patients who were treated with medication alone. In multivariate Cox hazards model, advanced age, low BMI, and higher SYNTAX score showed an increased hazard ratio for MACCE, while treatment with CABG showed a lower hazard ratio (P < .2).On the basis of our results, CT-SYNTAX score

A Growth Curve Analysis of Literacy Performance among Second-Grade, Spanish-Speaking, English-Language Learners

ERIC Educational Resources Information Center

Gutiierrez, Gabriel; Vanderwood, Mike L.

2013-01-01

The literacy growth of 260 second-grade English learners (ELs) with varying degrees of English language proficiency (e.g., Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced English language proficiency) was assessed with English literacy skill assessments. Dynamic Indicators of Basic Early Literacy Skills measures were…

Age of acquisition and allophony in Spanish-English bilinguals

PubMed Central

Barlow, Jessica A.

2014-01-01

This study examines age of acquisition (AoA) in Spanish-English bilinguals’ phonetic and phonological knowledge of /l/ in English and Spanish. In English, the lateral approximant /l/ varies in darkness by context [based on the second formant (F2) and the difference between F2 and the first formant (F1)], but the Spanish /l/ does not. Further, English /l/ is overall darker than Spanish /l/. Thirty-eight college-aged adults participated: 11 Early Spanish-English bilinguals who learned English before the age of 5 years, 14 Late Spanish-English bilinguals who learned English after the age of 6 years, and 13 English monolinguals. Participants’ /l/ productions were acoustically analyzed by language and context. The results revealed a Spanish-to-English phonetic influence on /l/ productions for both Early and Late bilinguals, as well as an English-to-Spanish phonological influence on the patterning of /l/ for the Late Bilinguals. These findings are discussed in terms of the Speech Learning Model and the effect of AoA on the interaction between a bilingual speaker’s two languages. PMID:24795664

Age of acquisition and allophony in Spanish-English bilinguals.

PubMed

Barlow, Jessica A

2014-01-01

This study examines age of acquisition (AoA) in Spanish-English bilinguals' phonetic and phonological knowledge of /l/ in English and Spanish. In English, the lateral approximant /l/ varies in darkness by context [based on the second formant (F2) and the difference between F2 and the first formant (F1)], but the Spanish /l/ does not. Further, English /l/ is overall darker than Spanish /l/. Thirty-eight college-aged adults participated: 11 Early Spanish-English bilinguals who learned English before the age of 5 years, 14 Late Spanish-English bilinguals who learned English after the age of 6 years, and 13 English monolinguals. Participants' /l/ productions were acoustically analyzed by language and context. The results revealed a Spanish-to-English phonetic influence on /l/ productions for both Early and Late bilinguals, as well as an English-to-Spanish phonological influence on the patterning of /l/ for the Late Bilinguals. These findings are discussed in terms of the Speech Learning Model and the effect of AoA on the interaction between a bilingual speaker's two languages.

Incremental prognostic value of the SYNTAX score to late gadolinium-enhanced magnetic resonance images for patients with stable coronary artery disease.

PubMed

Kato, Shingo; Saito, Naka; Kirigaya, Hidekuni; Gyotoku, Daiki; Iinuma, Naoki; Kusakawa, Yuka; Iguchi, Kohei; Nakachi, Tatsuya; Fukui, Kazuki; Futaki, Masaaki; Iwasawa, Tae; Taguri, Masataka; Kimura, Kazuo; Umemura, Satoshi

2016-06-01

The prognostic significance of the SYNTAX (Synergy between PCI with Taxus and cardiac surgery) score has recently been demonstrated in patients with stable multivessel or left main coronary artery disease (CAD). The present study determines whether adding the SYNTAX score to Framingham risk score (FRS), left ventricular ejection fraction (LVEF) and presence of myocardial infarction (MI) by late gadolinium enhancement (LGE) magnetic resonance imaging can improve the risk stratification in patients with stable CAD. We calculated the SYNTAX score in 161 patients with stable CAD (mean age: 66 ± 10 years old). During a mean follow-up of 2.3 years, 56 (35 %) of 161 patients developed cardiovascular events defined as cardiovascular death, non-fatal MI, cerebral infarction, unstable angina pectoris, hospitalization due to heart failure and revascularization. Multivariate Cox regression analysis selected triglycerides [hazard ratio (HR): 1.005 (95 % confidence interval (CI): 1.001-1.008), p < 0.008], presence of LGE [HR: 6.329 (95 % CI: 2.662-15.05), p < 0.001] and the SYNTAX score [HR: 1.085 (95 % CI: 1.044-1.127), p < 0.001] as risk factors for future cardiovascular events. Adding the SYNTAX score to FRS, EF and LGE significantly improved the net reclassification index (NRI) [40.4 % (95 % CI: 18.1-54.8 %), p < 0.05] with an increase in C-statistics of 0.089 (from 0.707 to 0.796). An increase in C-statistics and significant improvement of NRI showed that adding the SYNTAX score to the FRS, LVEF and LGE incrementally improved risk stratification in patient with stable CAD.

Evidence for Knowledge of the Syntax of Large Numbers in Preschoolers

ERIC Educational Resources Information Center

Barrouillet, Pierre; Thevenot, Catherine; Fayol, Michel

2010-01-01

The aim of this study was to provide evidence for knowledge of the syntax governing the verbal form of large numbers in preschoolers long before they are able to count up to these numbers. We reasoned that if such knowledge exists, it should facilitate the maintenance in short-term memory of lists of lexical primitives that constitute a number…

A Role for Chunk Formation in Statistical Learning of Second Language Syntax

ERIC Educational Resources Information Center

Hamrick, Phillip

2014-01-01

Humans are remarkably sensitive to the statistical structure of language. However, different mechanisms have been proposed to account for such statistical sensitivities. The present study compared adult learning of syntax and the ability of two models of statistical learning to simulate human performance: Simple Recurrent Networks, which learn by…

Linguistics from a Conceptual Viewpoint (Aspects of Aspects of a Theory of Syntax).

ERIC Educational Resources Information Center

Schank, Roger C.

Some of the assertions made by Chomsky in "Aspects of the Theory of Syntax" are considered. In particular, the notion of a "competence" model in linguistics is criticized. Formal postulates for a conceptually-based linguistic theory are presented. (Author/JD)

Native-language N400 and P600 predict dissociable language-learning abilities in adults

PubMed Central

Qi, Zhenghan; Beach, Sara D.; Finn, Amy S.; Minas, Jennifer; Goetz, Calvin; Chan, Brian; Gabrieli, John D.E.

2018-01-01

Language learning aptitude during adulthood varies markedly across individuals. An individual’s native-language ability has been associated with success in learning a new language as an adult. However, little is known about how native-language processing affects learning success and what neural markers of native-language processing, if any, are related to success in learning. We therefore related variation in electrophysiology during native-language processing to success in learning a novel artificial language. Event-related potentials (ERPs) were recorded while native English speakers judged the acceptability of English sentences prior to learning an artificial language. There was a trend towards a double dissociation between native-language ERPs and their relationships to novel syntax and vocabulary learning. Individuals who exhibited a greater N400 effect when processing English semantics showed better future learning of the artificial language overall. The N400 effect was related to syntax learning via its specific relationship to vocabulary learning. In contrast, the P600 effect size when processing English syntax predicted future syntax learning but not vocabulary learning. These findings show that distinct neural signatures of native-language processing relate to dissociable abilities for learning novel semantic and syntactic information. PMID:27737775

The Use of Dynamic Indicators of Basic Early Language Skills (DIBELS) and Measures of Academic Progress (MAP) to Compare Reading Proficiency in Native English Speakers and English Language Learners

ERIC Educational Resources Information Center

Ellett, Ryan

2014-01-01

This study compares native English, Spanish, Lao, Chinese, Korean, Vietnamese, Arabic, and all other ELL students over one, two, three, and four-year spans to determine if certain groups appear to face more difficulties in developing early reading mastery by third grade. This study also examines whether socio-economic status impacts the…

Elementary English-as-a-Foreign-Language Teachers' Beliefs about English Literacy Interventions in Taiwan

ERIC Educational Resources Information Center

Lin, Chien-Hung

2009-01-01

The implementation of English education at the elementary level in Taiwan is still in its early stage. However, researchers and educators in this field have noticed the variation of student English proficiency which increases the difficulty of teaching in today's EFL classes and results in calls for intervention programs. The purpose of this study…

Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners.

PubMed

Le Corre, Mathieu; Li, Peggy; Huang, Becky H; Jia, Gisela; Carey, Susan

2016-08-01

Previous studies showed that children learning a language with an obligatory singular/plural distinction (Russian and English) learn the meaning of the number word for one earlier than children learning Japanese, a language without obligatory number morphology (Barner, Libenson, Cheung, & Takasaki, 2009; Sarnecka, Kamenskaya, Yamana, Ogura, & Yudovina, 2007). This can be explained by differences in number morphology, but it can also be explained by many other differences between the languages and the environments of the children who were compared. The present study tests the hypothesis that the morphological singular/plural distinction supports the early acquisition of the meaning of the number word for one by comparing young English learners to age and SES matched young Mandarin Chinese learners. Mandarin does not have obligatory number morphology but is more similar to English than Japanese in many crucial respects. Corpus analyses show that, compared to English learners, Mandarin learners hear number words more frequently, are more likely to hear number words followed by a noun, and are more likely to hear number words in contexts where they denote a cardinal value. Two tasks show that, despite these advantages, Mandarin learners learn the meaning of the number word for one three to six months later than do English learners. These results provide the strongest evidence to date that prior knowledge of the numerical meaning of the distinction between singular and plural supports the acquisition of the meaning of the number word for one. Copyright © 2016. Published by Elsevier Inc.

Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners

PubMed Central

Corre, Mathieu Le; Li, Peggy; Huang, Becky H.; Jia, Gisela; Carey, Susan

2016-01-01

Previous studies showed that children learning a language with an obligatory singular/plural distinction (Russian and English) learn the meaning of the number word for one earlier than children learning Japanese, a language without obligatory number morphology (Barner, Libenson, Cheung, & Takasaki, 2009; Sarnecka, Kamenskaya, Yamana, Ogura, & Yudovina, 2007). This can be explained by differences in number morphology, but it can also be explained by many other differences between the languages and the environments of the children who were compared. The present study tests the hypothesis that the morphological singular/plural distinction supports the early acquisition of the meaning of the number word for one by comparing young English learners to age and SES matched young Mandarin Chinese learners. Mandarin does not have obligatory number morphology but is more similar to English than Japanese in many crucial respects. Corpus analyses show that, compared to English learners, Mandarin learners hear number words more frequently, are more likely to hear number words followed by a noun, and are more likely to hear number words in contexts where they denote a cardinal value. Two tasks show that, despite these advantages, Mandarin learners learn the meaning of the number word for one three to six months later than do English learners. These results provide the strongest evidence to date that prior knowledge of the numerical meaning of the distinction between singular and plural supports the acquisition of the meaning of the number word for one. PMID:27423486

Discriminative feature-rich models for syntax-based machine translation.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dixon, Kevin R.

This report describes the campus executive LDRD %E2%80%9CDiscriminative Feature-Rich Models for Syntax-Based Machine Translation,%E2%80%9D which was an effort to foster a better relationship between Sandia and Carnegie Mellon University (CMU). The primary purpose of the LDRD was to fund the research of a promising graduate student at CMU; in this case, Kevin Gimpel was selected from the pool of candidates. This report gives a brief overview of Kevin Gimpel's research.

The Identity Construction Experiences of Early Career English Language Teachers in Hong Kong. Great Expectations and Practical Realities

ERIC Educational Resources Information Center

Trent, John

2016-01-01

This article reports the results of a multiple qualitative case study which investigated the challenges that seven early career English language teachers in Hong Kong confronted as they constructed their professional and personal identities. A series of in-depth interviews with participants during the entire first year of their full-time teaching…

Memory for syntax despite amnesia.

PubMed

Ferreira, Victor S; Bock, Kathryn; Wilson, Michael P; Cohen, Neal J

2008-09-01

Syntactic persistence is a tendency for speakers to reproduce sentence structures independently of accompanying meanings, words, or sounds. The memory mechanisms behind syntactic persistence are not fully understood. Although some properties of syntactic persistence suggest a role for procedural memory, current evidence suggests that procedural memory (unlike declarative memory) does not maintain the abstract, relational features that are inherent to syntactic structures. In a study evaluating the contribution of procedural memory to syntactic persistence, patients with anterograde amnesia and matched control speakers reproduced prime sentences with different syntactic structures; reproduced 0, 1, 6, or 10 neutral sentences; then spontaneously described pictures that elicited the primed structures; and finally made recognition judgments for the prime sentences. Amnesic and control speakers showed significant and equivalent syntactic persistence, despite the amnesic speakers' profoundly impaired recognition memory for the primes. Thus, syntax is maintained by procedural-memory mechanisms. This result reveals that procedural memory is capable of supporting abstract, relational knowledge.

Initial Spanish Proficiency and English Language Development among Spanish-Speaking English Learner Students in New Mexico. REL 2018-286

ERIC Educational Resources Information Center

Arellano, Brenda; Liu, Feng; Stoker, Ginger; Slama, Rachel

2018-01-01

To what extent do Spanish-speaking English learner students develop English proficiency and grade-level readiness in English language arts and math from early elementary school to upper elementary school? Is there a relationship between proficiency in a student's primary home language, Spanish, and the amount of time needed to attain fluency in…

Parent Involvement in Early Childhood: A Comparison of English Language Learners and English First Language Families

ERIC Educational Resources Information Center

Harper, Sarah N.; Pelletier, Janette

2010-01-01

This study evaluated parents' communication, involvement and knowledge of their children's abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty-two kindergarten-aged children, their parents and their teachers participated in the study. Results…

The Views of Nigerian Teachers in Public and Private Primary Schools on the Teaching of Early Literacy in English

ERIC Educational Resources Information Center

Okebukola, Foluso

2012-01-01

Drawing on the bilingual policies and biliteracy programmes of African nations, this paper discusses the context of literacy education in Nigeria and examines Nigerian early literacy teachers' attitudes to teaching literacy and literacy teaching practices as informed by the National Policy on Education, Primary English Language Curriculum and the…

The Effects of Age Factor on Learning English: A Case Study of Learning English in Saudi Schools, Saudi Arabia

ERIC Educational Resources Information Center

Gawi, Elsadig Mohamed Khalifa

2012-01-01

The purpose of this study is to investigate the effect of age on learning English in Saudi Arabia. It aims at encouraging the learning of English as a foreign language at an early age in KSA. The populations of the study are English language teachers and Saudi students in elementary schools compared with intermediate school students in Dawadmi…

Assessment of Syntax after Adolescent Brain Injury: Effects of Memory on Test Performance.

ERIC Educational Resources Information Center

Turkstra, Lyn S.; Holland, Audrey L.

1998-01-01

This study of six adolescents with brain injuries, and six controls, investigated the influence of working memory load on performance of a task designed to measure receptive syntax ability. The performance of the adolescents with brain injuries was significantly worse than that of controls. (Author/CR)

Songs to syntax: the linguistics of birdsong.

PubMed

Berwick, Robert C; Okanoya, Kazuo; Beckers, Gabriel J L; Bolhuis, Johan J

2011-03-01

Unlike our primate cousins, many species of bird share with humans a capacity for vocal learning, a crucial factor in speech acquisition. There are striking behavioural, neural and genetic similarities between auditory-vocal learning in birds and human infants. Recently, the linguistic parallels between birdsong and spoken language have begun to be investigated. Although both birdsong and human language are hierarchically organized according to particular syntactic constraints, birdsong structure is best characterized as 'phonological syntax', resembling aspects of human sound structure. Crucially, birdsong lacks semantics and words. Formal language and linguistic analysis remains essential for the proper characterization of birdsong as a model system for human speech and language, and for the study of the brain and cognition evolution. Copyright © 2011 Elsevier Ltd. All rights reserved.

Native-language N400 and P600 predict dissociable language-learning abilities in adults.

PubMed

Qi, Zhenghan; Beach, Sara D; Finn, Amy S; Minas, Jennifer; Goetz, Calvin; Chan, Brian; Gabrieli, John D E

2017-04-01

Language learning aptitude during adulthood varies markedly across individuals. An individual's native-language ability has been associated with success in learning a new language as an adult. However, little is known about how native-language processing affects learning success and what neural markers of native-language processing, if any, are related to success in learning. We therefore related variation in electrophysiology during native-language processing to success in learning a novel artificial language. Event-related potentials (ERPs) were recorded while native English speakers judged the acceptability of English sentences prior to learning an artificial language. There was a trend towards a double dissociation between native-language ERPs and their relationships to novel syntax and vocabulary learning. Individuals who exhibited a greater N400 effect when processing English semantics showed better future learning of the artificial language overall. The N400 effect was related to syntax learning via its specific relationship to vocabulary learning. In contrast, the P600 effect size when processing English syntax predicted future syntax learning but not vocabulary learning. These findings show that distinct neural signatures of native-language processing relate to dissociable abilities for learning novel semantic and syntactic information. Copyright © 2016 Elsevier Ltd. All rights reserved.

Early and Late Spanish-English Bilingual Adults' Perception of American English Vowels

ERIC Educational Resources Information Center

Baigorri, Miriam

2016-01-01

Increasing numbers of Hispanic immigrants are entering the US (US Census Bureau, 2011) and are learning American English (AE) as a second language (L2). Many may experience difficulty in understanding AE. Accurate perception of AE vowels is important because vowels carry a large part of the speech signal (Kewley-Port, Burkle, & Lee, 2007). The…

OZI: Australian English Communicative Development Inventory

ERIC Educational Resources Information Center

Kalashnikova, Marina; Schwarz, Iris-Corinna; Burnham, Denis

2016-01-01

For more than 20 years, the MacArthur-Bates Communicative Development Inventory (CDI) and its adaptations for languages other than English have been used as reliable measures of infants' and toddlers' early receptive and productive vocabulary size. This article introduces the OZI, the Australian English adaptation of the MacArthur-Bates CDI, now…

Improving the human readability of Arden Syntax medical logic modules using a concept-oriented terminology and object-oriented programming expressions.

PubMed

Choi, Jeeyae; Bakken, Suzanne; Lussier, Yves A; Mendonça, Eneida A

2006-01-01

Medical logic modules are a procedural representation for sharing task-specific knowledge for decision support systems. Based on the premise that clinicians may perceive object-oriented expressions as easier to read than procedural rules in Arden Syntax-based medical logic modules, we developed a method for improving the readability of medical logic modules. Two approaches were applied: exploiting the concept-oriented features of the Medical Entities Dictionary and building an executable Java program to replace Arden Syntax procedural expressions. The usability evaluation showed that 66% of participants successfully mapped all Arden Syntax rules to Java methods. These findings suggest that these approaches can play an essential role in the creation of human readable medical logic modules and can potentially increase the number of clinical experts who are able to participate in the creation of medical logic modules. Although our approaches are broadly applicable, we specifically discuss the relevance to concept-oriented nursing terminologies and automated processing of task-specific nursing knowledge.

Starting Early with English Language Learners: First Lessons from Illinois

ERIC Educational Resources Information Center

Severns, Maggie

2012-01-01

In recent years, a boom in immigration and high birth rates among the foreign-born population has led to significant growth in the number of children in the United States who speak a language other than English at home. This demographic change presents a challenge to the public school system, where English proficiency is central to a child's…

On the Early Left-Anterior Negativity (ELAN) in Syntax Studies

ERIC Educational Resources Information Center

Steinhauer, Karsten; Drury, John E.

2012-01-01

Within the framework of Friederici's (2002) neurocognitive model of sentence processing, the early left anterior negativity (ELAN) in event-related potentials (ERPs) has been claimed to be a brain marker of syntactic first-pass parsing. As ELAN components seem to be exclusively elicited by word category violations (phrase structure violations),…

Black English.

ERIC Educational Resources Information Center

Bailey, Charles-James N.

This paper, presented as part of a military lecture series given by the Division of Continuing Education and Community Service Speakers' Bureau of the University of Hawaii to military personnel at Schofield Barracks and Fort Shafter, investigates the origins and present status of Black English. A discussion of early studies in the Gullah dialect…

Using features of Arden Syntax with object-oriented medical data models for guideline modeling.

PubMed

Peleg, M; Ogunyemi, O; Tu, S; Boxwala, A A; Zeng, Q; Greenes, R A; Shortliffe, E H

2001-01-01

Computer-interpretable guidelines (CIGs) can deliver patient-specific decision support at the point of care. CIGs base their recommendations on eligibility and decision criteria that relate medical concepts to patient data. CIG models use expression languages for specifying these criteria, and define models for medical data to which the expressions can refer. In developing version 3 of the GuideLine Interchange Format (GLIF3), we used existing standards as the medical data model and expression language. We investigated the object-oriented HL7 Reference Information Model (RIM) as a default data model. We developed an expression language, called GEL, based on Arden Syntax's logic grammar. Together with other GLIF constructs, GEL reconciles incompatibilities between the data models of Arden Syntax and the HL7 RIM. These incompatibilities include Arden's lack of support for complex data types and time intervals, and the mismatch between Arden's single primary time and multiple time attributes of the HL7 RIM.

English-French Bilingual Education in the Early Grades: The Elgin Study

ERIC Educational Resources Information Center

Barik, Henri C.; Swain, Merrill

1974-01-01

Presents findings of an evaluation of an English-French bilingual education program using partial instruction in the second language in St. Thomas, Ontario. The evaluation covers grades 1-3. The program operates in unilingual English environment. (RM)

Exploring item and higher order factor structure with the Schmid-Leiman solution: syntax codes for SPSS and SAS.

PubMed

Wolff, Hans-Georg; Preising, Katja

2005-02-01

To ease the interpretation of higher order factor analysis, the direct relationships between variables and higher order factors may be calculated by the Schmid-Leiman solution (SLS; Schmid & Leiman, 1957). This simple transformation of higher order factor analysis orthogonalizes first-order and higher order factors and thereby allows the interpretation of the relative impact of factor levels on variables. The Schmid-Leiman solution may also be used to facilitate theorizing and scale development. The rationale for the procedure is presented, supplemented by syntax codes for SPSS and SAS, since the transformation is not part of most statistical programs. Syntax codes may also be downloaded from www.psychonomic.org/archive/.

The Use of Literacy Materials in Early Childhood English Language and Literacy Programmes in Singapore: Local Responses to Global Trends

ERIC Educational Resources Information Center

Tang, Alice

2015-01-01

This paper explores local responses by Singapore pre-school teachers to the global trend towards English as the medium of instruction at the early childhood level of education. The paper reports research into how teachers have responded to the national literacy agenda, as outlined in the Curriculum Framework for Kindergartens in Singapore, using…

Learner Outcomes for English Language Learner Low Readers in an Early Intervention

ERIC Educational Resources Information Center

Kelly, Patricia R.; Gomez-Bellenge, Francisco-Xavier; Chen, Jing; Schulz, Melissa M.

2008-01-01

This study investigated the efficacy of Reading Recovery[R] (RR) with first grade English language learners (ELLs) in U.S. schools by examining the literacy outcomes of ELLs compared with their native English-speaking (NES) peers, who were also enrolled in RR. We also explored how ELLs' fall oral English proficiency levels were related to their…

Subduction and Slab Advance at Orogen Syntaxes: Predicting Exhumation Rates and Thermochronometric Ages with Numerical Modeling

NASA Astrophysics Data System (ADS)

Nettesheim, Matthias; Ehlers, Todd A.; Whipp, David M.

2017-04-01

The change in plate boundary orientation and subducting plate geometry along orogen syntaxes may have major control on the subduction and exhumation dynamics at these locations. Previous work documents that the curvature of subducting plates in 3D at orogen syntaxes forces a buckling and flexural stiffening of the downgoing plate. The geometry of this stiffened plate region, also called indenter, can be observed in various subduction zones around the world (e.g. St. Elias Range, Alaska; Cascadia, USA; Andean syntaxis, South America). The development of a subducting, flexurally stiffened indenter beneath orogen syntaxes influences deformation in the overriding plate and can lead to accelerated and focused rock uplift above its apex. Moreover, the style of deformation in the overriding plate is influenced by the amount of trench or slab advance, which is the amount of overall shortening not accommodated by underthrusting. While many subduction zones exhibit little to no slab advance, the Nazca-South America subduction and especially the early stages of the India-Eurasia collision provide end-member examples. Here, we use a transient, lithospheric-scale, thermomechanical 3D model of an orogen syntaxis to investigate the effects of subducting a flexurally stiffened plate geometry and slab advance on upper plate deformation. A visco-plastic upper-plate rheology is used, along with a buckled, rigid subducting plate. The free surface of the thermomechanical model is coupled to a landscape evolution model that accounts for erosion by fluvial and hillslope processes. The cooling histories of exhumed rocks are used to predict the evolution of low-temperature thermochronometer ages on the surface. With a constant overall shortening for all simulations, the magnitude of slab advance is varied stepwise from no advance, with all shortening accommodated by underthrusting, to full slab advance, i.e. no motion on the megathrust. We show that in models where most shortening is

Clinical decision support systems at the Vienna General Hospital using Arden Syntax: Design, implementation, and integration.

PubMed

Schuh, Christian; de Bruin, Jeroen S; Seeling, Walter

2015-12-01

The Allgemeines Krankenhaus Informations Management (AKIM) project was started at the Vienna General Hospital (VGH) several years ago. This led to the introduction of a new hospital information system (HIS), and the installation of the expert system platform (EXP) for the integration of Arden-Syntax-based clinical decision support systems (CDSSs). In this report we take a look at the milestones achieved and the challenges faced in the creation and modification of CDSSs, and their integration into the HIS over the last three years. We introduce a three-stage development method, which is followed in nearly all CDSS projects at the Medical University of Vienna and the VGH. Stage one comprises requirements engineering and system conception. Stage two focuses on the implementation and testing of the system. Finally, stage three describes the deployment and integration of the system in the VGH HIS. The HIS provides a clinical work environment for healthcare specialists using customizable graphical interfaces known as parametric medical documents. Multiple Arden Syntax servers are employed to host and execute the CDSS knowledge bases: two embedded in the EXP for production and development, and a further three in clinical routine for production, development, and quality assurance. Three systems are discussed; the systems serve different purposes in different clinical areas, but are all implemented with Arden Syntax. MONI-ICU is an automated surveillance system for monitoring healthcare-associated infections in the intensive care setting. TSM-CDS is a CDSS used for risk prediction in the formation of cutaneous melanoma metastases. Finally, TacroDS is a CDSS for the manipulation of dosages for tacrolimus, an immunosuppressive agent used after kidney transplantation. Problems in development and integration were related to data quality or availability, although organizational difficulties also caused delays in development and integration. Since the inception of the AKIM

Idiom, Syntax, and Advanced Theory of Mind Abilities in Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Whyte, Elisabeth M.; Nelson, Keith E.; Scherf, K. Suzanne

2014-01-01

Purpose: When researchers investigate figurative language abilities (including idioms) in children with autism spectrum disorder (ASD), syntax abilities may be more important than once considered. In addition, there are limitations to the overreliance on false-belief tasks to measure theory of mind (TOM) abilities. In the current study, the…

Complement Syntax, Mental Verbs, and Theory of Mind in Children Who Are Deaf

ERIC Educational Resources Information Center

Keddington, Holly B.

2013-01-01

The present study was conducted in three parts. Each part analyzed theory of mind (ToM) development in children who are deaf in relation to mental verb and complement syntax understanding. In the first part, participants were given a series of tests for the purpose of correlational analysis of ToM, mental verb understanding, and memory for…

Does geographical variability influence five-year MACCE rates in the multicentre SYNTAX revascularisation trial?

PubMed

Roy, Andrew K; Chevalier, Bernard; Lefèvre, Thierry; Louvard, Yves; Segurado, Ricardo; Sawaya, Fadi; Spaziano, Marco; Neylon, Antoinette; Serruys, Patrick A; Dawkins, Keith D; Kappetein, Arie Pieter; Mohr, Friedrich-Wilhelm; Colombo, Antonio; Feldman, Ted; Morice, Marie-Claude

2017-09-20

The use of multiple geographical sites for randomised cardiovascular trials may lead to important heterogeneity in treatment effects. This study aimed to determine whether treatment effects from different geographical recruitment regions impacted significantly on five-year MACCE rates in the SYNTAX trial. Five-year SYNTAX results (n=1,800) were analysed for geographical variability by site and country for the effect of treatment (CABG vs. PCI) on MACCE rates. Fixed, random, and linear mixed models were used to test clinical covariate effects, such as diabetes, lesion characteristics, and procedural factors. Comparing five-year MACCE rates, the pooled odds ratio (OR) between study sites was 0.58 (95% CI: 0.47-0.71), and countries 0.59 (95% CI: 0.45-0.73). By homogeneity testing, no individual site (X2=93.8, p=0.051) or country differences (X2=25.7, p=0.080) were observed. For random effects models, the intraclass correlation was minimal (ICC site=5.1%, ICC country=1.5%, p<0.001), indicating minimal geographical heterogeneity, with a hazard ratio of 0.70 (95% CI: 0.59-0.83). Baseline risk (smoking, diabetes, PAD) did not influence regional five-year MACCE outcomes (ICC 1.3%-5.2%), nor did revascularisation of the left main vs. three-vessel disease (p=0.241), across site or country subgroups. For CABG patients, the number of arterial (p=0.49) or venous (p=0.38) conduits used also made no difference. Geographic variability has no significant treatment effect on MACCE rates at five years. These findings highlight the generalisability of the five-year outcomes of the SYNTAX study.

Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner Children

ERIC Educational Resources Information Center

Gonzalez, Jorge; Pollard-Durodola, Sharolyn; Saenz, Laura; Soares, Denise; Davis, Heather; Resendez, Nora; Zhu, Leina

2016-01-01

Research Findings: The purpose of this study was to examine within-group individual differences in the code-related and oral language abilities of an economically stressed Spanish-speaking English language learner (ELL) preschool sample and to evaluate the predictive relationship of these differences to later listening comprehension. Latent class…

Peer Conflict Explanations in Children, Adolescents, and Adults: Examining the Development of Complex Syntax

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Mansfield, Tracy C.; Billow, Jesse L.

2007-01-01

Purpose: Expository discourse, the use of language to convey information, requires facility with complex syntax. Although expository discourse is often employed in school and work settings, little is known about its development in children, adolescents, and adults. Hence, it is difficult to evaluate this genre in students who have language…

Additive prognostic value of the SYNTAX score over GRACE, TIMI, ZWOLLE, CADILLAC and PAMI risk scores in patients with acute ST-segment elevation myocardial infarction treated by primary percutaneous coronary intervention.

PubMed

Brkovic, Voin; Dobric, Milan; Beleslin, Branko; Giga, Vojislav; Vukcevic, Vladan; Stojkovic, Sinisa; Stankovic, Goran; Nedeljkovic, Milan A; Orlic, Dejan; Tomasevic, Miloje; Stepanovic, Jelena; Ostojic, Miodrag

2013-08-01

This study evaluated additive prognostic value of the SYNTAX score over GRACE, TIMI, ZWOLLE, CADILLAC and PAMI risk scores in patients with ST-segment elevation myocardial infarction (STEMI) undergoing primary percutaneous coronary intervention (pPCI). All six scores were calculated in 209 consecutive STEMI patients undergoing pPCI. Primary end-point was the major adverse cardiovascular event (MACE--composite of cardiovascular mortality, non-fatal myocardial infarction and stroke); secondary end point was cardiovascular mortality. Patients were stratified according to the SYNTAX score tertiles (≤12; between 12 and 19.5; >19.5). The median follow-up was 20 months. Rates of MACE and cardiovascular mortality were highest in the upper tertile of the SYNTAX score (p < 0.001 and p = 0.003, respectively). SYNTAX score was independent multivariable predictor of MACE and cardiovascular mortality when added to GRACE, TIMI, ZWOLLE, and PAMI risk scores. However, the SYNTAX score did not improve the Cox regression models of MACE and cardiovascular mortality when added to the CADILLAC score. The SYNTAX score has predictive value for MACE and cardiovascular mortality in patients with STEMI undergoing primary PCI. Furthermore, SYNTAX score improves prognostic performance of well-established GRACE, TIMI, ZWOLLE and PAMI clinical scores, but not the CADILLAC risk score. Therefore, long-term survival in patients after STEMI depends less on detailed angiographical characterization of coronary lesions, but more on clinical characteristics, myocardial function and basic angiographic findings as provided by the CADILLAC score.

[Translation of titles into English in Medicina Clínica: quality and influence of the Spanish language].

PubMed

Navarro, F A; Barnes, J

1996-03-02

Journals that are not published solely in English have the titles of papers translated into English, the international language of medicine. The aim of this paper is to analyse the accuracy and quality of such translations in Medicina Clínica and to assess the influence of the morphology and syntax of Spanish on the English versions of the titles. Two professional medical translators, one Spanish and the other English, each with a knowledge of both languages, compared the original Spanish and the English translations of the titles of the 292 papers and communications published in the 20 issues of volume 100 of Medicina Clínica. The discrepancies or "errors" were classified in five groups of increasing seriousness. Of the titles studied, 77% contained some sort of error (458 errors were detected). In 100 titles (34%) there were differences in meaning between the original Spanish and the English translations. Another 72 titles contained serious orthographical, lexical or grammatical mistakes, though the basic meaning was not distorted. Approximately a third of the lexical and grammatical errors were attributable to the direct influence of Spanish. The English translations of titles in Medicina Clínica contain numerous orthographical, lexical and gammatical mistakes. Serious errors of meaning in a number of translated titles could result in misinterpretation by readers who do not know Spanish. We recommend that the authors should play a part in the translation of the titles, as this should provide a simple and effective mean of improving the accuracy of the translations. Our comparison yielded much worse results than had been expected, which suggests that similar studies with other medical journals in Spanish and other languages would be justified.

Language balance and switching ability in children acquiring English as a second language.

PubMed

Goriot, Claire; Broersma, Mirjam; McQueen, James M; Unsworth, Sharon; van Hout, Roeland

2018-09-01

This study investigated whether relative lexical proficiency in Dutch and English in child second language (L2) learners is related to executive functioning. Participants were Dutch primary school pupils of three different age groups (4-5, 8-9, and 11-12 years) who either were enrolled in an early-English schooling program or were age-matched controls not on that early-English program. Participants performed tasks that measured switching, inhibition, and working memory. Early-English program pupils had greater knowledge of English vocabulary and more balanced Dutch-English lexicons. In both groups, lexical balance, a ratio measure obtained by dividing vocabulary scores in English by those in Dutch, was related to switching but not to inhibition or working memory performance. These results show that for children who are learning an L2 in an instructional setting, and for whom managing two languages is not yet an automatized process, language balance may be more important than L2 proficiency in influencing the relation between childhood bilingualism and switching abilities. Copyright © 2018 Elsevier Inc. All rights reserved.

An ERP study of regular and irregular English past tense inflection.

PubMed

Newman, Aaron J; Ullman, Michael T; Pancheva, Roumyana; Waligura, Diane L; Neville, Helen J

2007-01-01

Compositionality is a critical and universal characteristic of human language. It is found at numerous levels, including the combination of morphemes into words and of words into phrases and sentences. These compositional patterns can generally be characterized by rules. For example, the past tense of most English verbs ("regulars") is formed by adding an -ed suffix. However, many complex linguistic forms have rather idiosyncratic mappings. For example, "irregular" English verbs have past tense forms that cannot be derived from their stems in a consistent manner. Whether regular and irregular forms depend on fundamentally distinct neurocognitive processes (rule-governed combination vs. lexical memorization), or whether a single processing system is sufficient to explain the phenomena, has engendered considerable investigation and debate. We recorded event-related potentials while participants read English sentences that were either correct or had violations of regular past tense inflection, irregular past tense inflection, syntactic phrase structure, or lexical semantics. Violations of regular past tense and phrase structure, but not of irregular past tense or lexical semantics, elicited left-lateralized anterior negativities (LANs). These seem to reflect neurocognitive substrates that underlie compositional processes across linguistic domains, including morphology and syntax. Regular, irregular, and phrase structure violations all elicited later positivities that were maximal over midline parietal sites (P600s), and seem to index aspects of controlled syntactic processing of both phrase structure and morphosyntax. The results suggest distinct neurocognitive substrates for processing regular and irregular past tense forms: regulars depending on compositional processing, and irregulars stored in lexical memory.

AN ERP STUDY OF REGULAR AND IRREGULAR ENGLISH PAST TENSE INFLECTION

PubMed Central

Newman, Aaron J.; Ullman, Michael T.; Pancheva, Roumyana; Waligura, Diane L.; Neville, Helen J.

2006-01-01

Compositionality is a critical and universal characteristic of human language. It is found at numerous levels, including the combination of morphemes into words and of words into phrases and sentences. These compositional patterns can generally be characterized by rules. For example, the past tense of most English verbs (“regulars”) is formed by adding an -ed suffix. However, many complex linguistic forms have rather idiosyncratic mappings. For example, “irregular” English verbs have past tense forms that cannot be derived from their stems in a consistent manner. Whether regular and irregular forms depend on fundamentally distinct neurocognitive processes (rule-governed combination vs. lexical memorization), or whether a single processing system is sufficient to explain the phenomena, has engendered considerable investigation and debate. We recorded event-related potentials while participants read English sentences that were either correct or had violations of regular past tense inflection, irregular past tense inflection, syntactic phrase structure, or lexical semantics. Violations of regular past tense and phrase structure, but not of irregular past tense or lexical semantics, elicited left-lateralized anterior negativities (LANs). These seem to reflect neurocognitive substrates that underlie compositional processes across linguistic domains, including morphology and syntax. Regular, irregular, and phrase structure violations all elicited later positivities that were maximal over right parietal sites (P600s), and which seem to index aspects of controlled syntactic processing of both phrase structure and morphosyntax. The results suggest distinct neurocognitive substrates for processing regular and irregular past tense forms: regulars depending on compositional processing, and irregulars stored in lexical memory. PMID:17070703

Teacher Candidates and Latina/o English Learners at Fenton Elementary School: The Role of Early Clinical Experiences in Urban Teacher Education

ERIC Educational Resources Information Center

Nasir, Ambareen; Heineke, Amy J.

2014-01-01

This study investigates how early clinical experiences impact teacher candidates' learning and experiences with Latina/o English learners in a field-based program housed in a multilingual, urban elementary school. We draw on multiple-case study design and use discourse analysis to explore cases of three candidates. Findings reveal exploration of…

Language Growth in English Monolingual and Spanish-English Bilingual Children from 2.5 to 5 Years.

PubMed

Hoff, Erika; Ribot, Krystal M

2017-11-01

To describe the trajectories of English and Spanish language growth in typically developing children from bilingual homes and compare those with the trajectories of English growth in children from monolingual homes, to assess effects of dual language exposure on language growth in typically developing children. Expressive vocabularies were assessed at 6-month intervals from age 30 to 60 months, in English for monolinguals and English and Spanish for bilinguals. Use of English and Spanish in the home was assessed via parental report. Multilevel modeling, including parent education as a covariate, revealed that children from bilingual homes lagged 6 months to 1 year behind monolingual children in English vocabulary growth. The size of the lag was related to the relative amount of English use in the home, but the relation was not linear. Increments in English use conferred the greatest benefit most among homes with already high levels of English use. These homes also were likely to have 1 parent who was a native English speaker. Bilingual children showed stronger growth in English than in Spanish. Bilingual children can lag 6 months to 1 year behind monolingual children in normal English language development. Such lags may not necessarily signify clinically relevant delay if parents report that children also have skills in the home language. Shorter lags are associated with 2 correlated factors: more English exposure and more exposure from native English speakers. Early exposure to Spanish in the home does not guarantee acquisition of Spanish. Copyright © 2017 Elsevier Inc. All rights reserved.

Oscillatory brain activity differentially reflects false belief understanding and complementation syntax processing.

PubMed

Guan, Yao; Farrar, M Jeffrey; Keil, Andreas

2018-02-01

False belief understanding (FBU) enables people to consider conflicting beliefs about the same situation. While language has been demonstrated to be a correlate of FBU, there is still controversy about the extent to which a specific aspect of language, complementation syntax, is a necessary condition for FBU. The present study tested an important notion from the debate proposing that complementation syntax task is redundant to FBU measures. Specifically, we examined electrophysiological correlates of false belief, false complementation, and their respective true conditions in adults using electroencephalography (EEG), focusing on indices of oscillatory brain activity and large-scale connectivity. The results showed strong modulation of parieto-occipital alpha (8-12 Hz) and beta (13-20 Hz) power by the experimental manipulations, with heightened sustained alpha power reflective of effortful internal processing observed in the false compared to the true conditions and reliable beta power reductions sensitive to mentalizing and/or syntactic demands in the belief versus the complementation conditions. In addition, higher coupling between parieto-occipital regions and widespread frontal sites in the beta band was found for the false-belief condition selectively. The result of divergence in beta oscillatory activity and in connectivity between false belief and false complementation does not support the redundancy hypothesis.

Teacher Beliefs regarding Bilingualism in an English Medium Reading Program

ERIC Educational Resources Information Center

Vaish, Viniti

2012-01-01

Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program.…

English Immersion and Educational Inequality in South Korea

ERIC Educational Resources Information Center

Jeon, Mihyon

2012-01-01

This article explores what immersion English education means in South Korea (henceforth Korea) and examines various related educational practices. The proposal for English immersion from the Presidential Transition Committee of the Lee administration in early 2008 has highlighted immersion education in Korea. Ironically, since the committee's…

The Use of the Bilingual Aphasia Test for Assessment and Transcranial Direct Current Stimulation to Modulate Language Acquisition in Minimally Verbal Children with Autism

ERIC Educational Resources Information Center

Schneider, Harry D.; Hopp, Jenna P.

2011-01-01

Minimally verbal children with autism commonly demonstrate language dysfunction, including immature syntax acquisition. We hypothesised that transcranial direct current stimulation (tDCS) should facilitate language acquisition in a cohort (n = 10) of children with immature syntax. We modified the English version of the Bilingual Aphasia Test (BAT)…

The Syntax and Semantics of ERICA. Technical Report No. 185, Psychology and Education Series.

ERIC Educational Resources Information Center

Smith, Robert Lawrence, Jr.

This report is a detailed empirical examination of Suppes' ideas about the syntax and semantics of natural language, and an attempt at supporting the proposal that model-theoretic semantics of the type first proposed by Tarski is a useful tool for understanding the semantics of natural language. Child speech was selected as the best place to find…

Production and Perception of the English /ae/-/?/ Contrast in Switched-Dominance Speakers

ERIC Educational Resources Information Center

Casillas, Joseph V.; Simonet, Miquel

2016-01-01

This study investigates how fluent second-language (L2) learners of English produce and perceive the /ae/-/?/ vowel contrast of Southwestern American English. Two learner groups are examined: (1) early, proficient English speakers who were raised by Spanish-speaking families but who became dominant in English during childhood and, as adults, lack…

English Listeners Use Suprasegmental Cues to Lexical Stress Early during Spoken-Word Recognition

ERIC Educational Resources Information Center

Jesse, Alexandra; Poellmann, Katja; Kong, Ying-Yee

2017-01-01

Purpose: We used an eye-tracking technique to investigate whether English listeners use suprasegmental information about lexical stress to speed up the recognition of spoken words in English. Method: In a visual world paradigm, 24 young English listeners followed spoken instructions to choose 1 of 4 printed referents on a computer screen (e.g.,…

Contextual Approach to the Development of an Indonesian Syntax Textbook in Higher Education in Indonesia

ERIC Educational Resources Information Center

Wahyuni, Tutik; Suwandi, Sarwiji; Slamet, St. Y.; Andayani

2018-01-01

The objective of this present research is to develop an Indonesian Syntax textbook. At the exploratory stage, a descriptive-qualitative approach was adopted. The data were collected using a documentary study, observations, and questionnaires and analyzed through a contextual model. The model was experimentally tested. At this stage, some main…

Glacier and landslide feedbacks to topographic relief in the Himalayan syntaxes

PubMed Central

Korup, Oliver; Montgomery, David R.; Hewitt, Kenneth

2010-01-01

Despite longstanding research on the age and formation of the Tibetan Plateau, the controls on the erosional decay of its margins remain controversial. Pronounced aridity and highly localized rock uplift have traditionally been viewed as limits to the dissection of the plateau by bedrock rivers. Recently, however, glacier dynamics and landsliding have been argued to retard headward fluvial erosion into the plateau interior by forming dams and protective alluvial fill. Here, we report a conspicuous clustering of hundreds of natural dams along the Indus and the Tsangpo Rivers where these cross the Himalayan syntaxes. The Indus is riddled by hundreds of dams composed of debris from catastrophic rock avalanches, forming the largest concentration of giant landslide dams known worldwide, whereas the Tsangpo seems devoid of comparable landslide dams. In contrast, glacial dams such as river-blocking moraines in the headwaters of both rivers are limited to where isolated mountain ranges intersect the regional snowline. We find that to first-order, high local topographic relief along both rivers corresponds to conspicuously different knickzones and differences in the type and potential longevity of these dams. In both syntaxes, glacier and landslide dams act as a negative feedback in response to fluvial dissection of the plateau margins. Natural damming protects bedrock from river incision and delays headward knickpoint migration, thereby helping stabilize the southwestern and southeastern margins of the Tibetan Plateau in concert with the effects of upstream aridity and localized rock uplift. PMID:20212156

A Survey of Acquisition of Transferred Negation of English Syntax "with Reference to Senior High School TEFL in Mainland China"

ERIC Educational Resources Information Center

Fuli, Liu; Shuang, Song

2015-01-01

This study investigates the learning situation of senior high school students in mainland China about acquisition of transferred negation of English sentence structure. Through translation test and questionnaire investigation, a survey is made about this language learning phenomenon among 173 students. From the study it is found that students…

Shape, Material, and Syntax: Interacting Forces in Children's Learning In Novel Words for Objects and Substances.

ERIC Educational Resources Information Center

Subrahmanyam, Kaveri; Landau, Barbara; Gelman, Rochel

1999-01-01

Three studies examined the role of ontological and syntactic information in children's learning of words for physical entities, such as objects and substances. Results reveal a strong and changing developmental interaction for the use of ontologically relevant perceptual information, labels, and syntax. (Author/VWL)

Five-year outcomes of staged percutaneous coronary intervention in the SYNTAX study.

PubMed

Watkins, Stuart; Oldroyd, Keith G; Preda, Istvan; Holmes, David R; Colombo, Antonio; Morice, Marie-Claude; Leadley, Katrin; Dawkins, Keith D; Mohr, Friedrich W; Serruys, Patrick W; Feldman, Ted E

2015-04-01

The SYNTAX study compared PCI with TAXUS Express stents to CABG for the treatment of de novo 3-vessel and/or left main coronary disease. This study aimed to determine patient characteristics and five-year outcomes after a staged PCI strategy compared to single-session PCI. In the SYNTAX trial, staged procedures were discouraged but were allowed within 72 hours or, if renal insufficiency or contrast-induced nephropathy occurred, within 14 days (mean 9.8±18.1 days post initial procedure). A total of 125 (14%) patients underwent staged PCI. These patients had greater disease severity and/or required a more complex procedure. MACCE was significantly increased in staged patients (48.1% vs. 35.5%, p=0.004), as was the composite of death/stroke/MI (32.2% vs. 19%, p=0.0007). Individually, cardiac death and stroke occurred more frequently in the staged PCI group (p=0.03). Repeat revascularisation was significantly higher in staged patients (32.8% vs 24.8%, p=0.035), as was stent thrombosis (10.9% vs. 4.7%, p=0.005). There is a higher incidence of MACCE in patients undergoing staged compared to single-session PCI for 3-vessel and/or left main disease over the first five years of follow-up. However, these patients had more comorbidities and more diffuse disease.

Longitudinal Profiles of Expressive Vocabulary, Syntax, and Pragmatic Language in Boys with Fragile X Syndrome or Down Syndrome

PubMed Central

Martin, Gary E.; Losh, Molly; Estigarribia, Bruno; Sideris, John; Roberts, Joanne

2014-01-01

Background Fragile X syndrome (FXS) and Down syndrome (DS) are the two leading genetic causes of intellectual disability, and FXS is the most common known genetic condition associated with autism. Both FXS and DS are associated with significant language impairment, but little is known about expressive language across domains over time or the role of autism in language development in FXS. Aims To compare three domains of language production (vocabulary, syntax, and pragmatics) over time within and across groups of boys with FXS with and without autism spectrum disorder (FXS-ASD, FXS-O), boys with DS, and typically developing (TD) boys. Methods & Procedures Twenty-nine boys with FXS-O, 40 boys with FXS-ASD, 34 boys with DS, and 48 younger TD boys of similar nonverbal mental age living in the United States participated. The Antonyms, Syntax Construction, and Pragmatic Judgment subtests of the Comprehensive Assessment of Spoken Language were administered annually over three years. Outcomes & Results TD boys scored higher than all other groups on all three subtests, boys with FXS-O and FXS-ASD scored higher than boys with DS in Syntax Construction, and boys with FXS-O scored higher than boys with FXS-ASD in Pragmatic Judgment. Within-group patterns varied between groups. Overall the TD group showed significantly more change over time than all other groups. Conclusions & Implications Findings suggest that expressive language skills and growth across various domains are more impaired in boys with FXS and DS than would be expected based on nonverbal mental age, that for boys with DS syntax is more impaired than would be expected based on intellectual disability, and that autism status affects pragmatic language in boys with FXS. Findings suggest that language production across domains should be addressed during assessment and intervention for boys with FXS and boys with DS, with differing group profiles also suggesting potentially different areas of focus. PMID:23889838

Assessment in English 3 to 11

ERIC Educational Resources Information Center

Richmond, John

2017-01-01

This article critiques the current arrangements for the assessment and testing of English in early-years settings and primary schools in England. It is broadly supportive of the Early Years Foundation Stage Profile. It is highly critical of the Year 1 phonics check, and of the tests of reading and of grammar, punctuation and spelling at the end of…

Effective Teaching Strategies for English Language Learners

ERIC Educational Resources Information Center

Facella, Melissa A.; Rampino, Kristen M.; Shea, Elizabeth K.

2005-01-01

This paper provides effective strategies for early childhood teachers to use with children who are English language learners (ELLs). The strategies were compiled from interviews with 20 early childhood educators from two culturally and linguistically diverse communities in Massachusetts. Emphasis was placed on the strategies that the greatest…

English education for healthcare professionals in Japan.

PubMed

Moross, Janelle; Seki, Naoko; Morio, Ikuko

2017-11-01

In a global environment, education for healthcare professionals should include cultivating human resources who have the necessary skills to work in an international arena. This article will review the current status of English education for dental healthcare professionals in Japan. After conducting a literature search using the keywords: English education, Japan, and dental, only a few studies were found that investigated and proposed suggestions for dental professional English education. Even so, these were still in the early stages with outcomes yet to be fully evaluated. Even though English is thought indispensable for global professionals, and that increasing chances for communication skills is necessary, little attention has been addressed to English education for dental professionals or the implementation of such education in the Japanese undergraduate dental curricula. With the current reality of field expansion in dentistry, the need for not only improved English communication skills for Japanese dentists, but also the acquisition of essential expertise, psychomotor, teambuilding, critical thinking, and creative thinking skills in English as well as Japanese, is a definite probability. In order to reach this level of knowledge, further efforts and research would be necessary for the advancement and development of dental professional English education in Japan.

Transformation of Arden Syntax's medical logic modules into ArdenML for a business rules management system.

PubMed

Jung, Chai Young; Choi, Jong-Ye; Jeong, Seong Jik; Cho, Kyunghee; Koo, Yong Duk; Bae, Jin Hee; Kim, Sukil

2016-05-16

Arden Syntax is a Health Level Seven International (HL7) standard language that is used for representing medical knowledge as logic statements. Arden Syntax Markup Language (ArdenML) is a new representation of Arden Syntax based on XML. Compilers are required to execute medical logic modules (MLMs) in the hospital environment. However, ArdenML may also replace the compiler. The purpose of this study is to demonstrate that MLMs, encoded in ArdenML, can be transformed into a commercial rule engine format through an XSLT stylesheet and made executable in a target system. The target rule engine selected was Blaze Advisor. We developed an XSLT stylesheet to transform MLMs in ArdenML into Structured Rules Language (SRL) in Blaze Advisor, through a comparison of syntax between the two languages. The stylesheet was then refined recursively, by building and applying rules collected from the billing and coding guidelines of the Korean health insurance service. Two nurse coders collected and verified the rules and two information technology (IT) specialists encoded the MLMs and built the XSLT stylesheet. Finally, the stylesheet was validated by importing the MLMs into Blaze Advisor and applying them to claims data. The language comparison revealed that Blaze Advisor requires the declaration of variables with explicit types. We used both integer and real numbers for numeric types in ArdenML. "IF∼THEN" statements and assignment statements in ArdenML become rules in Blaze Advisor. We designed an XSLT stylesheet to solve this issue. In addition, we maintained the order of rule execution in the transformed rules, and added two small programs to support variable declarations and action statements. A total of 1489 rules were reviewed during this study, of which 324 rules were collected. We removed duplicate rules and encoded 241 unique MLMs in ArdenML, which were successfully transformed into SRL and imported to Blaze Advisor via the XSLT stylesheet. When applied to 73

Morpho-syntactic processing of Arabic plurals after aphasia: dissecting lexical meaning from morpho-syntax within word boundaries.

PubMed

Khwaileh, Tariq; Body, Richard; Herbert, Ruth

2015-01-01

Within the domain of inflectional morpho-syntax, differential processing of regular and irregular forms has been found in healthy speakers and in aphasia. One view assumes that irregular forms are retrieved as full entities, while regular forms are compiled on-line. An alternative view holds that a single mechanism oversees regular and irregular forms. Arabic offers an opportunity to study this phenomenon, as Arabic nouns contain a consonantal root, delivering lexical meaning, and a vocalic pattern, delivering syntactic information, such as gender and number. The aim of this study is to investigate morpho-syntactic processing of regular (sound) and irregular (broken) Arabic plurals in patients with morpho-syntactic impairment. Three participants with acquired agrammatic aphasia produced plural forms in a picture-naming task. We measured overall response accuracy, then analysed lexical errors and morpho-syntactic errors, separately. Error analysis revealed different patterns of morpho-syntactic errors depending on the type of pluralization (sound vs broken). Omissions formed the vast majority of errors in sound plurals, while substitution was the only error mechanism that occurred in broken plurals. The dissociation was statistically significant for retrieval of morpho-syntactic information (vocalic pattern) but not for lexical meaning (consonantal root), suggesting that the participants' selective impairment was an effect of the morpho-syntax of plurals. These results suggest that irregular plurals forms are stored, while regular forms are derived. The current findings support the findings from other languages and provide a new analysis technique for data from languages with non-concatenative morpho-syntax.

Impact of Typical Aging and Parkinson's Disease on the Relationship among Breath Pausing, Syntax, and Punctuation

ERIC Educational Resources Information Center

Huber, Jessica E.; Darling, Meghan; Francis, Elaine J.; Zhang, Dabao

2012-01-01

Purpose: The present study examines the impact of typical aging and Parkinson's disease (PD) on the relationship among breath pausing, syntax, and punctuation. Method: Thirty young adults, 25 typically aging older adults, and 15 individuals with PD participated. Fifteen participants were age- and sex-matched to the individuals with PD.…

English-French Bilingual Education in the Early Grades: The Elgin Study through Grade Four

ERIC Educational Resources Information Center

Barik, Henri C.; Swain, Merrill

1976-01-01

This paper presents the results of an evaluation of a bilingual education program for English-speaking pupils, grades 1-4, in Ontario. It is a partial French immersion program, with instruction in French or English half of each day. Evaluative tests are described, and English and French language skills examined. (CHK)

Early Indicators of Later English Reading Comprehension Outcomes among Children from Spanish-Speaking Homes

ERIC Educational Resources Information Center

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2017-01-01

In this longitudinal study, we examined the relationship between primary grade (K-2) Spanish and English language- and word-based skills and later English reading comprehension (RC) outcomes (Grades 5 and 8) among children (n = 148) from immigrant, Spanish-speaking, low-income homes in English instructional contexts since kindergarten entry. As…

Learning a "New Language"--The Objective Approach to Early Literacy in English

ERIC Educational Resources Information Center

Ashbrook, John

2010-01-01

Published research shows that English speakers gain literacy skills up to the 7-year level more effectively when taught using a language experience approach rather than a word reading approach (reading common words plus phonic reading). It is suggested that this is because of the almost unique nature of English phonology, that is the strengthening…

Young EFL Students' Engagements with English outside the Classroom

ERIC Educational Resources Information Center

Sayer, Peter; Ban, Ruth

2014-01-01

Following the global trend in primary English language instruction, the Ministry of Education in Mexico has recently included English as an additional language as part of the national curriculum for primary grades. Some have questioned whether early EFL programmes can work, given the few instructional hours per week and limited exposure to the…

Music and Language Syntax Interact in Broca's Area: An fMRI Study.

PubMed

Kunert, Richard; Willems, Roel M; Casasanto, Daniel; Patel, Aniruddh D; Hagoort, Peter

2015-01-01

Instrumental music and language are both syntactic systems, employing complex, hierarchically-structured sequences built using implicit structural norms. This organization allows listeners to understand the role of individual words or tones in the context of an unfolding sentence or melody. Previous studies suggest that the brain mechanisms of syntactic processing may be partly shared between music and language. However, functional neuroimaging evidence for anatomical overlap of brain activity involved in linguistic and musical syntactic processing has been lacking. In the present study we used functional magnetic resonance imaging (fMRI) in conjunction with an interference paradigm based on sung sentences. We show that the processing demands of musical syntax (harmony) and language syntax interact in Broca's area in the left inferior frontal gyrus (without leading to music and language main effects). A language main effect in Broca's area only emerged in the complex music harmony condition, suggesting that (with our stimuli and tasks) a language effect only becomes visible under conditions of increased demands on shared neural resources. In contrast to previous studies, our design allows us to rule out that the observed neural interaction is due to: (1) general attention mechanisms, as a psychoacoustic auditory anomaly behaved unlike the harmonic manipulation, (2) error processing, as the language and the music stimuli contained no structural errors. The current results thus suggest that two different cognitive domains-music and language-might draw on the same high level syntactic integration resources in Broca's area.

Lessons Learned in Designing and Implementing a Computer-Adaptive Test for English

ERIC Educational Resources Information Center

Burston, Jack; Neophytou, Maro

2014-01-01

This paper describes the lessons learned in designing and implementing a computer-adaptive test (CAT) for English. The early identification of students with weak L2 English proficiency is of critical importance in university settings that have compulsory English language course graduation requirements. The most efficient means of diagnosing the L2…

Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children.

PubMed

Webb, Mi-Young; Lederberg, Amy R; Branum-Martin, Lee; McDonald Connor, Carol

2015-10-01

Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have auditory access to speech. One hundred and sixty-seven DHH children (M age = 60.43 months) were assessed with a battery of early literacy measures. Forty-six percent used at least 1 cochlear implant; 54% were fitted with hearing aids. About a fourth of the sample was acquiring both spoken English and sign. Scores on standardized tests of phonological awareness and vocabulary averaged at least 1 standard deviation (SD) below the mean of the hearing norming sample. Confirmatory factor analyses showed that DHH children's early literacy skills were best characterized by a complex 3-factor model in which phonological awareness, alphabetic knowledge, and vocabulary formed 3 separate, but highly correlated constructs, with letter-sound knowledge and word reading skills relating to both phonological awareness and alphabetic knowledge. This supports the hypothesis that early reading of DHH children with functional hearing is qualitatively similar to that of hearing children. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Perceptual Confusions of American-English Vowels and Consonants by Native Arabic Bilinguals

ERIC Educational Resources Information Center

Shafiro, Valeriy; Levy, Erika S.; Khamis-Dakwar, Reem; Kharkhurin, Anatoliy

2013-01-01

This study investigated the perception of American-English (AE) vowels and consonants by young adults who were either (a) early Arabic-English bilinguals whose native language was Arabic or (b) native speakers of the English dialects spoken in the United Arab Emirates (UAE), where both groups were studying. In a closed-set format, participants…

Can syntax appear in a mirror (system)?

PubMed

Tettamanti, Marco; Moro, Andrea

2012-07-01

Converging evidence indicates that the processing of some aspects related to the phonetic and the semantic components of language is tightly associated with both the perceptual and the motor neural systems. It has been suggested that mirror neurons contribute to language understanding by virtue of a neurophysiological response matching perceptual linguistic information onto corresponding motor plans. This proposal has sometimes been extended to advocate that the language competence as a whole, including syntax, may be ascribed to this kind of perceptuo-motor mappings. This position paper examines what kinds of empirical and theoretical challenges such general mirror neuron language accounts need to face in order to proof their validity--challenges that we think have not been adequately addressed yet. We highlight that the most important limitation is constituted by the fact that some core defining properties of human language, at the phonetic, semantic, and especially at the syntactic level, are not transparent to the bodily senses and thus they cannot be the direct source of mirror neuron perceptuo-motor matching. Copyright © 2011 Elsevier Srl. All rights reserved.

Computational principles of syntax in the regions specialized for language: integrating theoretical linguistics and functional neuroimaging

PubMed Central

Ohta, Shinri; Fukui, Naoki; Sakai, Kuniyoshi L.

2013-01-01

The nature of computational principles of syntax remains to be elucidated. One promising approach to this problem would be to construct formal and abstract linguistic models that parametrically predict the activation modulations in the regions specialized for linguistic processes. In this article, we review recent advances in theoretical linguistics and functional neuroimaging in the following respects. First, we introduce the two fundamental linguistic operations: Merge (which combines two words or phrases to form a larger structure) and Search (which searches and establishes a syntactic relation of two words or phrases). We also illustrate certain universal properties of human language, and present hypotheses regarding how sentence structures are processed in the brain. Hypothesis I is that the Degree of Merger (DoM), i.e., the maximum depth of merged subtrees within a given domain, is a key computational concept to properly measure the complexity of tree structures. Hypothesis II is that the basic frame of the syntactic structure of a given linguistic expression is determined essentially by functional elements, which trigger Merge and Search. We then present our recent functional magnetic resonance imaging experiment, demonstrating that the DoM is indeed a key syntactic factor that accounts for syntax-selective activations in the left inferior frontal gyrus and supramarginal gyrus. Hypothesis III is that the DoM domain changes dynamically in accordance with iterative Merge applications, the Search distances, and/or task requirements. We confirm that the DoM accounts for activations in various sentence types. Hypothesis III successfully explains activation differences between object- and subject-relative clauses, as well as activations during explicit syntactic judgment tasks. A future research on the computational principles of syntax will further deepen our understanding of uniquely human mental faculties. PMID:24385957

Computational principles of syntax in the regions specialized for language: integrating theoretical linguistics and functional neuroimaging.

PubMed

Ohta, Shinri; Fukui, Naoki; Sakai, Kuniyoshi L

2013-01-01

The nature of computational principles of syntax remains to be elucidated. One promising approach to this problem would be to construct formal and abstract linguistic models that parametrically predict the activation modulations in the regions specialized for linguistic processes. In this article, we review recent advances in theoretical linguistics and functional neuroimaging in the following respects. First, we introduce the two fundamental linguistic operations: Merge (which combines two words or phrases to form a larger structure) and Search (which searches and establishes a syntactic relation of two words or phrases). We also illustrate certain universal properties of human language, and present hypotheses regarding how sentence structures are processed in the brain. Hypothesis I is that the Degree of Merger (DoM), i.e., the maximum depth of merged subtrees within a given domain, is a key computational concept to properly measure the complexity of tree structures. Hypothesis II is that the basic frame of the syntactic structure of a given linguistic expression is determined essentially by functional elements, which trigger Merge and Search. We then present our recent functional magnetic resonance imaging experiment, demonstrating that the DoM is indeed a key syntactic factor that accounts for syntax-selective activations in the left inferior frontal gyrus and supramarginal gyrus. Hypothesis III is that the DoM domain changes dynamically in accordance with iterative Merge applications, the Search distances, and/or task requirements. We confirm that the DoM accounts for activations in various sentence types. Hypothesis III successfully explains activation differences between object- and subject-relative clauses, as well as activations during explicit syntactic judgment tasks. A future research on the computational principles of syntax will further deepen our understanding of uniquely human mental faculties.

Child Care and Early Childhood Education: More Information Sharing and Program Review by HHS Could Enhance Access for Families with Limited English Proficiency. Report to Congressional Requesters. GAO-06-807

ERIC Educational Resources Information Center

Shaul, Marnie S.

2006-01-01

Questions have been raised about whether parents with limited English proficiency are having difficulty accessing child care and early education programs for their children. Research suggests that quality early care experiences can greatly improve the school readiness of young children. GAO was asked to provide information on: (1) the…

A Good Foundation for Number Learning for Five-Year-Olds? An Evaluation of the English Early Learning "Numbers" Goal in the Light of Research

ERIC Educational Resources Information Center

Gifford, Sue

2014-01-01

This article sets out to evaluate the English Early Years Foundation Stage Goal for Numbers, in relation to research evidence. The Goal, which sets out to provide "a good foundation in mathematics", has greater breadth of content and higher levels of difficulty than previous versions. Research suggests that the additional expectations…

China English and ELT for English Majors

ERIC Educational Resources Information Center

Zhang, Mingjuan

2008-01-01

This paper is a general study of one of varieties of English--China English and its influence on English Language Teaching (ELT) for English majors. The status of English as an International language breaks the situation in which British English or American English is the sole standard. English becomes World Englishes, taking on a plural form,…

Pitch Syntax Violations Are Linked to Greater Skin Conductance Changes, Relative to Timbral Violations - The Predictive Role of the Reward System in Perspective of Cortico-subcortical Loops.

PubMed

Gorzelańczyk, Edward J; Podlipniak, Piotr; Walecki, Piotr; Karpiński, Maciej; Tarnowska, Emilia

2017-01-01

According to contemporary opinion emotional reactions to syntactic violations are due to surprise as a result of the general mechanism of prediction. The classic view is that, the processing of musical syntax can be explained by activity of the cerebral cortex. However, some recent studies have indicated that subcortical brain structures, including those related to the processing of emotions, are also important during the processing of syntax. In order to check whether emotional reactions play a role in the processing of pitch syntax or are only the result of the general mechanism of prediction, the comparison of skin conductance levels reacting to three types of melodies were recorded. In this study, 28 subjects listened to three types of short melodies prepared in Musical Instrument Digital Interface Standard files (MIDI) - tonally correct, tonally violated (with one out-of-key - i.e., of high information content), and tonally correct but with one note played in a different timbre. The BioSemi ActiveTwo with two passive Nihon Kohden electrodes was used. Skin conductance levels were positively correlated with the presented stimuli (timbral changes and tonal violations). Although changes in skin conductance levels were also observed in response to the change in timbre, the reactions to tonal violations were significantly stronger. Therefore, despite the fact that timbral change is at least as equally unexpected as an out-of-key note, the processing of pitch syntax mainly generates increased activation of the sympathetic part of the autonomic nervous system. These results suggest that the cortico-subcortical loops (especially the anterior cingulate - limbic loop) may play an important role in the processing of musical syntax.

The Arts, the Common Core, and English Language Development in the Primary Grades

ERIC Educational Resources Information Center

Greenfader, Christa Mulker; Brouillette, Liane

2017-01-01

Background/Context: Throughout schooling, English learners (ELs) perform well below their monolingual English-speaking peers on literacy assessments, and Hispanics make up the majority of EL students in the United States. There is a strong consensus about the importance of early English oral language skills for ELs' literacy development, yet…

CTTITEM: SAS macro and SPSS syntax for classical item analysis.

PubMed

Lei, Pui-Wa; Wu, Qiong

2007-08-01

This article describes the functions of a SAS macro and an SPSS syntax that produce common statistics for conventional item analysis including Cronbach's alpha, item difficulty index (p-value or item mean), and item discrimination indices (D-index, point biserial and biserial correlations for dichotomous items and item-total correlation for polytomous items). These programs represent an improvement over the existing SAS and SPSS item analysis routines in terms of completeness and user-friendliness. To promote routine evaluations of item qualities in instrument development of any scale, the programs are available at no charge for interested users. The program codes along with a brief user's manual that contains instructions and examples are downloadable from suen.ed.psu.edu/-pwlei/plei.htm.

Noch Einmal:American English - British English (Once More: American English -- British English).

ERIC Educational Resources Information Center

Botts, M.

1980-01-01

Replies critically to the article by D. K. Stevenson and R. J. Brunt, "Living English: Seeing the Forest in Spite of the Trees -- On Differences between American English and British English," in this journal, issue 1979/2. A reply by Stevenson and Brunt continues the controversy. (IFS/WGA)

Comparison of Syntax Training for Students with Developmental Disabilities Utilizing Clinician-Directed versus Self-Determined Session Paradigms

ERIC Educational Resources Information Center

Kleinert, Jane O'Regan; Gonzalez, Lori; Schuster, John W.; Huebner, Ruth

2007-01-01

The ability to make choices, plan, and self-evaluate are among the primary skills included in the development of self-determination. This study was designed to determine if a teaching paradigm, which incorporates key elements of self-determination, is as effective and more efficient in teaching syntax than a traditional, clinician-directed…

Relative roles of general and complementation language in theory-of-mind development: evidence from Cantonese and English.

PubMed

Cheung, Him; Hsuan-Chih, Chen; Creed, Nikki; Ng, Lisa; Ping Wang, Sui; Mo, Lei

2004-01-01

Complex complements are clausal objects containing tensed verbs (e.g., that she cried) or infinitives (e.g., to cry), following main verbs of communication or mental activities (e.g., say, want). This research examined whether English- and Cantonese-speaking 4-year-olds' complement understanding uniquely predicts their representation of other minds (i.e., theory of mind). Results showed that neither meaning of main verbs (communication vs. desire) nor complement structure (tensed vs. infinitival) affected the correlation between complement understanding and theory of mind. More important, the correlation became insignificant after controlling for general language comprehension. These findings led to the conclusion that the syntax of complement per se does not contribute uniquely to theory-of-mind development; general language comprehension is a more important factor to consider. Copyright 2004 Society for Research in Child Development, Inc.

The Old Order Changeth.

ERIC Educational Resources Information Center

Stokes, Anne M.

That the English language has changed greatly over the centuries is an accepted fact; the fact that the movement hasn't stopped should also be accepted. Examples of analogic changes which are taking place in syntax and morphology illustrate the state of flux of English. However, many teachers of English still believe that it is their duty to guard…

Debates from the Past, Conversations about Our Future: Exploring the Early Issues of "English Journal"

ERIC Educational Resources Information Center

Holmes, Ashley J.

2012-01-01

The daily demands of teaching leave little time for English teachers to contemplate the history of the profession. However, as they celebrate the centennial anniversaries of both the founding of the National Council of Teachers of English (NCTE) in 1911 and the first publication of "English Journal" in 1912, they are presented with a prime…

Music and Language Syntax Interact in Broca’s Area: An fMRI Study

PubMed Central

Kunert, Richard; Willems, Roel M.; Casasanto, Daniel; Patel, Aniruddh D.; Hagoort, Peter

2015-01-01

Instrumental music and language are both syntactic systems, employing complex, hierarchically-structured sequences built using implicit structural norms. This organization allows listeners to understand the role of individual words or tones in the context of an unfolding sentence or melody. Previous studies suggest that the brain mechanisms of syntactic processing may be partly shared between music and language. However, functional neuroimaging evidence for anatomical overlap of brain activity involved in linguistic and musical syntactic processing has been lacking. In the present study we used functional magnetic resonance imaging (fMRI) in conjunction with an interference paradigm based on sung sentences. We show that the processing demands of musical syntax (harmony) and language syntax interact in Broca’s area in the left inferior frontal gyrus (without leading to music and language main effects). A language main effect in Broca’s area only emerged in the complex music harmony condition, suggesting that (with our stimuli and tasks) a language effect only becomes visible under conditions of increased demands on shared neural resources. In contrast to previous studies, our design allows us to rule out that the observed neural interaction is due to: (1) general attention mechanisms, as a psychoacoustic auditory anomaly behaved unlike the harmonic manipulation, (2) error processing, as the language and the music stimuli contained no structural errors. The current results thus suggest that two different cognitive domains—music and language—might draw on the same high level syntactic integration resources in Broca’s area. PMID:26536026

Tonal Targets in Early Child English, Spanish, and Catalan

ERIC Educational Resources Information Center

Astruc, Lluisa; Payne, Elinor; Post, Brechtje; Vanrell, Maria del Mar; Prieto, Pilar

2013-01-01

This study analyses the scaling and alignment of low and high intonational targets in the speech of 27 children--nine English-speaking, nine Catalan-speaking and nine Spanish-speaking--between the ages of two and six years. We compared the intonational patterns of words controlled for number of syllables and stress position in the child speech to…

Research, Classroom Practice, Programs. Improving the Odds: Helping ESL Students Succeed. Selected Papers from the CUNY ESL Council Conference (New York, New York, February 1987).

ERIC Educational Resources Information Center

City Univ. of New York, NY. Instructional Resource Center.

Papers presented at the City University of New York's English-as-a-Second-Language (ESL) Council conference on maximizing the chances for success of limited-English-proficient college students include the following: "Thresholds, Alienation, and Syntax" (Geoffrey Summerfield); "Storytelling: Starting with the Familiar" (A. Duku…

An Examination of the Quality of Literacy Skill Assessments across Levels of Second-Grade, Spanish-Speaking, English-Language Learners

ERIC Educational Resources Information Center

Gutierrez, Gabriel

2010-01-01

The current study examined the quality of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) across a sample of second-grade English Language (EL) learners with varying degrees of English proficiency (e.g., students with beginning, early intermediate, intermediate, early advanced, and advanced levels). DIBELS Oral Reading Fluency…

Early results of planting English oak in an Ozark clearcut.

Treesearch

Paul S. Johnson

1981-01-01

Shoot growth and survival of container-grown and 1-0 bare-root English oak (Quercus robur L.) seedlings are reported for a 3-year period after planting in a clearcut. Effects of mulching with black polyethylene are also reported.

Pleas'd by a Newe Inuention?: Assessing the Impact of "Early English Books Online" on Teaching and Research at the University of Colorado at Boulder

ERIC Educational Resources Information Center

Lindquist, Thea; Wicht, Heather

2007-01-01

The authors conducted a study of the use of "Early English Books Online" (EEBO) in research and teaching at one institution. The findings highlight the strengths and weaknesses of EEBO for research and teaching and the importance of librarian-faculty collaboration in instructing students to use large, electronic full-text primary-source…

Toward a Theoretical Model of Text Complexity for the Early Grades: Learning from the Past, Anticipating the Future

ERIC Educational Resources Information Center

Mesmer, Heidi Anne; Cunningham, James W.; Hiebert, Elfrieda H.

2012-01-01

In this conceptual essay, we offer rationales and evidence for critical components of a working model of text complexity for the early grades. In the first three sections of the article, we examine word-level, syntax-level, and discourse-level features of text, posing questions for future research. In the fourth section, we address elements of…

An Investigation of the Relationship between Reading Disabilities and Oral Syntax and the Temporal Aspects of that Relationship.

ERIC Educational Resources Information Center

Dumas, Marsha Rose

Fifteen eight- and nine-year-old boys with reading disabilities and 15 with normal reading ability participated in a study of the relationships among reading disabilities, oral syntax, and temporal functioning ability (sequencing and the ability to perceive relationships in time). Each subject was given an individual battery of tests which…

A long-term predictive validity study: can the CDI Short Form be used to predict language and early literacy skills four years later?

PubMed

Can, Dilara Deniz; Ginsburg-Block, Marika; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathryn

2013-09-01

This longitudinal study examined the predictive validity of the MacArthur Communicative Developmental Inventories-Short Form (CDI-SF), a parent report questionnaire about children's language development (Fenson, Pethick, Renda, Cox, Dale & Reznick, 2000). Data were first gathered from parents on the CDI-SF vocabulary scores for seventy-six children (mean age=1 ; 10). Four years later (mean age=6 ; 1), children were assessed on language outcomes (expressive vocabulary, syntax, semantics and pragmatics) and code-related skills, including phonemic awareness, word recognition and decoding skills. Hierarchical regression analyses revealed that early expressive vocabulary accounted for 17% of the variance in picture vocabulary, 11% of the variance in syntax, and 7% of the variance in semantics, while not accounting for any variance in pragmatics in kindergarten. CDI-SF scores did not predict code-related skills in kindergarten. The importance of early vocabulary skills for later language development and CDI-SF as a valuable research tool are discussed.

Modern Foreign Languages: A Refereed International Journal of Linguistics and Applied Linguistics, 2000.

ERIC Educational Resources Information Center

Ying, Du, Ed; Zidong, Huang, Ed.

2000-01-01

These four issues include articles on: "The Syntax of DeP in Chinese" (Wu Gang); "Relevance in Cognition, Communication and Logic" (Xiong Xueliang); "A Survey of Chinese Learners' Use of English Verbs in Grammatical and Lexical Patterns" (Pu Jianzhong); "A Systemic Study of Projection in English Clause…

ESL through Content-Area Instruction: Mathematics, Science, Social Studies. Language in Education: Theory and Practice, No. 69.

ERIC Educational Resources Information Center

Crandall, JoAnn, Ed.; And Others

Three essays focus on integrating subject matter and the English used to communicate it as a technique for teaching limited-English-proficient students. "Integrating Language and Mathematics Learning," by Theresa Corasaniti Dale and Gilberto J. Cuevas, discusses the vocabulary, syntax, semantics, and discourse features of mathematics;…

English-Medium Instruction in an English-French Bilingual Setting: Issues of Quality and Equity in Cameroon

ERIC Educational Resources Information Center

Kuchah, Kuchah

2016-01-01

Despite its multilingual nature Cameroon's educational system provides for full immersion into either French-medium or English-medium education from the first year schooling. Following political tensions in the early 1990s the country decided to reaffirm its commitment to promote bilingualism in the educational system with the outcome being the…

Automatic generation of the index of productive syntax for child language transcripts.

PubMed

Hassanali, Khairun-nisa; Liu, Yang; Iglesias, Aquiles; Solorio, Thamar; Dollaghan, Christine

2014-03-01

The index of productive syntax (IPSyn; Scarborough (Applied Psycholinguistics 11:1-22, 1990) is a measure of syntactic development in child language that has been used in research and clinical settings to investigate the grammatical development of various groups of children. However, IPSyn is mostly calculated manually, which is an extremely laborious process. In this article, we describe the AC-IPSyn system, which automatically calculates the IPSyn score for child language transcripts using natural language processing techniques. Our results show that the AC-IPSyn system performs at levels comparable to scores computed manually. The AC-IPSyn system can be downloaded from www.hlt.utdallas.edu/~nisa/ipsyn.html .

Undergraduate dental English education in Japanese dental schools.

PubMed

Rodis, Omar M M; Matsumura, Seishi; Kariya, Naoyuki; Nishimura, Michiko; Yoshida, Toshiko

2013-05-01

Dental schools in Japan are among many worldwide whose medium of instruction is not in English. With advances in science, technology, and communication, the demand for the globalization of professions increases. At present, dental schools in Asia, the Middle East, and Europe have started revising their dental curricula to either include English courses for dentistry or offer a full English dental curriculum. In Japan, dental English courses started to be introduced into curricula in the early 1990s. However, a survey conducted in 1999 found that English courses were not offered in Japan's twenty-nine dental schools and there was no consensus as to what such courses should include or when and how they should be taught. Ten years after that survey, the survey results reported in this article found that the problems reported in the 1999 survey still exist. Additionally, there are still differences among schools offering English courses in terms of the timing and contents of the courses. Since teachers and school officials will have an important role in curriculum development, this article recommends that a fact-finding meeting with educators, school, and education officials be initiated to discuss, develop, and implement a core curriculum for these dental English courses.

Three Analogies.

ERIC Educational Resources Information Center

Bolinger, Dwight L.

Three examples are given of cases where differences between Spanish and English syntax and intonation patterns are taught best through direct translation. Grammatical difficulties caused by "gustar" are overcome through the use of translation using "appeal" rather than "please". Similarly, problems for native speakers of English arising with…

More than ABC: Instructional Practices and Children's Understanding of Literacy through English

ERIC Educational Resources Information Center

Gupta, Renu

2013-01-01

Although schoolchildren in India perform poorly in reading/writing tests, little attention is paid to early literacy instruction. This article describes literacy instruction in an English-medium school; through classroom observations and children's artifacts, it documents what four children in Lower KG understand about literacy in English, a…

Diversity among Spanish-Speaking English Language Learners: Profiles of Early Literacy Skills in Kindergarten

ERIC Educational Resources Information Center

Ford, Karen L.; Cabell, Sonia Q.; Konold, Timothy R.; Invernizzi, Marcia; Gartland, Lauren B.

2013-01-01

This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early…

Empirical analysis of knowledge bases to support structured output in the Arden syntax.

PubMed

Jenders, Robert A

2013-01-01

Structured output has been suggested for the Arden Syntax to facilitate interoperability. Tabulate the components of WRITE statements in a corpus of medical logic modules (MLMs)in order to validate requiring structured output. WRITE statements were tabulated in 258 MLMs from 2 organizations. In a total of 351 WRITE statements, email destinations (226) predominated, and 39 orders and 40 coded output elements also were tabulated. Free-text strings predominated as the message data. Arden WRITE statements contain considerable potentially structured data now included as free text. A future, normative structured WRITE statement must address a variety of data types and destinations.

Syntax of emotional narratives of persons diagnosed with antisocial personality.

PubMed

Gawda, Barbara

2010-08-01

The aim of this study was to show some specificity of syntax of narratives created by persons diagnosed with antisocial personality. The author attempted to verify and supplement information that persons with antisocial personality have an incapacity for emotional language. Scores of 60 prisoners with high antisocial tendencies, 40 prisoners with low antisocial tendencies, and 100 men without the antisocial tendencies, were analyzed. The participants had to describe the situations of love, hate and anxiety inspired by the photographs. The narrative discourse was analyzed. The research was concentrated on syntactic elements. Comparisons between the three groups were conducted. The results show the differences between the antisocial inmates, non-antisocial inmates, and controls. In their emotional narratives, the antisocial individuals used more repetitions, pauses and negations. These linguistic characteristics are attributed to high activity, psychopathy and emotionality of persons diagnosed with antisocial personality.

Fostering Bilingualism in Early Childhood in an English-Speaking Home.

ERIC Educational Resources Information Center

Westerlund, Elaine

The decision of parents whose native language is English to raise their child bilingually prompted a review of the literature concerning approaches to fostering infant bilingualism. The review focuses on (1) language strategies most often adopted by the bilingual family, such as dichotomy and alteration; (2) other family variables; (3) the…

Using Space Syntax to Assess Safety in Public Areas - Case Study of Tarbiat Pedestrian Area, Tabriz-Iran

NASA Astrophysics Data System (ADS)

Cihangir Çamur, Kübra; Roshani, Mehdi; Pirouzi, Sania

2017-10-01

In studying the urban complex issues, simulation and modelling of public space use considerably helps in determining and measuring factors such as urban safety. Depth map software for determining parameters of the spatial layout techniques; and Statistical Package for Social Sciences (SPSS) software for analysing and evaluating the views of the pedestrians on public safety were used in this study. Connectivity, integration, and depth of the area in the Tarbiat city blocks were measured using the Space Syntax Method, and these parameters are presented as graphical and mathematical data. The combination of the results obtained from the questionnaire and statistical analysis with the results of spatial arrangement technique represents the appropriate and inappropriate spaces for pedestrians. This method provides a useful and effective instrument for decision makers, planners, urban designers and programmers in order to evaluate public spaces in the city. Prior to physical modification of urban public spaces, space syntax simulates the pedestrian safety to be used as an analytical tool by the city management. Finally, regarding the modelled parameters and identification of different characteristics of the case, this study represents the strategies and policies in order to increase the safety of the pedestrians of Tarbiat in Tabriz.

Processing of Tense Morphology and Filler-Gap Dependencies by Chinese Second Language Speakers of English

ERIC Educational Resources Information Center

Dong, Zhiyin Renee

2014-01-01

There is an ongoing debate in the field of Second Language Acquisition concerning whether a fundamental difference exists between the native language (L1) and adult second language (L2) online processing of syntax and morpho-syntax. The Shallow Structure Hypothesis (SSH) (Clahsen and Felser, 2006a, b) states that L2 online parsing is qualitatively…

Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who Are Deaf/Hard of Hearing

ERIC Educational Resources Information Center

Cannon, Joanna E.

2010-01-01

The purpose of this study was to determine if the frequent use of LanguageLinks: Syntax Assessment and Intervention (LL), produced by Laureate Learning Systems, Inc., as a supplemental classroom activity, affected morphosyntax structures (determiners, tense, and complementizers) in participants who are Deaf/Hard of Hearing (DHH) and use American…

Learning to Read in English and French: Emergent Readers in French Immersion

ERIC Educational Resources Information Center

Chung, Sheila Cira; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi

2017-01-01

This longitudinal study investigated the predictors of word reading in English and French for 69 children in early total French immersion from first through third grade. The influence of phonological awareness, orthographic processing, and vocabulary in English and French on the achievement and growth of word reading in the 2 languages were…

Cognitive advantages and disadvantages in early and late bilinguals.

PubMed

Pelham, Sabra D; Abrams, Lise

2014-03-01

Previous research has documented advantages and disadvantages of early bilinguals, defined as learning a 2nd language by school age and using both languages since that time. Relative to monolinguals, early bilinguals manifest deficits in lexical access but benefits in executive function. We investigated whether becoming bilingual after childhood (late bilinguals) can produce the cognitive advantages and disadvantages typical of early bilinguals. Participants were 30 monolingual English speakers, 30 late English-Spanish bilinguals, and 30 early Spanish-English bilinguals who completed a picture naming task (lexical access) and an attentional network task (executive function). Late and early bilinguals manifested equivalent cognitive effects in both tasks, demonstrating lexical access deficits and executive function benefits. These findings provide support for the hypothesis that cognitive effects associated with bilingualism arise as the result of proficient, habitual use of 2 languages and not of developmental changes associated with becoming bilingual during childhood.

Language and Theory of Mind in Autism Spectrum Disorder: The Relationship between Complement Syntax and False Belief Task Performance

ERIC Educational Resources Information Center

Lind, Sophie E.; Bowler, Dermot M.

2009-01-01

This study aimed to test the hypothesis that children with autism spectrum disorder (ASD) use their knowledge of complement syntax as a means of "hacking out" solutions to false belief tasks, despite lacking a representational theory of mind (ToM). Participants completed a "memory for complements" task, a measure of receptive vocabulary, and…

Codeswitching techniques: evidence-based instructional practices for the ASL/English bilingual classroom.

PubMed

Andrews, Jean F; Rusher, Melissa

2010-01-01

The authors present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during early language-learning development, they still engage in codeswitching activities, in which they go back and forth between signing and English to communicate. The authors then provide a second meaning of codeswitching--as a purpose-driven instructional technique in which the teacher strategically changes from ASL to English print for purposes of vocabulary and reading comprehension. The results of four studies are examined that suggest that certain codeswitching strategies support English vocabulary learning and reading comprehension. These instructional strategies are couched in a five-pronged approach to furthering the development of bilingual education for deaf students.

Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners

ERIC Educational Resources Information Center

Ortega, Irasema; Luft, Julie A.; Wong, Sissy S.

2013-01-01

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban…

World Englishes and English-Using Communities.

ERIC Educational Resources Information Center

Kachru, Braj B.

1997-01-01

A review of literature since 1990 on world English focuses on theoretical, conceptual, descriptive, ideological, and power-related issues, including: types of diaspora; English-using communities; dynamics of those communities; monolingual paradigms and heteroglossic English forms; transcultural literary creativity; codification and authentication…

Age effects on acquisition of word stress in Spanish-English bilinguals

NASA Astrophysics Data System (ADS)

Guion, Susan G.; Clark, J. J.; Harada, Tetsuo

2003-10-01

Based on studies of syntactic and semantic learning, it has been proposed that certain aspects of second language learning may be more adversely affected by delays in language learning than others. Here, this proposal is extended to the phonological domain in which the acquisition of English word stress patterns by early (AOA <6 years) and late (AOA >14 years) Spanish-English bilinguals is investigated. The knowledge of English word stress was investigated by three behavioral tasks. In a production task, participants produced two syllable nonwords in both noun and verb sentence frames. In a perception task, participants indicated a preference for first or last syllable stress on the nonwords. Real words that were phonologically similar to the test items were also collected from each participant. Regression analyses and ANOVAs were conducted to determine the effect of syllable structure, lexical class, and stress pattern of phonologically similar words on the data from the production and perception tasks. Early bilinguals patterned similarly to the native English participants. Late bilinguals showed little evidence of learning prosodically based stress patterns but did show evidence of application of distributional patterns based on lexical class and analogy in stress assignment. [Research supported by NIH.

The Voices of English Women Technical Writers, 1641-1700: Imprints in the Evolution of Modern English Prose Style.

ERIC Educational Resources Information Center

Tebeaux, Elizabeth

1998-01-01

Examines the style of early women technical writers to show that plain English existed before Sir Francis Bacon and received its impetus from the utilitarian attitude that pervaded the 1475-1700 period. Finds that technical communication studied from this historical perspective deepens students' awareness of technical communication's roots in the…

An implementation and analysis of the Abstract Syntax Notation One and the basic encoding rules

NASA Technical Reports Server (NTRS)

Harvey, James D.; Weaver, Alfred C.

1990-01-01

The details of abstract syntax notation one standard (ASN.1) and the basic encoding rules standard (BER) that collectively solve the problem of data transfer across incompatible host environments are presented, and a compiler that was built to automate their use is described. Experiences with this compiler are also discussed which provide a quantitative analysis of the performance costs associated with the application of these standards. An evaluation is offered as to how well suited ASN.1 and BER are in solving the common data representation problem.

Neural bases of event knowledge and syntax integration in comprehension of complex sentences.

PubMed

Malaia, Evie; Newman, Sharlene

2015-01-01

Comprehension of complex sentences is necessarily supported by both syntactic and semantic knowledge, but what linguistic factors trigger a readers' reliance on a specific system? This functional neuroimaging study orthogonally manipulated argument plausibility and verb event type to investigate cortical bases of the semantic effect on argument comprehension during reading. The data suggest that telic verbs facilitate online processing by means of consolidating the event schemas in episodic memory and by easing the computation of syntactico-thematic hierarchies in the left inferior frontal gyrus. The results demonstrate that syntax-semantics integration relies on trade-offs among a distributed network of regions for maximum comprehension efficiency.

Early comprehension of the Spanish plural*

PubMed Central

Arias-Trejo, Natalia; Cantrell, Lisa M.; Smith, Linda B.; Alva Canto, Elda A.

2015-01-01

Understanding how linguistic cues map to the environment is crucial for early language comprehension and may provide a way for bootstrapping and learning words. Research has suggested that learning how plural syntax maps to the perceptual environment may show a trajectory in which children first learn surrounding cues (verbs, modifiers) before a full mastery of the noun morpheme alone. The Spanish plural system of simple codas, dominated by one allomorph -s, and with redundant agreement markers, may facilitate early understanding of how plural linguistic cues map to novel referents. Two-year-old Mexican children correctly identified multiple novel object referents when multiple verbal cues in a phrase indicated plurality as well as in instances when the noun morphology in novel nouns was the ONLY indicator of plurality. These results demonstrate Spanish-speaking children’s ability to use plural noun inflectional morphology to infer novel word referents which may have implications for their word learning. PMID:24560441

The Effectiveness of English Teaching in Japanese Elementary Schools: Measured by Proficiency Tests Administered to Seventh-Year Students

ERIC Educational Resources Information Center

Katsuyama, Hitomi; Nishigaki, Chikako; Wang, Jinfang

2008-01-01

The effectiveness of early English education was investigated in this study to determine if English should be taught formally in Japanese public elementary schools. We administered English tests and questionnaires to 1466 elementary school students in 2004 and 2005. The results showed significant differences between the…

The English proficiency and academic language skills of Australian bilingual children during the primary school years.

PubMed

Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

2016-04-01

Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

The Development of Variable MLM Editor and TSQL Translator Based on Arden Syntax in Taiwan

PubMed Central

Liang, Yan-Ching; Chang, Polun

2003-01-01

The Arden Syntax standard has been utilized in the medical informatics community in several countries during the past decade. It is never used in nursing in Taiwan. We try to develop a system that acquire medical expert knowledge in Chinese and translates data and logic slot into TSQL Language. The system implements TSQL translator interpreting database queries referred to in the knowledge modules. The decision-support systems in medicine are data driven system where TSQL triggers as inference engine can be used to facilitate linking to a database. PMID:14728414

The development of variable MLM editor and TSQL translator based on Arden Syntax in Taiwan.

PubMed

Liang, Yan Ching; Chang, Polun

2003-01-01

The Arden Syntax standard has been utilized in the medical informatics community in several countries during the past decade. It is never used in nursing in Taiwan. We try to develop a system that acquire medical expert knowledge in Chinese and translates data and logic slot into TSQL Language. The system implements TSQL translator interpreting database queries referred to in the knowledge modules. The decision-support systems in medicine are data driven system where TSQL triggers as inference engine can be used to facilitate linking to a database.

Reflections on Teaching Literacy: Selected Speeches of Margaret J. Early

ERIC Educational Resources Information Center

Wolcott, Willa, Ed.

2011-01-01

The late Margaret J. Early was a nationally renowned educator in the field of English education and reading, a past president of the National Council of Teachers of English, an author and an editor herself, and the recipient of many awards. The book Reflections on Teaching Literacy: Selected Speeches of Margaret J. Early, edited by Willa Wolcott,…

Jabberwocky: The Complexities of Mathematical English

ERIC Educational Resources Information Center

Carter, Merilyn; Quinnell, Lorna

2012-01-01

Students find it hard to interpret mathematical problem texts. Mathematics is a unique language with its own symbols (grapho-phonics), vocabulary (lexicon), grammar (syntax), semantics and literature. As in any other language, to make meaning of the text, the student must learn: (1) signs and symbols (for example: [division], x, [not equal to]);…

Clitic-Doubled Left Dislocation and Focus Fronting in L2 Spanish: A Case of Successful Acquisition at the Syntax-Discourse Interface

ERIC Educational Resources Information Center

Slabakova, Roumyana; Kempchinsky, Paula; Rothman, Jason

2012-01-01

This experimental study tests the Interface Hypothesis by looking into processes at the syntax-discourse interface, teasing apart acquisition of syntactic, semantic and discourse knowledge. Adopting Lopez's (2009) pragmatic features [[plus or minus]a(naphor)] and [[plus or minus]c(ontrast)], which in combination account for the constructions of…

Reconsidering English Grammar Teaching for Improving Non-English Majors' English Writing Ability

ERIC Educational Resources Information Center

Shen, Yuru

2012-01-01

With the globalization of world economy, English learners' writing ability has been attached less and less importance. As a result, many college students in China, especially the non-English majors, cannot express themselves effectively in written English. They make various kinds of mistakes, mostly grammar mistakes, such as writing sentence…

Cognates Facilitate Word Recognition in Young Spanish-English Bilinguals’ Test Performance

PubMed Central

Pérez, Anita Méndez; Peña, Elizabeth D.; Bedore, Lisa M.

2013-01-01

Purpose This study was conducted to determine whether bilingual children of kindergarten and first grade age were able to recognize cognates of Spanish words, and whether the ability to recognize cognates changed the score on a measure of English vocabulary. Methods 89 bilingual children were administered all of the items on the Test of Language Development-Primary:3 (TOLD-P:3) Picture Vocabulary Subtest (Newcomer & Hammill, 1997). Parents and teachers provided information about the child’s English and Spanish exposure. Data analysis using repeated measures ANOVA compared performance in bilingual children divided by level of relative exposure to Spanish and English on cognate verses noncognate items. Results Sensitivity to cognate status was related to the amount of language exposure. Children exposed to more Spanish knew more of the English cognates of Spanish words than children who were exposed to balanced amounts of Spanish and English and those exposed to more English. Standard scores differences on the TOLD-P:3 across all levels of Spanish-English exposure were found using ceiling rules and total raw scores. Conclusions Findings suggest a transfer of vocabulary knowledge from the students’ first language (Spanish) to receptive vocabulary in English. Children as early as kindergarten are sensitive to the Spanish/English cognates. Results have implications for understanding bilingual children’s’ performance on assessment, and for developing intervention strategies to enhance vocabulary in English language learners. PMID:23565068

Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children

PubMed Central

Goodrich, J. Marc; Lonigan, Christopher J.; Farver, Jo Ann M.

2017-01-01

Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote the school readiness of Spanish-speaking LM children. The primary purpose of this study was to evaluate the effectiveness of an intervention that utilized an experimental curriculum and two professional development models for the development of English and Spanish early literacy skills among LM children. We also evaluated whether LM children's proficiency in one language moderated the effect of the intervention on early literacy skills in the other language, as well as whether the intervention was differentially effective for LM and monolingual English-speaking children. Five hundred twenty-six Spanish-speaking LM children and 447 monolingual English-speaking children enrolled in 26 preschool centers in Los Angeles, CA participated in this study. Results indicated that the intervention was effective for improving LM children's code-related but not language-related English early literacy skills. There were no effects of the intervention on children's Spanish early literacy skills. Proficiency in Spanish did not moderate the effect of the intervention for any English early literacy outcomes; however, proficiency in English significantly moderated the effect of the intervention for Spanish oral language skills, such that the effect of the intervention was stronger for children with higher proficiency in English than it was for children with lower proficiency in English. In general, there were not differential effects of the intervention for LM and monolingual children. Taken together, these findings indicate that high-quality, evidence-based instruction can improve the early literacy skills of LM children and that the same instructional techniques are effective for enhancing the early literacy skills of LM and monolingual

"Actions for Slander"-Defamation in English Law, Language, and History

ERIC Educational Resources Information Center

Jones, W. R.

1971-01-01

A survey of the various meanings and interpretations of defamation in medieval and early modern English law-ecclesiastical, royal, Roman, municipal and manorial-which includes many of the defamatory words and phrases. (AF)

Basic English Writers' Japanese-English Wordbook.

ERIC Educational Resources Information Center

Daniels, F. J.

The author of this Japanese-English wordbook suggests that it may be used by Japanese writers of English, by those translating from Japanese into English, and by learners of Japanese, in addition to its main intended uses as an aid to the preparation of teaching material and as a work of reference for teachers. A translator will need to supplement…

Teaching English through English: Proficiency, Pedagogy and Performance

ERIC Educational Resources Information Center

Richards, Jack C.

2017-01-01

Most of the world's English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach benchmarks established by their employers, raising the issue that is the focus of this article, namely, what kind of proficiency in English is necessary to be…

Discrimination of English and French orthographic patterns by biliterate children.

PubMed

Jared, Debra; Cormier, Pierre; Levy, Betty Ann; Wade-Woolley, Lesly

2013-04-01

We investigated whether young English-French biliterate children can distinguish between English and French orthographic patterns. Children in French immersion programs were asked to play a dictionary game when they were in Grade 2 and again when they were in Grade 3. They were shown pseudowords that contained either an English spelling pattern or a French spelling pattern, and they were asked to decide whether each pseudoword should go in an English dictionary or a French dictionary if it became a real word. Comparison groups of monolingual English children, monolingual French children, and English-French bilingual university students were also tested on the task. French immersion students in both grades were above chance in discriminating between the two types of pseudowords but were well below adult performance on the task. Measures obtained in kindergarten showed that early print knowledge had some ability to predict later ability to discriminate between the orthographic patterns of the two languages. Further analyses indicated that exposure to print in each language in Grades 1 to 3 was strongly related to discrimination performance. The findings are interpreted as being consistent with the statistical learning hypothesis. Copyright © 2012 Elsevier Inc. All rights reserved.

Early Reading Strategies in Irish and English: Evidence from Error Types

ERIC Educational Resources Information Center

Parsons, Christine E.; Lyddy, Fiona

2009-01-01

For the majority of people in Ireland, Irish is a second language acquired primarily through the schooling system. This study examined the reading strategies children used in response to English and Irish words (presented in isolation), through an analysis of their oral reading errors. Children in their 4th year of schooling attending…

How Deaf American Sign Language/English Bilingual Children Become Proficient Readers: An Emic Perspective

ERIC Educational Resources Information Center

Mounty, Judith L.; Pucci, Concetta T.; Harmon, Kristen C.

2014-01-01

A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from…

The emergence of complexity in prosody and syntax

PubMed Central

Meir, Irit; Dachkovsky, Svetlana; Padden, Carol; Aronoff, Mark

2011-01-01

The relation between prosody and syntax is investigated here by tracing the emergence of each in a new language, Al-Sayyid Bedouin Sign Language. We analyze the structure of narratives of four signers of this language: two older second generation signers, and two about 15 years younger. We find that younger signers produce prosodic cues to dependency between semantically related constituents, e.g., the two clauses of conditionals, revealing a type and degree of complexity in their language that is not frequent in that of the older pair. In these younger signers, several rhythmic and (facial) intonational cues are aligned at constituent boundaries, indicating the emergence of a grammatical system. There are no overt syntactic markers (such as complementizers) to relate clauses; prosody is the only clue. But this prosodic complexity is matched by syntactic complexity inside propositions in the younger signers, who are more likely to use pronouns as abstract grammatical markers of arguments, and to combine predicates with their arguments within in a constituent. As the prosodic means emerge for identifying constituent types and signaling dependency relations between them, the constituents themselves become increasingly complex. Finally, our study shows that the emergence of grammatical complexity is gradual. PMID:23087486

A survey of compiler development aids. [concerning lexical, syntax, and semantic analysis

NASA Technical Reports Server (NTRS)

Buckles, B. P.; Hodges, B. C.; Hsia, P.

1977-01-01

A theoretical background was established for the compilation process by dividing it into five phases and explaining the concepts and algorithms that underpin each. The five selected phases were lexical analysis, syntax analysis, semantic analysis, optimization, and code generation. Graph theoretical optimization techniques were presented, and approaches to code generation were described for both one-pass and multipass compilation environments. Following the initial tutorial sections, more than 20 tools that were developed to aid in the process of writing compilers were surveyed. Eight of the more recent compiler development aids were selected for special attention - SIMCMP/STAGE2, LANG-PAK, COGENT, XPL, AED, CWIC, LIS, and JOCIT. The impact of compiler development aids were assessed some of their shortcomings and some of the areas of research currently in progress were inspected.

Long-term forecasting and comparison of mortality in the Evaluation of the Xience Everolimus Eluting Stent vs. Coronary Artery Bypass Surgery for Effectiveness of Left Main Revascularization (EXCEL) trial: prospective validation of the SYNTAX Score II.

PubMed

Campos, Carlos M; van Klaveren, David; Farooq, Vasim; Simonton, Charles A; Kappetein, Arie-Pieter; Sabik, Joseph F; Steyerberg, Ewout W; Stone, Gregg W; Serruys, Patrick W

2015-05-21

To prospectively validate the SYNTAX Score II and forecast the outcomes of the randomized Evaluation of the Xience Everolimus-Eluting Stent Versus Coronary Artery Bypass Surgery for Effectiveness of Left Main Revascularization (EXCEL) Trial. Evaluation of the Xience Everolimus Eluting Stent vs. Coronary Artery Bypass Surgery for Effectiveness of Left Main Revascularization is a prospective, randomized multicenter trial designed to establish the efficacy and safety of percutaneous coronary intervention (PCI) with the everolimus-eluting stent compared with coronary artery bypass graft (CABG) surgery in subjects with unprotected left-main coronary artery (ULMCA) disease and low-intermediate anatomical SYNTAX scores (<33). After completion of patient recruitment in EXCEL, the SYNTAX Score II was prospectively applied to predict 4-year mortality in the CABG and PCI arms. The 95% prediction intervals (PIs) for mortality were computed using simulation with bootstrap resampling (10 000 times). For the entire study cohort, the 4-year predicted mortalities were 8.5 and 10.5% in the PCI and CABG arms, respectively [odds ratios (OR) 0.79; 95% PI 0.43-1.50). In subjects with low (≤22) anatomical SYNTAX scores, the predicted OR was 0.69 (95% PI 0.34-1.45); in intermediate anatomical SYNTAX scores (23-32), the predicted OR was 0.93 (95% PI 0.53-1.62). Based on 4-year mortality predictions in EXCEL, clinical characteristics shifted long-term mortality predictions either in favour of PCI (older age, male gender and COPD) or CABG (younger age, lower creatinine clearance, female gender, reduced left ventricular ejection fraction). The SYNTAX Score II indicates at least an equipoise for long-term mortality between CABG and PCI in subjects with ULMCA disease up to an intermediate anatomical complexity. Both anatomical and clinical characteristics had a clear impact on long-term mortality predictions and decision making between CABG and PCI. Published on behalf of the European Society

Children's vocabulary growth in English and Spanish across early development and associations with school readiness skills.

PubMed

Tamis-Lemonda, Catherine S; Song, Lulu; Luo, Rufan; Kuchirko, Yana; Kahana-Kalman, Ronit; Yoshikawa, Hirokazu; Raufman, Julia

2014-01-01

In line with evidence that variation in children's vocabulary size facilitates learning, we asked whether growth in Mexican and Dominican children's expressive vocabularies in English and/or Spanish would predict later cognitive skills. Children and mothers were video-recorded sharing wordless books at 2, 3, 4, and 5 years, and children were assessed on language, literacy, and math skills at 5 years. Growth in children's English and Spanish vocabularies, based on transcriptions of booksharing interactions, predicted specific cognitive skills and was associated with changes to mothers' language use across time. Mothers' years in the United States predicted children's English vocabulary growth.

The Predictive Utility of DIBELS Reading Assessment for Reading Comprehension among Third Grade English Language Learners and English Speaking Children

ERIC Educational Resources Information Center

Scheffel, Debora; Lefly, Dianne; Houser, Janet

2012-01-01

The study addresses the extent to which subtests on the Dynamic Indicators of Basic Early Literacy Skills Reading Assessment (DIBELS; Good & Kaminski, 2002) predict student success on a measure of reading comprehension and if prediction is consistent for native and second English Language Learners. 2,649 elementary students were assessed on a…

English Vocabulary Instruction in Six Early Childhood Classrooms in Hong Kong

ERIC Educational Resources Information Center

Lau, Carrie; Rao, Nirmala

2013-01-01

Vocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify instances of…

The Syntax of Sentential Complementation in Turkish

ERIC Educational Resources Information Center

Predolac, Esra

2017-01-01

This dissertation examines primarily the syntactic, but also the semantic/pragmatic behavior of sentential complement clauses in Turkish and proposes a new classification of such complements. A head-final language, Turkish lacks an overt, lexical complementizer akin to English "that". The most frequent types of sentential complementation…

English Learners: Reaching the Highest Level of English Literacy.

ERIC Educational Resources Information Center

Garcia, Gilbert C., Ed.

This collection of papers examines the critical literacy development of English learners, focusing on English reading instruction in an immersion setting, English language development, and cultural issues pertaining to English learners in and out of the classroom. The 16 papers include the following: (1) "Reading and the Bilingual Student: Fact…

A proposed core curriculum for dental English education in Japan.

PubMed

Rodis, Omar M M; Barroga, Edward; Barron, J Patrick; Hobbs, James; Jayawardena, Jayanetti A; Kageyama, Ikuo; Kalubi, Bukasa; Langham, Clive; Matsuka, Yoshizo; Miyake, Yoichiro; Seki, Naoko; Oka, Hiroko; Peters, Martin; Shibata, Yo; Stegaroiu, Roxana; Suzuki, Kazuyoshi; Takahashi, Shigeru; Tsuchiya, Hironori; Yoshida, Toshiko; Yoshimoto, Katsuhiko

2014-11-18

Globalization of the professions has become a necessity among schools and universities across the world. It has affected the medical and dental professions in terms of curriculum design and student and patient needs. In Japan, where medicine and dentistry are taught mainly in the Japanese language, profession-based courses in English, known as Medical English and Dental English, have been integrated into the existing curriculum among its 83 medical and 29 dental schools. Unfortunately, there is neither a core curriculum nor a model syllabus for these courses. This report is based on a survey, two discussion forums, a workshop, and finally, the drafting of a proposed core curriculum for dental English approved by consensus of the participants from each university. The core curriculum covers the theoretical aspects, including dental English terms and oral pathologies; and practical aspects, including blended learning and dentist-patient communication. It is divided into modules and is recommended to be offered for at least two semesters. The core curriculum is expected to guide curriculum developers in schools where dental English courses are yet to be offered or are still in their early development. It may also serve as a model curriculum to medical and dental schools in countries in Asia, Europe, Africa, and Central and South America, where English is not the medium of instruction.

Early EFL Education Is on the Rise in Oman: A Qualitative Inquiry of Parental Beliefs about Early EFL Learning

ERIC Educational Resources Information Center

Tekin, Ali Kemal

2015-01-01

Today's parents are more interested in having their children acquire English language skills as early as possible because they see the demands of the globalizing world context and contemporary trends in society and wish to ensure that their children can live in a future (quite possibly) English-speaking society. These developments, particularly in…

English(es) in Urban Contexts: Politics, Pluralism, and Possibilities

ERIC Educational Resources Information Center

Kirkland, David E.

2010-01-01

English as taught in city schools does not always reflect the Englishes city students travel with. Their urban English landscape is enriched by a procession of many voices that march in various directions in, around, and through the monuments of the city. These languages--Englishes, in this case--which have been traded on through various public…

Literacy-Related School Readiness Skills of English Language Learners in Head Start: An Analysis of the School Readiness Survey

ERIC Educational Resources Information Center

Park, Yujeong; Gurel, Sungur; Oh, Jihyun; Bettini, Elizabeth A; Leite, Walter

2015-01-01

The purpose of this study is to examine the effects of Head Start on early literacy skills relevant to school readiness of English language learners compared to their peers. The comparisons of literacy outcomes were conducted between English language learners and non-English language learners when both groups participated and were not in Head…

English and Language Teacher Education in Malaysia: An Exploration of the Influences on and Experiences of Pre-Service Teachers

ERIC Educational Resources Information Center

Macalister, John

2017-01-01

In multilingual Malaysia, the place of English has been debated at various times since independence in 1957. An initiative to address concerns about levels of English language proficiency in the country through teaching Science and Mathematics in English was launched in the early 21st century. For some teachers, a trans-national component was…

Parental Factors and Early English Education as a Foreign Language: A Case Study in Mainland China

ERIC Educational Resources Information Center

Butler, Yuko Goto

2014-01-01

As English has increasingly become associated with social and economic power in the context of globalisation, there has been a growing concern regarding achievement gaps in English that appear to be correlated to learners' socio-economic status (SES). The present study aims to examine how parents' SES and their behaviours and beliefs about English…

The Relative Contributions of Vocabulary, Decoding, and Phonemic Awareness to Word Reading in English versus German

ERIC Educational Resources Information Center

Suggate, Sebastian; Reese, Elaine; Lenhard, Wolfgang; Schneider, Wolfgang

2014-01-01

Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made…

African American English-Speaking Students: A Longitudinal Examination of Style Shifting from Kindergarten through Second Grade

ERIC Educational Resources Information Center

Craig, Holly K.; Kolenic, Giselle E.; Hensel, Stephanie L.

2014-01-01

Purpose: The purpose of this longitudinal study was twofold: to examine shifting from African American English (AAE) to mainstream American English (MAE) across the early elementary grades, when students are first exposed to formal instruction in reading; and to examine how metalinguistic and cognitive variables influenced the students' dialectal…

Supporting English Language Arts Standards within the Context of Early Singing Experiences

ERIC Educational Resources Information Center

Nordquist, Alice L.

2015-01-01

Music teachers may integrate a variety of English language arts content standards into their curriculum to enhance students' music experiences while also supporting their language development. John M. Feierabend and Melanie Champagne's picture book adaptation of "My Aunt Came Back" lends itself to multiple singing and discussion…

Teachers' Perceptions of the Influence of Assessment on Their Teaching of Year 9 English

ERIC Educational Resources Information Center

Portelli, Leanne; O'Sullivan, Kerry-Ann

2016-01-01

This article draws from a Masters research study investigating the early implementation of the NSW English K-10 Syllabus in Year 9 with a focus on, teachers' perceptions of the various forms and purposes of assessment and the role these play in the classroom. The five participants were drawn from one English faculty in a single sex school in the…

Predictors of Peak Troponin Level in Acute Coronary Syndromes: Prior Aspirin Use and SYNTAX Score

PubMed Central

Bhatt, Hemal A.; Sanghani, Dharmesh R.; Lee, David; Julliard, Kell N.; Fernaine, George A.

2015-01-01

The peak troponin level has been associated with cardiovascular (CV) mortality and adverse CV events. The association of peak troponin with CV risk factors and severity and complexity of coronary artery disease remains unknown. We assessed the predictors of peak troponin in patients with acute coronary syndrome (ACS). This study aims to determine the predictors of peak troponin in ACS. Cardiac catheterization (CC) reports and electronic medical records from 2010 to 2013 were retrospectively reviewed. A total of 219 patients were eligible for the study. All major CV risk factors, comorbidities, laboratory data, CC indications, and coronary lesion characteristics were included. Univariate and multivariate regression analyses were done. On multivariate linear regression analysis, ST-elevation myocardial infarction (p = 0.001, β = 65.16) and increasing synergy between percutaneous coronary intervention with Taxus and cardiac surgery (SYNTAX) score (p = 0.002, β = 1.15) were associated with higher peak troponin. The Pearson correlation between SYNTAX score and peak troponin was r = 0.257, p = 0.001. History of daily aspirin use was associated with lower peak troponin (p = 0.002, β = −24.32). Prior statin use (p = 0.321, β = −8.98) and the presence of CV risk factors were not associated with peak troponin. Coronary artery disease severity and complexity, urgency of CC, and prior aspirin use are associated with peak troponin levels in ACS. Our findings may help predict patient population with ACS who would be at a greater risk for short- and long-term CV morbidity and mortality due to elevated peak troponin. PMID:26900312

Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

ERIC Educational Resources Information Center

Wu, Chia-Pei; Lin, Huey-Ju

2016-01-01

This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

English Listeners Use Suprasegmental Cues to Lexical Stress Early During Spoken-Word Recognition

PubMed Central

Poellmann, Katja; Kong, Ying-Yee

2017-01-01

Purpose We used an eye-tracking technique to investigate whether English listeners use suprasegmental information about lexical stress to speed up the recognition of spoken words in English. Method In a visual world paradigm, 24 young English listeners followed spoken instructions to choose 1 of 4 printed referents on a computer screen (e.g., “Click on the word admiral”). Displays contained a critical pair of words (e.g., ˈadmiral–ˌadmiˈration) that were segmentally identical for their first 2 syllables but differed suprasegmentally in their 1st syllable: One word began with primary lexical stress, and the other began with secondary lexical stress. All words had phrase-level prominence. Listeners' relative proportion of eye fixations on these words indicated their ability to differentiate them over time. Results Before critical word pairs became segmentally distinguishable in their 3rd syllables, participants fixated target words more than their stress competitors, but only if targets had initial primary lexical stress. The degree to which stress competitors were fixated was independent of their stress pattern. Conclusions Suprasegmental information about lexical stress modulates the time course of spoken-word recognition. Specifically, suprasegmental information on the primary-stressed syllable of words with phrase-level prominence helps in distinguishing the word from phonological competitors with secondary lexical stress. PMID:28056135

English in the Workplace: McDonald's Executive English.

ERIC Educational Resources Information Center

Pagurek, Joyce; Fitzgerald, Brigid

The McDonald's Executive English Course was developed by Carleton University's Centre for Applied Language Studies in response to a francophone supervisor's request. As a basis for course development, information was gathered on English language use on the job, the level of English proficiency needed, and the personalities, backgrounds, and goals…

Multiple Solutions to the Same Problem: Utilization of Plausibility and Syntax in Sentence Comprehension by Older Adults with Impaired Hearing.

PubMed

Amichetti, Nicole M; White, Alison G; Wingfield, Arthur

2016-01-01

A fundamental question in psycholinguistic theory is whether equivalent success in sentence comprehension may come about by different underlying operations. Of special interest is whether adult aging, especially when accompanied by reduced hearing acuity, may shift the balance of reliance on formal syntax vs. plausibility in determining sentence meaning. In two experiments participants were asked to identify the thematic roles in grammatical sentences that contained either plausible or implausible semantic relations. Comprehension of sentence meanings was indexed by the ability to correctly name the agent or the recipient of an action represented in the sentence. In Experiment 1 young and older adults' comprehension was tested for plausible and implausible sentences with the meaning expressed with either an active-declarative or a passive syntactic form. In Experiment 2 comprehension performance was examined for young adults with age-normal hearing, older adults with good hearing acuity, and age-matched older adults with mild-to-moderate hearing loss for plausible or implausible sentences with meaning expressed with either a subject-relative (SR) or an object-relative (OR) syntactic structure. Experiment 1 showed that the likelihood of interpreting a sentence according to its literal meaning was reduced when that meaning expressed an implausible relationship. Experiment 2 showed that this likelihood was further decreased for OR as compared to SR sentences, and especially so for older adults whose hearing impairment added to the perceptual challenge. Experiment 2 also showed that working memory capacity as measured with a letter-number sequencing task contributed to the likelihood that listeners would base their comprehension responses on the literal syntax even when this processing scheme yielded an implausible meaning. Taken together, the results of both experiments support the postulate that listeners may use more than a single uniform processing strategy for

Multiple Solutions to the Same Problem: Utilization of Plausibility and Syntax in Sentence Comprehension by Older Adults with Impaired Hearing

PubMed Central

Amichetti, Nicole M.; White, Alison G.; Wingfield, Arthur

2016-01-01

A fundamental question in psycholinguistic theory is whether equivalent success in sentence comprehension may come about by different underlying operations. Of special interest is whether adult aging, especially when accompanied by reduced hearing acuity, may shift the balance of reliance on formal syntax vs. plausibility in determining sentence meaning. In two experiments participants were asked to identify the thematic roles in grammatical sentences that contained either plausible or implausible semantic relations. Comprehension of sentence meanings was indexed by the ability to correctly name the agent or the recipient of an action represented in the sentence. In Experiment 1 young and older adults’ comprehension was tested for plausible and implausible sentences with the meaning expressed with either an active-declarative or a passive syntactic form. In Experiment 2 comprehension performance was examined for young adults with age-normal hearing, older adults with good hearing acuity, and age-matched older adults with mild-to-moderate hearing loss for plausible or implausible sentences with meaning expressed with either a subject-relative (SR) or an object-relative (OR) syntactic structure. Experiment 1 showed that the likelihood of interpreting a sentence according to its literal meaning was reduced when that meaning expressed an implausible relationship. Experiment 2 showed that this likelihood was further decreased for OR as compared to SR sentences, and especially so for older adults whose hearing impairment added to the perceptual challenge. Experiment 2 also showed that working memory capacity as measured with a letter-number sequencing task contributed to the likelihood that listeners would base their comprehension responses on the literal syntax even when this processing scheme yielded an implausible meaning. Taken together, the results of both experiments support the postulate that listeners may use more than a single uniform processing strategy for

Validating the EXCEL hypothesis: a propensity score matched 3-year comparison of percutaneous coronary intervention versus coronary artery bypass graft in left main patients with SYNTAX score ≤32.

PubMed

Capodanno, Davide; Caggegi, Anna; Capranzano, Piera; Cincotta, Glauco; Miano, Marco; Barrano, Gionbattista; Monaco, Sergio; Calvo, Francesco; Tamburino, Corrado

2011-06-01

The aim of this study is to verify the study hypothesis of the EXCEL trial by comparing percutaneous coronary intervention (PCI) and coronary artery bypass graft (CABG) in an EXCEL-like population of patients. The upcoming EXCEL trial will test the hypothesis that left main patients with SYNTAX score ≤ 32 experience similar rates of 3-year death, myocardial infarction (MI), or cerebrovascular accidents (CVA) following revascularization by PCI or CABG. We compared the 3-year rates of death/MI/CVA and death/MI/CVA/target vessel revascularization (MACCE) in 556 patients with left main disease and SYNTAX score ≤ 32 undergoing PCI (n = 285) or CABG (n = 271). To account for confounders, outcome parameters underwent extensive statistical adjustment. The unadjusted incidence of death/MI/CVA was similar between PCI and CABG (12.7% vs. 8.4%, P = 0.892), while MACCE were higher in the PCI group compared to the CABG group (27.0% vs. 11.8%, P < 0.001). After propensity score matching, PCI was not associated with a significant increase in the rate of death/MI/CVA (11.8% vs. 10.7%, P = 0.948), while MACCE were more frequently noted among patients treated with PCI (28.8% vs. 14.1%, P = 0.002). Adjustment by means of SYNTAX score and EUROSCORE, covariates with and without propensity score, and propensity score alone did not change significantly these findings. In an EXCEL-like cohort of patients with left main disease, there seems to be a clinical equipoise between PCI and CABG in terms of death/MI/CVA. However, even in patients with SYNTAX score ≤ 32, CABG is superior to PCI when target vessel revascularization is included in the combined endpoint. Copyright © 2011 Wiley-Liss, Inc.

The neurobiology of syntax: beyond string sets.

PubMed

Petersson, Karl Magnus; Hagoort, Peter

2012-07-19

The human capacity to acquire language is an outstanding scientific challenge to understand. Somehow our language capacities arise from the way the human brain processes, develops and learns in interaction with its environment. To set the stage, we begin with a summary of what is known about the neural organization of language and what our artificial grammar learning (AGL) studies have revealed. We then review the Chomsky hierarchy in the context of the theory of computation and formal learning theory. Finally, we outline a neurobiological model of language acquisition and processing based on an adaptive, recurrent, spiking network architecture. This architecture implements an asynchronous, event-driven, parallel system for recursive processing. We conclude that the brain represents grammars (or more precisely, the parser/generator) in its connectivity, and its ability for syntax is based on neurobiological infrastructure for structured sequence processing. The acquisition of this ability is accounted for in an adaptive dynamical systems framework. Artificial language learning (ALL) paradigms might be used to study the acquisition process within such a framework, as well as the processing properties of the underlying neurobiological infrastructure. However, it is necessary to combine and constrain the interpretation of ALL results by theoretical models and empirical studies on natural language processing. Given that the faculty of language is captured by classical computational models to a significant extent, and that these can be embedded in dynamic network architectures, there is hope that significant progress can be made in understanding the neurobiology of the language faculty.

The neurobiology of syntax: beyond string sets

PubMed Central

Petersson, Karl Magnus; Hagoort, Peter

2012-01-01

The human capacity to acquire language is an outstanding scientific challenge to understand. Somehow our language capacities arise from the way the human brain processes, develops and learns in interaction with its environment. To set the stage, we begin with a summary of what is known about the neural organization of language and what our artificial grammar learning (AGL) studies have revealed. We then review the Chomsky hierarchy in the context of the theory of computation and formal learning theory. Finally, we outline a neurobiological model of language acquisition and processing based on an adaptive, recurrent, spiking network architecture. This architecture implements an asynchronous, event-driven, parallel system for recursive processing. We conclude that the brain represents grammars (or more precisely, the parser/generator) in its connectivity, and its ability for syntax is based on neurobiological infrastructure for structured sequence processing. The acquisition of this ability is accounted for in an adaptive dynamical systems framework. Artificial language learning (ALL) paradigms might be used to study the acquisition process within such a framework, as well as the processing properties of the underlying neurobiological infrastructure. However, it is necessary to combine and constrain the interpretation of ALL results by theoretical models and empirical studies on natural language processing. Given that the faculty of language is captured by classical computational models to a significant extent, and that these can be embedded in dynamic network architectures, there is hope that significant progress can be made in understanding the neurobiology of the language faculty. PMID:22688633

ENGLISH FOR TODAY. BOOK SIX, LITERATURE IN ENGLISH.

ERIC Educational Resources Information Center

SLAGER, WILLIAM R.; AND OTHERS

THE SIXTH AND LAST VOLUME IN THE "ENGLISH FOR TODAY" SERIES, "LITERATURE IN ENGLISH" PRESENTS A WIDE RANGE OF WELL-KNOWN CONTEMPORARY WRITERS FROM THE ENGLISH-SPEAKING WORLD--ENGLAND, THE UNITED STATES, AUSTRALIA, CANADA, INDIA, IRELAND, AND SCOTLAND. THE SELECTIONS INCLUDE--(I) SHORT STORIES BY SAKI, CALLAGHAN, O'CONNOR, HEMINGWAY, JOYCE,…

Parent Reports of Young Spanish-English Bilingual Children's Productive Vocabulary: A Development and Validation Study.

PubMed

Mancilla-Martinez, Jeannette; Gámez, Perla B; Vagh, Shaher Banu; Lesaux, Nonie K

2016-01-01

This 2-phase study aims to extend research on parent report measures of children's productive vocabulary by investigating the development (n = 38) of the Spanish Vocabulary Extension and validity (n = 194) of the 100-item Spanish and English MacArthur-Bates Communicative Development Inventories Toddler Short Forms and Upward Extension (Fenson et al., 2000, 2007; Jackson-Maldonado, Marchman, & Fernald, 2013) and the Spanish Vocabulary Extension for use with parents from low-income homes and their 24- to 48-month-old Spanish-English bilingual children. Study participants were drawn from Early Head Start and Head Start collaborative programs in the Northeastern United States in which English was the primary language used in the classroom. All families reported Spanish or Spanish-English as their home language(s). The MacArthur Communicative Development Inventories as well as the researcher-designed Spanish Vocabulary Extension were used as measures of children's English and Spanish productive vocabularies. Findings revealed the forms' concurrent and discriminant validity, on the basis of standardized measures of vocabulary, as measures of productive vocabulary for this growing bilingual population. These findings suggest that parent reports, including our researcher-designed form, represent a valid, cost-effective mechanism for vocabulary monitoring purposes in early childhood education settings.

Bruised Witness: Bernard Spilsbury and the Performance of Early Twentieth-Century English Forensic Pathology

PubMed Central

BURNEY, IAN; PEMBERTON, NEIL

2011-01-01

This article explores the status, apparatus and character of forensic pathology in the inter-war period, with a special emphasis on the ‘people’s pathologist’, Bernard Spilsbury. The broad expert and public profile of forensic pathology, of which Spilsbury was the most prominent contemporary representative, will be outlined and discussed. In so doing, close attention will be paid to the courtroom strategies by which he and other experts translated their isolated post-mortem encounters with the dead body into effective testimony. Pathologists built a high-profile practice that transfixed the popular, legal and scientific imagination, and this article also explores, through the celebrated 1925 murder trial of Norman Thorne, how Spilsbury’s courtroom performance focused critical attention on the practices of pathology itself, which threatened to destabilise the status of forensic pathology. In particular, the Thorne case raised questions about the interrelation between bruising and putrefaction as sources of interpretative anxiety. Here, the question of practice is vital, especially in understanding how Spilsbury’s findings clashed with those of rival pathologists whose autopsies centred on a corpse that had undergone further putrefactive changes and that had thereby mutated as an evidentiary object. Examining how pathologists dealt with interpretative problems raised by the instability of their core investigative object enables an analysis of the ways in which pathological investigation of homicide was inflected with a series of conceptual, professional and cultural difficulties stemming in significant ways from the materiality of the corpse itself. This article presents early findings of a larger study of twentieth-century English homicide investigation which focuses on the interaction between two dominant forensic regimes: the first, outlined in part here, is a body-centred forensics, associated with the lone, ‘celebrity’ pathologist, his scalpel and

Bruised witness: Bernard Spilsbury and the performance of early twentieth-century English forensic pathology.

PubMed

Burney, Ian; Pemberton, Neil

2011-01-01

This article explores the status, apparatus and character of forensic pathology in the inter-war period, with a special emphasis on the 'people's pathologist', Bernard Spilsbury. The broad expert and public profile of forensic pathology, of which Spilsbury was the most prominent contemporary representative, will be outlined and discussed. In so doing, close attention will be paid to the courtroom strategies by which he and other experts translated their isolated post-mortem encounters with the dead body into effective testimony. Pathologists built a high-profile practice that transfixed the popular, legal and scientific imagination, and this article also explores, through the celebrated 1925 murder trial of Norman Thorne, how Spilsbury's courtroom performance focused critical attention on the practices of pathology itself, which threatened to destabilise the status of forensic pathology. In particular, the Thorne case raised questions about the interrelation between bruising and putrefaction as sources of interpretative anxiety. Here, the question of practice is vital, especially in understanding how Spilsbury's findings clashed with those of rival pathologists whose autopsies centred on a corpse that had undergone further putrefactive changes and that had thereby mutated as an evidentiary object. Examining how pathologists dealt with interpretative problems raised by the instability of their core investigative object enables an analysis of the ways in which pathological investigation of homicide was inflected with a series of conceptual, professional and cultural difficulties stemming in significant ways from the materiality of the corpse itself. This article presents early findings of a larger study of twentieth-century English homicide investigation which focuses on the interaction between two dominant forensic regimes: the first, outlined in part here, is a body-centred forensics, associated with the lone, 'celebrity' pathologist, his scalpel and the mortuary

7 CFR 247.13 - Provisions for non-English or limited-English speakers.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 4 2010-01-01 2010-01-01 false Provisions for non-English or limited-English speakers... § 247.13 Provisions for non-English or limited-English speakers. (a) What must State and local agencies do to ensure that non-English or limited-English speaking persons are aware of their rights and...

Early sound patterns in the speech of two Brazilian Portuguese speakers.

PubMed

Teixeira, Elizabeth Reis; Davis, Barbara L

2002-06-01

Sound patterns in the speech of two Brazilian-Portuguese speaking children are compared with early production patterns in English-learning children as well as English and Brazilian-Portuguese (BP) characteristics. The relationship between production system effects and ambient language influences in the acquisition of early sound patterns is of primary interest, as English and BP are characterized by differing phonological systems. Results emphasize the primacy of production system effects in early acquisition, although even the earliest word forms show evidence of perceptual effects from the ambient language in both BP children. Use of labials and coronals and low and midfront vowels in simple syllable shapes is consistent with acquisition data for this period across languages. However, potential ambient language influences include higher frequencies of dorsals, use of multisyllabic words, and different phone types in syllable-offset position. These results suggest that to fully understand early acquisition of sound systems one must account for both production system effects and perceptual effects from the ambient language.

Relationships between Receptive Vocabulary in English and Cantonese Proficiency among Five-Year-Old Hong Kong Kindergarten Children

ERIC Educational Resources Information Center

Shing, Richard Wong Kwok; Perry, Conrad; MacWhinney, Brian; Oi-ling, Irene Wong

2013-01-01

There is little consensus among different early childhood education stakeholders in Hong Kong on whether it is beneficial or detrimental for children to receive an English bilingual education before the age of 6. This longitudinal study investigated the issue of potential "detrimental effects of learning English" on Hong Kong…

An Experimental Study Comparing English-Only and Transitional Bilingual Education on Spanish-Speaking Preschoolers' Early Literacy Development

ERIC Educational Resources Information Center

Duran, Lillian K.; Roseth, Cary J.; Hoffman, Patricia

2010-01-01

A longitudinal, experimental-control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development. In this study, 31 Spanish-speaking preschoolers (aged 38-48 months) were randomly assigned to two Head…

Learner Views on English and English Language Teaching in China

ERIC Educational Resources Information Center

Liu, Na; Lin, Chih-Kai; Wiley, Terrence G.

2016-01-01

Since the 1980s, China has represented one of the major growth areas in the world for English language education, and studying English has been a priority among its foreign language educational policies. As English has gained more popularity in China, some have noted the potential value of English as a means to greater educational access and…

The Interface of Syntax with Pragmatics and Prosody in Children with Autism Spectrum Disorders.

PubMed

Terzi, Arhonto; Marinis, Theodoros; Francis, Kostantinos

2016-08-01

In order to study problems of individuals with Autism Spectrum Disorders (ASD) with morphosyntax, we investigated twenty high-functioning Greek-speaking children (mean age: 6;11) and twenty age- and language-matched typically developing children on environments that allow or forbid object clitics or their corresponding noun phrase. Children with ASD fell behind typically developing children in comprehending and producing simple clitics and producing noun phrases in focus structures. The two groups performed similarly in comprehending and producing clitics in clitic left dislocation and in producing noun phrases in non-focus structures. We argue that children with ASD have difficulties at the interface of (morpho)syntax with pragmatics and prosody, namely, distinguishing a discourse prominent element, and considering intonation relevant for a particular interpretation that excludes clitics.

Earphone English.

ERIC Educational Resources Information Center

Goldsmith, Francisca

2002-01-01

Describes Earphone English, a student club sponsored through a partnership between Berkeley High School and the Berkeley Public Library that offers students whose primary language is not English to practice their spoken and aural English skills. Discusses the audiobooks used in the program and the importance of multicultural content and age…

Constructing English as a Ugandan Language through an English Textbook

ERIC Educational Resources Information Center

Stranger-Johannessen, Espen

2015-01-01

English is a national language in Uganda and is widely used in elite areas such as politics and business, but most Ugandans master English to only a limited degree. In this situation, English can be seen as either a foreign language or a second language--influencing how English is taught. One goal of language teaching espoused in this article is…

Practices That Promote English Reading for English Learners (Els)

ERIC Educational Resources Information Center

Martínez, Rebecca S.; Harris, Bryn; McClain, Maryellen Brunson

2014-01-01

Schools are becoming increasingly diversified; however, training and professional development related to working with English language learners (ELs), especially in the area of English reading, is limited. In this article, we identify three "Big Ideas" of effective and collaborative practices that promote English reading achievement for…

Developmental Screening Disparities for Languages Other than English and Spanish.

PubMed

Knuti Rodrigues, Kristine; Hambidge, Simon J; Dickinson, Miriam; Richardson, Douglas B; Davidson, Arthur J

2016-01-01

Limited English proficiency (LEP) is a known barrier to preventive care. Children from families with LEP face socioeconomic circumstances associated with increased odds of developmental delays and decreased participation in early care and education programs. Little is known about developmental surveillance and screening for children from families who speak languages other than English and Spanish. We sought to compare developmental surveillance and screening at well-child visits (WCVs) by preferred parental language. Using a retrospective cohort (n = 15,320) of children aged 8 to 40 months with ≥2 WCVs from January 1, 2006, to July 1, 2010, in a community health system, 450 children from 3 language groups (150 English, 150 Spanish, and 150 non-English, non-Spanish) were randomly selected. Chart review assessed 2 primary outcomes, developmental surveillance at 100% of WCVs and screened with a standardized developmental screening tool, and also determined whether children were referred for diagnostic developmental evaluation. Bivariate and multiple logistic regression analyses were conducted. Compared to the English-speaking group, the non-English, non-Spanish group had lower odds of receiving developmental surveillance at 100% of WCVs (odds ratio, 0.3; 95% confidence interval, 0.2, 0.5) and of being screened with a standardized developmental screening tool (odds ratio, 0.1; 95% confidence interval, 0.1, 0.2). There were no differences between the English- and Spanish-speaking groups. Though underpowered, no differences were found for referral. Improved developmental surveillance and screening are needed for children from families who speak languages other than English and Spanish. Lack of statistically significant differences between English- and Spanish-speaking groups suggests that improved translation and interpretation resources may decrease disparities. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Changing Bilingual Self-Perceptions from Early Adolescence to Early Adulthood: Empirical Evidence from a Mixed-Methods Case Study

ERIC Educational Resources Information Center

Caldas, Stephen J.

2008-01-01

In the emerging tradition of language socialization research, this study examines the changing bilingual self-perceptions of three children, identical twin girls and their older brother, from early adolescence through early adulthood. The children were reared in a predominantly French-speaking home in south Louisiana by French/English bilingual…

The New English.

ERIC Educational Resources Information Center

O'Donnell, John F.

1968-01-01

Traditional English curriculums are giving way to new English programs built on the foundations of research and scholarship. The "new" English, being developed by the Project English Centers throughout the country, attempts to utilize the characteristic structure of the subject to plan sequential and spiral curriculums replacing outdated…

Perception of English palatal codas by Korean speakers of English

NASA Astrophysics Data System (ADS)

Yeon, Sang-Hee

2003-04-01

This study aimed at looking at perception of English palatal codas by Korean speakers of English to determine if perception problems are the source of production problems. In particular, first, this study looked at the possible first language effect on the perception of English palatal codas. Second, a possible perceptual source of vowel epenthesis after English palatal codas was investigated. In addition, individual factors, such as length of residence, TOEFL score, gender and academic status, were compared to determine if those affected the varying degree of the perception accuracy. Eleven adult Korean speakers of English as well as three native speakers of English participated in the study. Three sets of a perception test including identification of minimally different English pseudo- or real words were carried out. The results showed that, first, the Korean speakers perceived the English codas significantly worse than the Americans. Second, the study supported the idea that Koreans perceived an extra /i/ after the final affricates due to final release. Finally, none of the individual factors explained the varying degree of the perceptional accuracy. In particular, TOEFL scores and the perception test scores did not have any statistically significant association.

Teaching English.

ERIC Educational Resources Information Center

Nemanich, Donald, Ed.

1975-01-01

Articles in this volume of the "Illinois English Bulletin" include "Competencies in Teaching English" by Alan C. Purves, which sets forth a tentative model for planning competency-based instruction and certification based on concepts, teaching acts, skills, and strategies; "Passing the Buck Versus the Teaching of English" by Dennis Q. McInerny,…

To Teach Standard English or World Englishes? A Balanced Approach to Instruction

ERIC Educational Resources Information Center

Farrell, Thomas S. C.; Martin, Sonia

2009-01-01

This article suggests that English language teachers should consider all varieties of English, not just British Standard English or American Standard English. In order to better prepare students for the global world, and to show them that their own English is valued, teachers can implement a balanced approach that incorporates the teaching and…

Acquisition of stress and pitch accent in English-Spanish bilingual children

NASA Astrophysics Data System (ADS)

Kim, Sahyang; Andruski, Jean; Nathan, Geoffrey S.; Casielles, Eugenia; Work, Richard

2005-09-01

Although understanding of prosodic development is considered crucial for understanding of language acquisition in general, few studies have focused on how children develop native-like prosody in their speech production. This study will examine the acquisition of lexical stress and postlexical pitch accent in two English-Spanish bilingual children. Prosodic characteristics of English and Spanish are different in terms of frequent stress patterns (trochaic versus penultimate), phonetic realization of stress (reduced unstressed vowel versus full unstressed vowel), and frequent pitch accent types (H* versus L*+H), among others. Thus, English-Spanish bilingual children's prosodic development may provide evidence of their awareness of language differences relatively early during language development, and illustrate the influence of markedness or input frequency in prosodic acquisition. For this study, recordings from the children's one-word stage are used. Durations of stressed and unstressed syllables and F0 peak alignment are measured, and pitch accent types in different accentual positions (nuclear versus prenuclear) are transcribed using American English ToBI and Spanish ToBI. Prosodic development is compared across ages within each language and across languages at each age. Furthermore, the bilingual children's productions are compared with monolingual English and Spanish parents' productions.

Standards for plant synthetic biology: a common syntax for exchange of DNA parts.

PubMed

Patron, Nicola J; Orzaez, Diego; Marillonnet, Sylvestre; Warzecha, Heribert; Matthewman, Colette; Youles, Mark; Raitskin, Oleg; Leveau, Aymeric; Farré, Gemma; Rogers, Christian; Smith, Alison; Hibberd, Julian; Webb, Alex A R; Locke, James; Schornack, Sebastian; Ajioka, Jim; Baulcombe, David C; Zipfel, Cyril; Kamoun, Sophien; Jones, Jonathan D G; Kuhn, Hannah; Robatzek, Silke; Van Esse, H Peter; Sanders, Dale; Oldroyd, Giles; Martin, Cathie; Field, Rob; O'Connor, Sarah; Fox, Samantha; Wulff, Brande; Miller, Ben; Breakspear, Andy; Radhakrishnan, Guru; Delaux, Pierre-Marc; Loqué, Dominique; Granell, Antonio; Tissier, Alain; Shih, Patrick; Brutnell, Thomas P; Quick, W Paul; Rischer, Heiko; Fraser, Paul D; Aharoni, Asaph; Raines, Christine; South, Paul F; Ané, Jean-Michel; Hamberger, Björn R; Langdale, Jane; Stougaard, Jens; Bouwmeester, Harro; Udvardi, Michael; Murray, James A H; Ntoukakis, Vardis; Schäfer, Patrick; Denby, Katherine; Edwards, Keith J; Osbourn, Anne; Haseloff, Jim

2015-10-01

Inventors in the field of mechanical and electronic engineering can access multitudes of components and, thanks to standardization, parts from different manufacturers can be used in combination with each other. The introduction of BioBrick standards for the assembly of characterized DNA sequences was a landmark in microbial engineering, shaping the field of synthetic biology. Here, we describe a standard for Type IIS restriction endonuclease-mediated assembly, defining a common syntax of 12 fusion sites to enable the facile assembly of eukaryotic transcriptional units. This standard has been developed and agreed by representatives and leaders of the international plant science and synthetic biology communities, including inventors, developers and adopters of Type IIS cloning methods. Our vision is of an extensive catalogue of standardized, characterized DNA parts that will accelerate plant bioengineering. © 2015 The Authors. New Phytologist © 2015 New Phytologist Trust.

Verb Learning in 14- and 18-Month-Old English-Learning Infants

ERIC Educational Resources Information Center

He, Angela Xiaoxue; Lidz, Jeffrey

2017-01-01

The present study investigates English-learning infants' early understanding of the link between the grammatical category "verb" and the conceptual category "event," and their ability to recruit morphosyntactic information online to learn novel verb meanings. We report two experiments using an infant-controlled…

Scrutinizing the Factors Affecting Fluency of English among Arab Learners

ERIC Educational Resources Information Center

Al Ghazali, Fawzi

2017-01-01

This research study investigates the cognitive, psychological and personal factors affecting the accuracy and fluency of English language usage among Arab learners. Early research led by Chomsky (1965) and Krashen (1981) suggested that an individual's Language Acquisition Device once triggered at the appropriate time and supported with adequate…

English speech sound development in preschool-aged children from bilingual English-Spanish environments.

PubMed

Gildersleeve-Neumann, Christina E; Kester, Ellen S; Davis, Barbara L; Peña, Elizabeth D

2008-07-01

English speech acquisition by typically developing 3- to 4-year-old children with monolingual English was compared to English speech acquisition by typically developing 3- to 4-year-old children with bilingual English-Spanish backgrounds. We predicted that exposure to Spanish would not affect the English phonetic inventory but would increase error frequency and type in bilingual children. Single-word speech samples were collected from 33 children. Phonetically transcribed samples for the 3 groups (monolingual English children, English-Spanish bilingual children who were predominantly exposed to English, and English-Spanish bilingual children with relatively equal exposure to English and Spanish) were compared at 2 time points and for change over time for phonetic inventory, phoneme accuracy, and error pattern frequencies. Children demonstrated similar phonetic inventories. Some bilingual children produced Spanish phonemes in their English and produced few consonant cluster sequences. Bilingual children with relatively equal exposure to English and Spanish averaged more errors than did bilingual children who were predominantly exposed to English. Both bilingual groups showed higher error rates than English-only children overall, particularly for syllable-level error patterns. All language groups decreased in some error patterns, although the ones that decreased were not always the same across language groups. Some group differences of error patterns and accuracy were significant. Vowel error rates did not differ by language group. Exposure to English and Spanish may result in a higher English error rate in typically developing bilinguals, including the application of Spanish phonological properties to English. Slightly higher error rates are likely typical for bilingual preschool-aged children. Change over time at these time points for all 3 groups was similar, suggesting that all will reach an adult-like system in English with exposure and practice.

Whose English Counts? Native Speakers as English Language Learners

ERIC Educational Resources Information Center

Grill, Jennifer

2010-01-01

The author, a teacher educator, explains that because of a lack of training in language studies, many teachers do not view language as linguists do. She identifies three misconceptions (and the implications they have for English language learners) that still persist in education: Standard English is the best and most correct form of English,…

The English of Business Is the Business of English.

ERIC Educational Resources Information Center

Versluis, Edward B.

Three arguments lead to the conclusion that the English of business is the business of English. First, reluctance to fully appreciate the English of Business stems in part from a serious misunderstanding about the development of written language in the Western tradition. While studying folktales and the origins of myths has made an awareness of…

English Voices in "Text-to-Speech Tools": Representation of English Users and Their Varieties from a World Englishes Perspective

ERIC Educational Resources Information Center

Karakas, Ali

2017-01-01

English has experienced grave transformations recently in terms of socio-demographic and geographical characteristics. While such transformations have resulted in diverse types of English uses and various English users, the existing ELT materials still fail to represent the global varieties and dynamic uses and users of English. Moving from a…

Recasts Used with Preschoolers Learning English as Their Second Language

ERIC Educational Resources Information Center

Tsybina, Irina; Girolametto, Luigi E.; Weitzman, Elaine; Greenberg, Janice

2006-01-01

This study examined linguistic recasts provided by 16 early childhood educators to preschool children learning English as a second language (EL2). Recasts are semantic and syntactic revisions of children's utterances. The educator-child interactions were filmed during book reading and play dough activities with small groups of four children, one…

‘Herbals she peruseth’: reading medicine in early modern England

PubMed Central

Leong, Elaine

2014-01-01

In 1631, Richard Brathwaite penned a conduct manual for ‘English Gentlewomen’. In Brathwaite's mind, the ideal English gentlewoman was not only chaste, modest and honourable but also an avid reader. In fact, Brathwaite specifically recommends English gentlewomen to first peruse herbals and then to deepen their medical knowledge via conference. Centred on the manuscript notebooks of two late seventeenth-century women, Margaret Boscawen (d. 1688) and Elizabeth Freke (1642–1714), this article explores women and ‘medical reading’ in early modern England. It first demonstrates that whilst both women consulted herbals by contemporary authors such as John Gerard and Nicholas Culpeper, their modes of reading could not be more different. Where Freke ruminated, digested and abstracted from Gerard's large tome, Boscawen made practical lists from Culpeper's The English Physitian. Secondly, the article shows that both supplemented their herbal reading with a range of other vernacular medical texts including printed medical recipe books, contemporary pharmacopoeia and surgical handbooks. Early modern English women's medical reading, I argue, was nuanced, sophisticated and diverse. Furthermore, I contend that well-informed readers like Boscawen and Freke made smart medical consumers and formidable negotiators in their medical encounters. PMID:25821333

English Speech Sound Development in Preschool-Aged Children from Bilingual English-Spanish Environments

ERIC Educational Resources Information Center

Gildersleeve-Neumann, Christina E.; Kester, Ellen S.; Davis, Barbara L.; Pena, Elizabeth D.

2008-01-01

Purpose: English speech acquisition by typically developing 3- to 4-year-old children with monolingual English was compared to English speech acquisition by typically developing 3- to 4-year-old children with bilingual English-Spanish backgrounds. We predicted that exposure to Spanish would not affect the English phonetic inventory but would…

The logical syntax of number words: theory, acquisition and processing.

PubMed

Musolino, Julien

2009-04-01

Recent work on the acquisition of number words has emphasized the importance of integrating linguistic and developmental perspectives [Musolino, J. (2004). The semantics and acquisition of number words: Integrating linguistic and developmental perspectives. Cognition93, 1-41; Papafragou, A., Musolino, J. (2003). Scalar implicatures: Scalar implicatures: Experiments at the semantics-pragmatics interface. Cognition, 86, 253-282; Hurewitz, F., Papafragou, A., Gleitman, L., Gelman, R. (2006). Asymmetries in the acquisition of numbers and quantifiers. Language Learning and Development, 2, 76-97; Huang, Y. T., Snedeker, J., Spelke, L. (submitted for publication). What exactly do numbers mean?]. Specifically, these studies have shown that data from experimental investigations of child language can be used to illuminate core theoretical issues in the semantic and pragmatic analysis of number terms. In this article, I extend this approach to the logico-syntactic properties of number words, focusing on the way numerals interact with each other (e.g. Three boys are holding two balloons) as well as with other quantified expressions (e.g. Three boys are holding each balloon). On the basis of their intuitions, linguists have claimed that such sentences give rise to at least four different interpretations, reflecting the complexity of the linguistic structure and syntactic operations involved. Using psycholinguistic experimentation with preschoolers (n=32) and adult speakers of English (n=32), I show that (a) for adults, the intuitions of linguists can be verified experimentally, (b) by the age of 5, children have knowledge of the core aspects of the logical syntax of number words, (c) in spite of this knowledge, children nevertheless differ from adults in systematic ways, (d) the differences observed between children and adults can be accounted for on the basis of an independently motivated, linguistically-based processing model [Geurts, B. (2003). Quantifying kids. Language

The Processing of English Derived Words by Chinese-English Bilinguals

ERIC Educational Resources Information Center

Li, Junmin; Taft, Marcus; Xu, Joe

2017-01-01

This study examined the sensitivity of Chinese-English bilinguals to derivational word structure in English. In the first experiment, English monolinguals showed masked priming effects for prime-target pairs related both transparently (e.g., "hunter-HUNT") and opaquely (e.g., "corner-CORN") but not for those related purely in…

English Teaching Profile: Iraq.

ERIC Educational Resources Information Center

British Council, London (England). English Language and Literature Div.

A description of the role and status of the English language in Iraq begins with an overview of the distribution of English speakers and the most common uses of English. Subsequent sections outline: (1) the use and status of English within the educational system at all levels, including teacher education; (2) the availability of English language…

"English for the Global": Discourses in/of English-Language Voluntourism

ERIC Educational Resources Information Center

Jakubiak, Cori

2012-01-01

Drawing upon the notion of hyperglobalism and critical perspectives on English as an international language, this study examines the ways in which English language teaching via volunteer tourism (i.e. English-language voluntourism) is represented and legitimated as an altruistic practice among organizational sponsors and in the talk of current and…

On the Syntax/Semantics of Korean Nominal Particles

ERIC Educational Resources Information Center

Chung, Han-Byul

2016-01-01

In this dissertation, I investigate the structural positions of "i/ka"-marked DPs and "un/nun"-marked DPs in the light of Kratzer (1988; 1995) and Diesing (1990; 1992). In Korean, unlike German (and English in part), vP-external subjects and vP-internal subjects are not distinguishable at the surface. However, by adopting…

Uses of the Word “Macula” in Written English, 1400-Present

PubMed Central

Schwartz, Stephen G.; Leffler, Christopher T.

2014-01-01

We compiled uses of the word “macula” in written English by searching multiple databases, including the Early English Books Online Text Creation Partnership, America’s Historical Newspapers, the Gale Cengage Collections, and others. “Macula” has been used: as a non-medical “spot” or “stain”, literal or figurative, including in astronomy and in Shakespeare; as a medical skin lesion, occasionally with a following descriptive adjective, such as a color (macula alba); as a corneal lesion, including the earliest identified use in English, circa 1400; and to describe the center of the retina. Francesco Buzzi described a yellow color in the posterior pole (“retina tinta di un color giallo”) in 1782, but did not use the word “macula”. “Macula lutea” was published by Samuel Thomas von Sömmering by 1799, and subsequently used in 1818 by James Wardrop, which appears to be the first known use in English. The Google n-gram database shows a marked increase in the frequencies of both “macula” and “macula lutea” following the introduction of the ophthalmoscope in 1850. “Macula” has been used in multiple contexts in written English. Modern databases provide powerful tools to explore historical uses of this word, which may be underappreciated by contemporary ophthalmologists. PMID:24913329

Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. Yearbook in Early Childhood Education Series, Volume 6.

ERIC Educational Resources Information Center

Garcia, Eugene E., Ed.; And Others

Geared toward early childhood educators, reading and writing teachers, bilingual and English as a Second Language teachers, and to courses in these fields, this yearbook examines the issues of linguistic and cultural diversity in early childhood programs. Following an introduction (Eugene Garcia and Barry McLaughlin) on the cultural context…

Remapping Englishness--the Impact of Globalization on College English Instruction in Taiwan

ERIC Educational Resources Information Center

Lee, Jade Tsui-yu

2008-01-01

The purpose of this paper is to examine the impact of globalization upon the college-level instruction of English/American literature in Taiwan. The examination will be centered upon the subject of Englishness as demonstrated in the courses of English/American Literature taught in Taiwan. By focusing on the term "Englishness," the paper…

Increasing English Language Learners' Engagement in Instruction through Emotional Scaffolding

ERIC Educational Resources Information Center

Park, Mi-Hwa

2014-01-01

Some of the challenges that early childhood teachers face include how to deal with a growing diversity in student populations, how to reduce learning gaps, and how to increase the achievement of all children (Copple & Bredekamp, 2009). The number of children who are English language learners (ELLs) is growing fast schools in the United States…

Why Do Primary School English Teachers Decide to Teach English?

ERIC Educational Resources Information Center

Amengual-Pizarro, Marian; Garcia Laborda, Jesus

2015-01-01

This study is an attempt to explore the nature of L2 teachers' motivation towards English language learning and their decision to become English teachers. A total of 45 third-year prospective Primary school English teachers at the University of the Balearic Islands completed a small-scale survey adapted from Gardner's Attitude/Motivation Test…

The Trouble Is English: Reframing English Studies in Secondary Schools

ERIC Educational Resources Information Center

Brauer, Lydia; Clark, Caroline T.

2008-01-01

Sybil Wilson is a composite representation of an English teacher that typifies much of what most preservice English teachers have seen and experienced in U.S. classrooms. The authors' aim is to articulate textual frameworks often competing and unnamed in English curriculum (and evident in Sybil's classroom) and to argue for a particular reframing…

World Englishes, English as an International Language and Applied Linguistics

ERIC Educational Resources Information Center

Kilickaya, Ferit

2009-01-01

The paper discusses World Englishes (WEs) in relation to English as an International Language (EIL) and Applied Linguistics. Taking into account Kachru's interesting but at the same time controversial debate about the status of English in its varieties, which are commonly called WEs and the opposing ideas presented by Quirk, it is aimed to present…

Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish.

PubMed

Marchman, Virginia A; Martine-Sussmann, Carmen

2002-10-01

The validity of two analogous caregiver/parent report measures of early language development in young children who are learning both English and Spanish is examined. Caregiver/parent report indices of vocabulary production and grammar were obtained for 26 children using the MacArthur Communicative Development Inventory: Words & Sentences (CDI; Fenson et al., 1994) and the Inventario del Desarrollo de Habilidades Comunicativas: Palabras y Enunciados (IDHC; Jackson-Maldonado, Bates, & Thal, 1992). Scores were significantly correlated with analogous laboratory measures in both English and Spanish, including a real-object naming task and spontaneous language use during free-play. The findings offer evidence that the CDI and IDHC provide valid assessments of early language milestones in young English- and Spanish-speaking children. Factors that may influence the validity of these tools for use with this population are also discussed.

Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods

ERIC Educational Resources Information Center

Farver, Jo Ann M.; Lonigan, Christopher J.; Eppe, Stefanie

2009-01-01

Ninety-four Spanish-speaking preschoolers (M age = 54.51 months, SD = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n = 32) or the Literacy Express Preschool Curriculum in English-only (n = 31) or initially in Spanish transitioning to English (n = 31). Children's emergent literacy skills were assessed before…

English Clubs: Introducing English to Young Learners

ERIC Educational Resources Information Center

Afia, Jawida Ben

2006-01-01

This article introduces an approach taken in Tunisia to introduce English as a foreign language to children in primary school classrooms. The author states that in Tunisia, children in primary schools are first taught Arabic and then French. The government does not want to overburden the students with English learning. Then, the author describes…

English in Fiji.

ERIC Educational Resources Information Center

Siegel, Jeff

1989-01-01

Traces the history of English in Fiji, especially in relation to education. The role of English in interethnic communication and as a language of wider communication with the outside world is discussed, and features of Fiji English, a local language variety, are described. (Author/CB)

A Longitudinal Study of Early Reading Development in Two Languages: Comparing Literacy Outcomes in Irish Immersion, English Medium and Gaeltacht Schools

ERIC Educational Resources Information Center

Parsons, Christine E.; Lyddy, Fiona

2016-01-01

Schools in Ireland vary in how they introduce reading in the two official languages, Irish and English. There is particular variability within immersion (Irish medium) schools. Some introduce Irish reading first (IRF) and others English reading first (ERF). This study compared the development of Irish and English skills in children attending…

Individual Differences in Early Language Learning: A Study of English Learners of French

ERIC Educational Resources Information Center

Courtney, Louise; Graham, Suzanne; Tonkyn, Alan; Marinis, Theodoros

2017-01-01

The present longitudinal study examines the interaction of learner variables (gender, motivation, self-efficacy, and first language literacy) and their influence on second language learning outcomes. The study follows English learners of French from Year 5 in primary school (aged 9-10) to the first year in secondary school (Year 7; aged 11-12).…

ENGLISH FOR TODAY. BOOK FIVE, LIFE IN ENGLISH-SPEAKING COUNTRIES.

ERIC Educational Resources Information Center

SLAGER, WILLIAM R.; AND OTHERS

ON AN UPPER-INTERMEDIATE TO ADVANCED LEVEL OF ENGLISH AS A FOREIGN LANGUAGE FOR SECONDARY STUDENTS, "LIFE IN ENGLISH-SPEAKING COUNTRIES" IS THE FIFTH VOLUME IN THE "ENGLISH FOR TODAY" SERIES. THE MAIN EMPHASIS IN THIS VOLUME IS THE TRANSITION FROM READING TO COMPOSITION. EACH OF THE 14 READINGS IS FOLLOWED BY INTENSIVE COMPREHENSION QUESTIONS,…

Incidence and multivariable correlates of long-term mortality in patients treated with surgical or percutaneous revascularization in the synergy between percutaneous coronary intervention with taxus and cardiac surgery (SYNTAX) trial.

PubMed

Farooq, Vasim; Serruys, Patrick W; Bourantas, Christos; Vranckx, Pascal; Diletti, Roberto; Garcia Garcia, Hector M; Holmes, David R; Kappetein, Arie-Pieter; Mack, Michael; Feldman, Ted; Morice, Marie Claude; Colombo, Antonio; Morel, Marie-angèle; de Vries, Ton; van Es, Gerrit Anne; Steyerberg, Ewout W; Dawkins, Keith D; Mohr, Friedrich W; James, Stefan; Ståhle, Elisabeth

2012-12-01

The aim of this investigation was to determine the incidence and multivariable correlates of long-term (4-year) mortality in patients treated with surgical or percutaneous revascularization in the synergy between percutaneous coronary intervention (PCI) with TAXUS Express and Cardiac Surgery (SYNTAX) trial. A total of 1800 patients were randomized to undergo coronary artery bypass graft (CABG) surgery (n = 897) or PCI (n = 903). Prospectively collected baseline and peri- and post-procedural data were used to determine independent correlates of 4-year all-cause death in the CABG and the PCI arms (Cox proportional hazards model). Four-year mortality rates in the CABG and the PCI arms were 9.0% [74 deaths (12 in-hospital)] and 11.8% [104 deaths (16 in-hospital)], respectively (log-rank P-value = 0.063). Censored data comprised 78 patients (8.7%) in the CABG arm, and 24 patients (2.7%) in the PCI arm (log-rank P-value < 0.001). Within the CABG arm, the strongest independent correlates of 4-year mortality were lack of discharge aspirin [hazard ratio (HR) 3.56; 95% CI: 2.04, 6.21; P < 0.001], peripheral vascular disease (PVD) (HR: 2.65; 95% CI: 1.49, 4.72; P = 0.001), chronic obstructive pulmonary disease, age, and serum creatinine. Within the PCI arm, the strongest independent correlate of 4-year mortality was lack of post-procedural anti-platelet therapy (HR: 152.16; 95% CI: 53.57, 432.22; P < 0.001), with 10 reported early (within 45 days) in-hospital deaths secondary to multifactorial causes precluding administration of anti-platelet therapy. Other independent correlates of mortality in the PCI arm included amiodarone therapy on discharge, pre-procedural poor left ventricular ejection fraction, a 'history of gastrointestinal bleeding or peptic ulcer disease', PVD (HR: 2.13; 95% CI: 1.26, 3.60; P = 0.005), age, female gender (HR: 1.60; 95% CI: 1.01, 2.56; P = 0.048), and the SYNTAX score (Per increase in 10 points: HR: 1.25; 95% CI: 1.06, 1.47; P = 0.007). Independent

The Impact of a Systematic and Explicit Vocabulary Intervention in Spanish with Spanish-Speaking English Learners in First Grade

ERIC Educational Resources Information Center

Cena, Johanna; Baker, Doris Luft; Kame'enui, Edward J.; Baker, Scott K.; Park, Yonghan; Smolkowski, Keith

2013-01-01

This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were…

Importance of Phonological and Orthographic Skills for English Reading and Spelling: A Comparison of English Monolingual and Mandarin-English Bilingual Children

ERIC Educational Resources Information Center

Yeong, Stephanie H. M.; Fletcher, Janet; Bayliss, Donna M.

2014-01-01

This cross-sectional study examines the importance of English phonological and orthographic processing skills to English word reading and spelling in 3 groups of younger (8-9 years) and older (11-12 years) children from different language backgrounds: English monolingual, English first language (L1)-Mandarin second language (L2), and Mandarin…

Measuring accessibility of sustainable transportation using space syntax in Bojonggede area

NASA Astrophysics Data System (ADS)

Suryawinata, B. A.; Mariana, Y.; Wijaksono, S.

2017-12-01

Changes in the physical structure of regional space as a result of the increase of planned and unplanned settlements in the Bojonggede area have an impact on the road network pattern system. Changes in road network patterns will have an impact on the permeability of the area. Permeability measures the extent to which road network patterns provide an option in traveling. If the permeability increases the travel distance decreases and the route of travel choice increases, permeability like this can create an easy access system and physically integrated. This study aims to identify the relationship of physical characteristics of residential area and road network pattern to the level of space permeability in Bojonggede area. By conducting this research can be a reference for the arrangement of circulation, accessibility, and land use in the vicinity of Bojonggede. This research uses quantitative method and space syntax method to see global integration and local integration on the region which become the parameter of permeability level. The results showed that the level of permeability globally and locally high in Bojonggede physical area is the physical characteristics of the area that has a grid pattern of road network grid.

Meditations on secondary revascularisation in the aftermath of the SYNTAX trial.

PubMed

Garg, Scot; Serruys, Patrick W

2009-05-01

Many patients will experience a return of symptoms after their initial revascularisation procedure necessitating secondary revascularisation (SR). The options for this second procedure are inherently influenced by the primary method adopted for revascularisation. Patients with single vessel disease are most suited to percutaneous coronary intervention (PCI) for both primary and secondary revascularisation. The arrival of drug eluting stents, and evidence from trials of highly select populations has threatened the place of coronary artery bypass grafting (CABG) as the preferred method of revascularisation in those with multivessel disease. At present, and without robust evidence, PCI is increasingly being used to treat highly complex lesions, such that many question whether CABG is still has a role in primary revascularisation. The consequence for SR is that currently it is increasingly likely to be in response to in-stent restenosis, whereby previously it was performed in those with prior CABG. The recent SYNTAX trial has reaffirmed the position of CABG in the treatment of those with complex coronary disease. Consequently we believe that matters have turned a full circle, and expect that SR in the future is most likely to be in form of PCI on patients 8-15 years post primary CABG.

English Teaching Profile: Korea.

ERIC Educational Resources Information Center

British Council, London (England). English Language and Literature Div.

The role and status of English instruction in Korea is outlined. The role of English in Korea as a whole, English instruction within the educational system, language teacher training, textbook use, educational administration, educational development and planning, English instruction outside of the educational system, British and American support…

Japanese Media in English.

ERIC Educational Resources Information Center

Tanaka, Sachiko Oda

1995-01-01

Describes the use of English in the media in Japan, focusing on the role and history of English-language newspapers, radio, and television programs, as well as the proliferation of English-language films shown in Japanese cinemas. Discusses the implications of English in the Japanese media. (20 references) (MDM)

English as "Tyrannosaurus Rex."

ERIC Educational Resources Information Center

Swales, John M.

1997-01-01

The increasing domination of English as the world's leading medium of international professional communication has begun to impact English for Academic Purposes (EAP) programs, specifically the question of whether English is becoming too successful. The article argues that resistance to the "triumphalism" of English is a responsibility of EAP…

Receptive and Productive Vocabulary Learning: The Effects of Reading and Writing on Word Knowledge

ERIC Educational Resources Information Center

Webb, Stuart

2005-01-01

This study investigates the effects of receptive and productive vocabulary learning on word knowledge. Japanese students studying English as a foreign language learned target words in three glossed sentences and in a sentence production task in two experiments. Five aspects of vocabulary knowledge--orthography, syntax, association, grammatical…

Information Structure, Grammar and Strategy in Discourse

ERIC Educational Resources Information Center

Stevens, Jon

2013-01-01

This dissertation examines two information-structural phenomena, Givenness and Focus, from the perspective of both syntax and pragmatics. Evidence from English, German and other languages suggests a "split" analysis of information structure--the notions of Focus and Givenness, often thought to be closely related, exist independently at…

Aspects of the Internal Structure of Nominalization: Roots, Morphology and Derivation

ERIC Educational Resources Information Center

Punske, Jeffrey

2012-01-01

This dissertation uses syntactic, semantic and morphological evidence from English nominalization to probe the interaction of event-structure and syntax, develop a typology of structural complexity within nominalization, and test hypotheses about the strict ordering of functional items. I focus on the widely assumed typology of nominalization…

When It Comes to Explaining: A Preliminary Investigation of the Expository Language Skills of African American School-Age Children

ERIC Educational Resources Information Center

Koonce, Nicole M.

2015-01-01

This research investigated the expository language of school-age speakers of African American English. Specifically, the study describes the language productivity, syntax, and pragmatic features present in expository language samples produced by African American children and compares their performance with White children in the extant literature.…

On Observing World English.

ERIC Educational Resources Information Center

Urdang, Lawrence

1990-01-01

Reviews the current state of World English. Subjects addressed include standard accents and dialects, prejudicial attitudes toward nonstandard "local" usages, the use of English as the language of diplomacy, American influences on the language, and the fracturing of English in non-English-speaking countries around the world. (17 references) (JL)

Chinese College Students' Views on Native English and Non-Native English in EFL Classrooms

ERIC Educational Resources Information Center

Qian, Yang; Jingxia, Liu

2016-01-01

With the development of globalization, English is clearly spoken by many more non-native than native speakers, which raises the discussion of English varieties and the debate regarding the conformity to Standard English. Although a large number of studies have shown scholars' attitudes towards native English and non-native English, little research…

Syntactic Cues to Individuation in Mandarin Chinese

PubMed Central

Cheung, Pierina; Barner, David; Li, Peggy

2012-01-01

When presented with an entity (e.g., a wooden honey-dipper) labeled with a novel noun, how does a listener know that the noun refers to an instance of an object kind (honey-dipper) rather than to a substance kind (wood)? While English speakers draw upon count-mass syntax for clues to the noun’s meaning, linguists have proposed that classifier languages, which lack count-mass syntax, provide other syntactic cues. Three experiments tested Mandarin-speakers’ sensitivity to the diminutive suffix -zi and the general classifier ge when interpreting novel nouns. Experiment 1 found that -zi occurs more frequently with nouns that denote object kinds. Experiment 2 demonstrated Mandarin-speaking adults’ sensitivity to ge and -zi when inferring novel word meanings. Experiment 3 tested Mandarin three- to six-year-olds’ sensitivity to ge. We discuss differences in the developmental course of these cues relative to cues in English, and the impact of this difference to children’s understanding of individuation. PMID:23193387

A Language without Borders: English Slang and Bulgarian Learners of English

ERIC Educational Resources Information Center

Charkova, Krassimira D.

2007-01-01

This study investigated the acquisition of English slang in a foreign language context. The participants were 101 Bulgarian learners of English, 58 high school students, and 43 university students. The instrument included knowledge tests of English slang terms and questions about attitudes, sources, reasons, and methods employed in learning…

Study on Correlation of English Pronunciation Self-Concept to English Learning

ERIC Educational Resources Information Center

Tang, Xin; Zhang, Shengqi; Li, Yucong; Zhao, Miqiang

2013-01-01

English pronunciation self-concept is formed in the process of pronunciation learning, which refers to the learners' self-conception and assessment of one's English pronunciation proficiency and pronunciation (Gimson, A. C. 1980). This paper reports an investigation on 237 non-English major college students into the relationship between English…

English Teaching in Argentina.

ERIC Educational Resources Information Center

Arazi, Blanca

2002-01-01

Examines the teaching of English in Argentina, a country that has had a myriad of English language teaching activities at all levels for many decades--mostly in British English. Looks at English in binational centers, in schools, and at the university level; methodological approach; language assessment; teacher training; and the current economic…

Parsimonious Compositionality: Probing Syntax and Semantics with French "Propre"

ERIC Educational Resources Information Center

Charnavel, Isabelle

2012-01-01

This dissertation focuses on the French word "propre" roughly meaning "characteristic-of" and corresponding to English "own" found in "her own thesis." This adjective makes extremely varied and complex contributions to the meaning and properties of sentences it occurs in. The present work addresses the…

An Investigation of Comprehension Processes among Adolescent English Learners with Reading Difficulties

ERIC Educational Resources Information Center

Lesaux, Nonie K.; Harris, Julie Russ

2017-01-01

This mixed-methods study examines the reading skills and processes of early adolescent Latino English learners demonstrating below-average reading comprehension performance (N = 41, mean age = 13 years). Standardized measures were used to estimate participants' word reading and vocabulary knowledge, and interviews were conducted to examine reading…

Sentence Processing in High Proficient Kannada--English Bilinguals: A Reaction Time Study

ERIC Educational Resources Information Center

Ravi, Sunil Kumar; Chengappa, Shyamala K.

2015-01-01

The present study aimed at exploring the semantic and syntactic processing differences between native and second languages in 20 early high proficient Kannada--English bilingual adults through accuracy and reaction time (RT) measurements. Subjects participated in a semantic judgement task (using 50 semantically correct and 50 semantically…

Using Music to Support the Literacy Development of Young English Language Learners

ERIC Educational Resources Information Center

Paquette, Kelli R.; Rieg, Sue A.

2008-01-01

Integrating experiences with music in the early childhood classroom supports English language learners' literacy development (Peregoy and Boyle, "Reading, writing, and learning in ESL." Pearson, Boston, 2008; Saricoban and Metin, "Songs, verse and games for teaching grammar." Internet "TESL J," 2000). This article describes the benefits of…

Online English-English Learner Dictionaries Boost Word Learning

ERIC Educational Resources Information Center

Nurmukhamedov, Ulugbek

2012-01-01

Learners of English might be familiar with several online monolingual dictionaries that are not necessarily the best choices for the English as Second/Foreign Language (ESL/EFL) context. Although these monolingual online dictionaries contain definitions, pronunciation guides, and other elements normally found in general-use dictionaries, they are…

Early Screening Inventory (ESI).

ERIC Educational Resources Information Center

Welge-Crow, Patricia; And Others

1990-01-01

The Early Screening Inventory is designed to identify English- or Spanish-speaking children, ages 4-6, who may need special education services. The instrument measures the ability to acquire new skills in the areas of visual-motor/adaptive, language/cognition, and gross-motor/body-awareness. This paper describes administration, summation of data,…

Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

ERIC Educational Resources Information Center

Indiana Department of Education, 2015

2015-01-01

The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

Conversational English Program, 2.

ERIC Educational Resources Information Center

Instituto de Idiomas Yazigi, Sao Paulo (Brazil). Centro de Linguistica Aplicada.

This second book of a conversational English program for adults contains an introductory section in Portuguese and exercises in English. The text centers around an English-speaking family from the United States that goes to live in Brazil. It contains color photographs with captions followed by exercises. The exercises are in English and involve…

Conversational English Program, 1.

ERIC Educational Resources Information Center

Instituto de Idiomas Yazigi, Sao Paulo (Brazil). Centro de Linguistica Aplicada.

This first book of a conversational English program for adults contains an introductory section in Portuguese and exercises in English. The text centers around an English-speaking family from the United States that goes to live in Brazil. It contains color photographs with captions followed by exercises. The exercises are in English and involve…

A Comparison of English Language Acquisition Patterns in English Monolingual and Bilingual Children.

ERIC Educational Resources Information Center

Glad, Diana; And Others

English monolingual and Spanish/English bilingual children in kindergarten and first grade in 11 states were administered two tests from the EL CIRCO (CIRCUS) battery. The purpose of the study was to determine comparative acquisition of English grammar for kindergarteners and first graders and for bilingual and English monolingual children. Data…

Eye Movements when Reading Spaced and Unspaced Thai and English: A Comparison of Thai-English Bilinguals and English Monolinguals

ERIC Educational Resources Information Center

Winskel, Heather; Radach, Ralph; Luksaneeyanawin, Sudaporn

2009-01-01

The study investigated the eye movements of Thai-English bilinguals when reading both Thai and English with and without interword spaces, in comparison with English monolinguals. Thai is an alphabetic orthography without interword spaces. Participants read sentences with high and low frequency target words embedded in same sentence frames with and…

Non-Native English Speakers and Nonstandard English: An In-Depth Investigation

ERIC Educational Resources Information Center

Polat, Brittany

2012-01-01

Given the rising prominence of nonstandard varieties of English around the world (Jenkins 2007), learners of English as a second language are increasingly called on to communicate with speakers of both native and non-native nonstandard English varieties. In many classrooms around the world, however, learners continue to be exposed only to…

Non-Native English Varieties: Thainess in English Narratives

ERIC Educational Resources Information Center

Singhasak, Piyahathai; Methitham, Phongsakorn

2016-01-01

This study aims at examining Thainess as a writing strategy used in non-literary texts written by non-professional bilingual writers. These writers are advanced language learners who are pursuing their Master's degree in English. Seven English narratives of their language learning experiences were analyzed based on Kachruvian's framework of…

Homeroom Teachers or Specialist Teachers?: Considerations for the Workforce for Teaching English as a Subject at Elementary Schools in Japan

ERIC Educational Resources Information Center

Okumura, Shinji

2017-01-01

In Japan, English will be officially taught as an academic subject for elementary fifth and sixth graders from 2020. This is a strong initiative of language-in-education policy, aiming at efficient articulation between elementary and junior high schools and targeting the development of English proficiency from early ages simultaneously. However,…

How deaf American Sign Language/English bilingual children become proficient readers: an emic perspective.

PubMed

Mounty, Judith L; Pucci, Concetta T; Harmon, Kristen C

2014-07-01

A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from learning to read to reading to learn. Analysis of 12 interactive, semi-structured interviews identified informal and formal teaching and learning practices in ASL/English bilingual homes and classrooms. These practices value, reinforce, and support the bidirectional acquisition of both languages and provide a strong foundation for literacy. © The Author 2013. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

English Medium Instruction and Idiomaticity in English as a Lingua Franca

ERIC Educational Resources Information Center

Briggs, Jessica G.; Smith, Sarah Ashley

2017-01-01

This paper critically considers the implications of the growth of English-medium instruction (EMI) globally for idiomaticity in English as a Lingua Franca (ELF). We first make the case for idiomaticity in English in terms of its contribution to language processing and use and regarding the challenges and affordances it presents to users of English…

Parent Partnership and "Quality" Early Years Services: Practitioners' Perspectives

ERIC Educational Resources Information Center

Cottle, Michelle; Alexander, Elise

2014-01-01

This article begins by outlining the historical and political context of "parent partnership" within the UK. It locates the perspectives of early years' practitioners within this context, drawing on data from an Economic and Social Research Council (ESRC)-funded study of eighteen English early years settings, including interviews and…

Orientations towards English among English-Medium Instruction Students

ERIC Educational Resources Information Center

Karakas, Ali

2015-01-01

Based on the empirical data of my PhD research, this paper analyses the perceptions of 351 undergraduate students enrolled at English-medium universities towards English in terms of the language ideology framework. The students were purposively sampled from three programs at three Turkish universities. The data were drawn from student opinion…

Teaching College English and English Education: Reflective Stories.

ERIC Educational Resources Information Center

McCracken, H. Thomas, Ed.; Larson, Richard L., Ed.; Entes, Judith, Ed.

In this collection of 32 narrative essays, scholars and teachers of English and English education share their excitement as they reflect on their professional growth over the last 30 years. The firsthand stories in the collection represent "a study of theory and applied theory, grounded in personal experience and academic study over many…

Perception of "English" and Motivation in Learning English

ERIC Educational Resources Information Center

Sahin, Mehmet; Seçer, Sule Y. E.; Erisen, Yavuz

2016-01-01

This study aims to present high school students' perception of "English" through the impressions and images and the effect of these perceptions on their motivation in learning English. This qualitative study is based on the data about students' metaphors and the focus group interview to determine their effect on the students' motivation.…

English Verb Accuracy of Bilingual Cantonese-English Preschoolers

ERIC Educational Resources Information Center

Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi

2017-01-01

Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included…

The Acquisition of English Word Stress by Mandarin EFL Learners

ERIC Educational Resources Information Center

Liu, Dan

2017-01-01

Compared with the study of acquisition of syntax and morphology, there is a relative lack of research on the acquisition of phonology, the L2 acquisition of word stress in particular. This paper investigates the production of word stress by 70 Chinese college students in their reading aloud. Altogether 350 minutes' recordings were collected and…

Lexical Collocations (Verb + Noun) across Written Academic Genres in English

ERIC Educational Resources Information Center

Ordem, Eser; Bada, Erdogan

2016-01-01

The dominance of syntactic studies in linguistics has caused lexis and grammar to be perceived as two distinct categories. With introduction of the paradigm of cognitive linguistics, the studies in syntax have been replaced by those in lexis and concepts. Semantics has come to the fore through the studies in cognitive linguistics, and there has…

African-American Students and Foreign Language Learning. ERIC Digest.

ERIC Educational Resources Information Center

Davis, James J.

The performance and attitudes of African-American students of foreign languages are discussed in this digest. Three major areas are reported: (1) Black English and foreign language learning, including theories of language deficiency, sociolinguistic research, phonology and syntax; (2) research on the performance of African-American students of…

Language Issues in Literacy and Bilingual/Multicultural Education. Harvard Educational Review Reprint. Series No. 22.

ERIC Educational Resources Information Center

Minami, Masahiko, Ed.; Kennedy, Bruce P., Ed.

This collection of articles related to language issues and literacy and bilingual and multicultural education include the following: "Three Processes in the Child's Acquisition of Syntax" (Roger Brown and Ursula Bellugi); "Pre-School Children's Knowledge of English Phonology" (Charles Read); "Stages in Language Development and Reading Exposure"…

Effects of Communication Tasks on the Grammatical Relations Marked by Second Language Learners.

ERIC Educational Resources Information Center

Newton, Jonathan; Kennedy, Graeme

1996-01-01

Examines the morpho-syntax of task-based interaction and reports some possible grammatical consequences of interaction in split and shared information tasks undertaken by adult second language learners of English. Results indicate that communication tasks for language learning can be designed to influence the use of particular linguistic…

Suprasegmental Aspects of Reading Interference.

ERIC Educational Resources Information Center

Westbrook, Colston R.

Information is presented in this paper regarding suprasegmental features of Black English thay may cause reading interference for some Black children. Much of the research concerning reading problems of many Afro-American students stresses the segmental differences of the phonology, the morphology, the syntax, and lexical selection between two…

Language Deficits in Pre-Symptomatic Huntington's Disease: Evidence from Hungarian

ERIC Educational Resources Information Center

Nemeth, Dezso; Dye, Cristina D.; Sefcsik, Tamas; Janacsek, Karolina; Turi, Zsolt; Londe, Zsuzsa; Klivenyi, Peter; Kincses, Zsigmond Tamas; Szabo, Nikoletta; Vecsei, Laszlo; Ullman, Michael T.

2012-01-01

A limited number of studies have investigated language in Huntington's disease (HD). These have generally reported abnormalities in rule-governed (grammatical) aspects of language, in both syntax and morphology. Several studies of verbal inflectional morphology in English and French have reported evidence of over-active rule processing, such as…

Grammaire francaise pour etudiants americains (French Grammar for American Students): Workbook and Answers.

ERIC Educational Resources Information Center

Giauque, Gerald S.

This workbook in French grammar, intended for American college students, provides instruction and practice in French morphology, syntax, vocabulary, punctuation, and language style at the intermediate level. It is also designed to increase or reinforce the students' understanding of English grammar, based on the assumption that American students…

The Cambridge History of the English Language. Volume VI: English in North America.

ERIC Educational Resources Information Center

Algeo, John, Ed.

This book is one volume in a series that examines the history of English. It traces the history of English in North America during the past 400 years, from its British background to its present position among the varieties of English used worldwide. Influences that have formed American English include political, social, and cultural changes in…

Thanking Responders in Cameroon English

ERIC Educational Resources Information Center

Ouafeu, Yves Talla Sando

2009-01-01

An analysis of authentic or genuine interactions among Cameroon English speakers reveals that conversational routines in this variety of English differ a good deal from those obtained in other varieties of English, non-native varieties of English inclusive, and more specifically in native varieties of English. This paper looks at "thanking…

Focus on Identity Development: A Proposal for Addressing English Teacher Attrition

ERIC Educational Resources Information Center

Hochstetler, Sarah

2011-01-01

Placing teacher identity work (e.g. thinking critically about what it means to be a teacher) late in the curriculum of education programs could contribute to the high attrition rate of secondary English teachers. This article argues for more attention to teacher identity development early in candidate coursework to better prepare them for the…

L2 Knowledge of Verb Placement by Japanese Learners of English

ERIC Educational Resources Information Center

Bannai, Masanori

2008-01-01

This paper reports on an experiment which examined the knowledge of verb placement by Japanese learners of English (JLEs). The results of two grammaticality judgement tasks indicated that JLEs acquire the unavailability of an NP-shift operation relatively early, but their judgements of sentences involving V-raising (i.e., illicit *SV-Adv-O word…

Fostering and Eliciting Emergent Literacy Skills in Potentially English Proficient Students.

ERIC Educational Resources Information Center

Beers, Elizabeth A.

This report describes an early intervention program to elicit emergent literacy skills in Potentially English Proficient kindergarten students. The school is located in a suburb of a large city near a naval base. The problem, lack of literacy readiness skills, was documented with a battery of tests given prior to entrance in kindergarten and the…

The Syntax of Zero in African American Relative Clauses

ERIC Educational Resources Information Center

Sistrunk, Walter

2012-01-01

African American relative clauses are distinct from Standard English relative clauses in allowing zero subject relatives and zero appositive relatives. Pesetsky and Torrego's (2003) (P&T) analysis of the subject-nonsubject asymmetry in relative clauses accounts for zero object relatives while restricting zero subject relatives. P&T…

Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners.

PubMed

Bedore, Lisa M; Peña, Elizabeth D; Anaya, Jissel B; Nieto, Ricardo; Lugo-Neris, Mirza J; Baron, Alisa

2018-04-05

This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure. Three hundred seventy-eight children's scores on the Bilingual English-Spanish Assessment-Middle Extension (Peña, Bedore, Gutiérrez-Clellen, Iglesias, & Goldstein, 2008) morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English-Spanish experience, high English experience, ability (typically developing [TD] vs. LI), and grammatical form. Classification accuracy was calculated for the forms that best differentiated TD and LI groups. Children with LI scored lower than TD children across all bilingual experience groups. There were differences by grammatical form across bilingual experience and ability groups. Children from high English experience and balanced English-Spanish experience groups could be accurately classified on the basis of all the English grammatical forms tested except for prepositions. For bilinguals with high Spanish experience, it was possible to rule out LI on the basis of grammatical production but not rule in LI. It is possible to accurately identify LI in English language learners once they use English 40% of the time or more. However, for children with high Spanish experience, more information about development and patterns of impairment is needed to positively identify LI.

The Configuration of Liberia's Englishes.

ERIC Educational Resources Information Center

Singler, John Victor

1997-01-01

Discusses the varieties of Liberian English spoken in Liberia: Kru Pidgin English, spoken by Kru mariners and migrant workers; Settler English, spoken by descendants of 19th-century African American immigrants to Liberia; and Vernacular Liberian English (VLE), spoken by the rest of Liberia's English-speaking population. Focuses on tense aspect in…

The Effectiveness of Early Foreign Language Learning in the Netherlands

ERIC Educational Resources Information Center

de Bot, Kees

2014-01-01

This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative effect on the mother tongue and that the gains in…

Early Childhood Bilingualism Leads to Advances in Executive Attention: Dissociating Culture and Language

ERIC Educational Resources Information Center

Yang, Sujin; Yang, Hwajin; Lust, Barbara

2011-01-01

This study investigated whether early especially efficient utilization of executive functioning in young bilinguals would transcend potential cultural benefits. To dissociate potential cultural effects from bilingualism, four-year-old U.S. Korean-English bilingual children were compared to three monolingual groups--English and Korean monolinguals…

Catching Them before They Leave: An Examination of the Perspectives of Mid-Career, Female, English Teachers in Two Urban High Schools

ERIC Educational Resources Information Center

DiVito, Monica

2009-01-01

This study examines the reasons that influence six secondary English teachers' decisions to remain in the teaching profession. A concern of parents, administrators, and policymakers is that secondary English teachers, often early in their careers, leave the profession at alarming rates, especially in California. This problem exacts a high monetary…

English Language Learners and English-Only Learners' Response to Direct Vocabulary Instruction

ERIC Educational Resources Information Center

Crevecoeur, Yvel C.; Coyne, Michael D.; McCoach, D. Betsy

2014-01-01

We examined data from an 18-week kindergarten vocabulary intervention study to determine whether treatment outcomes had differential effects that favored English language learners (ELLs) or English-only learners (EOLs) and whether the relationship between initial English general receptive vocabulary knowledge and response to vocabulary…

English Language Education in Cuba.

ERIC Educational Resources Information Center

Irizar, Tony

2001-01-01

Provides an overview of English language education in Cuba. Discusses the historical role of English in Cuba, the introduction of English for specific purposes, and the current status of English instruction. (Author/VWL)

Rhetorical Analysis of the Doctoral Abstracts on English Language Teaching in Turkey

ERIC Educational Resources Information Center

Özmen, Kemal Sinan

2016-01-01

Doctoral dissertation has an important role to embark on an academic career confidently. The case is much more challenging for the early career doctorate who strives to contribute to the wider academic community. Using Swale's IMRD model, this study analyzed the rhetorical organization of English abstracts of 147 doctoral dissertations written…

Views of Nature and the Human-Nature Relations: An Analysis of the Visual Syntax of Pictures about the Environment in Greek Primary School Textbooks--Diachronic Considerations

ERIC Educational Resources Information Center

Lemoni, Rea; Lefkaditou, Ageliki; Stamou, Anastasia G.; Schizas, Dimitrios; Stamou, George P.

2013-01-01

This paper explores the function of the visual syntax of images in Greek primary school textbooks. By using a model for the formal analysis of the visual material, which will allow us to disclose the mechanisms through which meanings are manifested, our aim is to investigate the discursive transition relating to the view of nature and the…

English Speech Acquisition in 3- to 5-Year-Old Children Learning Russian and English

ERIC Educational Resources Information Center

Gildersleeve-Neumann, Christina E.; Wright, Kira L.

2010-01-01

Purpose: English speech acquisition in Russian-English (RE) bilingual children was investigated, exploring the effects of Russian phonetic and phonological properties on English single-word productions. Russian has more complex consonants and clusters and a smaller vowel inventory than English. Method: One hundred thirty-seven single-word samples…

Silenced Voices: Learning about Early Childhood Programs in the South East Asian Region.

ERIC Educational Resources Information Center

MacNaughton, Glenda

1996-01-01

Explores political, cultural, historical, and economic dynamics of the Asian region. Suggests how English-speaking Australians might begin the process of learning about early childhood programs in Asia. Addresses political and practical challenges that monolingual, English-speaking Australians face when involved in cross-cultural exchanges with…

Psychological Factor Affecting English Speaking Performance for the English Learners in Indonesia

ERIC Educational Resources Information Center

Haidara, Youssouf

2016-01-01

In every learning situation or environment, human psychology plays a significant role. English speaking is a language skill that is highly affected by human psychology. This research aimed at describing the psychological factor that affects negatively the English speaking performance for the English learners in Indonesia. A descriptive qualitative…

Position Paper: English Language Curriculum Guidelines for Elementary School English Language Learners

ERIC Educational Resources Information Center

Miele, Anthony

2007-01-01

English Language Development (ELD) and Academic English Development (AED) curricula in most public schools lack a communicative method and consist mostly of dry, meaningless grammar lessons devoid of relevance and authentic context. The purpose of this project is to develop guidelines to teach English language to elementary school children…

Integrating Science and English Proficiency for English Language Learners

ERIC Educational Resources Information Center

Lee, Okhee; Buxton, Cory A.

2013-01-01

Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to…

Re-Examining Traditional Values in Foreign Language Teaching.

ERIC Educational Resources Information Center

Rahilly, Leonard J.

Not long ago, foreign languages were taught in schools and colleges not for practical use or cultural understanding, but for intellectual discipline, understanding of English grammar and syntax, vocabulary enrichment, or to allow reading of foreign literature. The space race and development of jet travel changed attitudes toward language learning…

ANNUAL REPORT-AUTOMATIC INDEXING AND ABSTRACTING.

ERIC Educational Resources Information Center

Lockheed Missiles and Space Co., Palo Alto, CA. Electronic Sciences Lab.

THE INVESTIGATION IS CONCERNED WITH THE DEVELOPMENT OF AUTOMATIC INDEXING, ABSTRACTING, AND EXTRACTING SYSTEMS. BASIC INVESTIGATIONS IN ENGLISH MORPHOLOGY, PHONETICS, AND SYNTAX ARE PURSUED AS NECESSARY MEANS TO THIS END. IN THE FIRST SECTION THE THEORY AND DESIGN OF THE "SENTENCE DICTIONARY" EXPERIMENT IN AUTOMATIC EXTRACTION IS OUTLINED. SOME OF…

The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge

ERIC Educational Resources Information Center

Webb, Stuart

2009-01-01

English as a foreign language students in Japan learned target words in word pairs receptively and productively. Five aspects of vocabulary knowledge--orthography, association, syntax, grammatical functions, and meaning and form--were each measured by receptive and productive tests. The study uses an innovative methodology in that each target word…

TESL Reporter, Vol. 10, No. 2, Winter 1977.

ERIC Educational Resources Information Center

Pack, Alice C., Ed.

This newsletter contains five articles. The first, "Discourse Structure in Reading," by Ron Shook, suggests that reading materials for the beginning ESL (English as a second language) reader often have three defects: (1) profusion of detail as question fodder; (2) an oversimplified syntax; and (3) an artificial construction that violates…

Assessing Language Development: The Crediton Project.

ERIC Educational Resources Information Center

Wilkinson, Andrew; And Others

This paper offers a review of methods of judging the quality of English compositions and demonstrates the need for establishing criteria to judge composition work in a developmental context. Scales of development designed to meet that need are categorized as: stylistic measures that include structure/organization, syntax, verbal competence, reader…

Using Educational Technology to Develop Early Literacy Skills in Sub-Saharan Africa

ERIC Educational Resources Information Center

Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony

2016-01-01

The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a…

Facilitation and Practice in Verb Acquisition

ERIC Educational Resources Information Center

Keren-Portnoy, Tamar

2006-01-01

This paper presents a model of syntax acquisition, whose main points are as follows: Syntax is acquired in an item-based manner; early learning facilitates subsequent learning--as evidenced by the accelerating rate of new verbs entering a given structure; and mastery of syntactic knowledge is typically achieved through practice--as evidenced by…

Homework Practices of English and Non-English-Speaking Parents

ERIC Educational Resources Information Center

Thelamour, Barbara; Jacobs, D'Andrea L.

2014-01-01

This study compared the homework practices of English-speaking and non-English-speaking parents. Using a national data set of 7,992 students across ages and ethnicities, the frequency and type of homework practices were investigated. Statistical analysis revealed significant (though small) differences between the overall homework practices between…

English and Tok Pisin (New Guinea Pidgin English) in Papua New Guinea.

ERIC Educational Resources Information Center

Romaine, Suzanne

1989-01-01

Tok Pisin, New Guinea Pidgin English, is becoming increasingly important as a "lingua franca" in Papua New Guinea, even though English is the country's official language. Urban versus rural and spoken versus written varieties of the pidgin are examined, and the influence of English on Tok Pisin is investigated. 73 references. (Author/CB)

Is Overall Oral English Ability Related to Young Latinos' English Reading Growth?

ERIC Educational Resources Information Center

Fitzgerald, Jill; Amendum, Steven J.; Relyea, Jackie Eunjung; Garcia, Sandra G.

2015-01-01

The present study investigated whether young Latino dual-language learners' 2-year English reading growth varied over time according to their initial overall oral English ability. We followed 41 Latino children for 2 years. We tested overall oral English at the beginning of the study and administered multiple curriculum-based reading assessments…

The neural dynamics of song syntax in songbirds

NASA Astrophysics Data System (ADS)

Jin, Dezhe

2010-03-01

Songbird is ``the hydrogen atom'' of the neuroscience of complex, learned vocalizations such as human speech. Songs of Bengalese finch consist of sequences of syllables. While syllables are temporally stereotypical, syllable sequences can vary and follow complex, probabilistic syntactic rules, which are rudimentarily similar to grammars in human language. Songbird brain is accessible to experimental probes, and is understood well enough to construct biologically constrained, predictive computational models. In this talk, I will discuss the structure and dynamics of neural networks underlying the stereotypy of the birdsong syllables and the flexibility of syllable sequences. Recent experiments and computational models suggest that a syllable is encoded in a chain network of projection neurons in premotor nucleus HVC (proper name). Precisely timed spikes propagate along the chain, driving vocalization of the syllable through downstream nuclei. Through a computational model, I show that that variable syllable sequences can be generated through spike propagations in a network in HVC in which the syllable-encoding chain networks are connected into a branching chain pattern. The neurons mutually inhibit each other through the inhibitory HVC interneurons, and are driven by external inputs from nuclei upstream of HVC. At a branching point that connects the final group of a chain to the first groups of several chains, the spike activity selects one branch to continue the propagation. The selection is probabilistic, and is due to the winner-take-all mechanism mediated by the inhibition and noise. The model predicts that the syllable sequences statistically follow partially observable Markov models. Experimental results supporting this and other predictions of the model will be presented. We suggest that the syntax of birdsong syllable sequences is embedded in the connection patterns of HVC projection neurons.

Linguistic and Literacy Predictors of Early Spelling in First and Second Language Learners

ERIC Educational Resources Information Center

Keilty, Megan; Harrison, Gina L.

2015-01-01

Error analyses using a multidimensional measure were conducted on the misspellings of Kindergarten children speaking English as a first (EL1) and English as a second language (ESL) in order to detect any differences in early spelling ability between language groups. Oral vocabulary, syntactic knowledge, phonological processing, letter/word…

English Teachers, Angels & Poverty: Writing on English Curriculum and Pedagogy (Reflections on Editing "English in Australia").

ERIC Educational Resources Information Center

Doecke, Brenton

2002-01-01

Explores the cultural politics of writing about English curriculum and pedagogy, focusing on the author's role as the editor of this journal. Describes his role as editor as one of providing a discursive space in which English teachers and literacy educators can begin to write about their work. (SG)

Online English Learning Using Internet for English-as-a-Foreign-Language Students.

ERIC Educational Resources Information Center

Wang, Lih-Ching Chen; Dalton, David W.

Learning to communicate in English is an essential tool to access many resources via worldwide networks in the global society. Like students from many other countries, students in Taiwan study English for years, but lack opportunities to practice. For English-as-a-Second-Language students, the World Wide Web provides a learning environment in…

Event-related brain potentials to violations of arithmetic syntax represented by place value structure.

PubMed

Szucs, Dénes; Soltész, Fruzsina

2010-05-01

We dissociated ERP markers of semantic (numerical distance) vs. syntactic (place value) incongruence in the domain of arithmetic. Participants verified additions with four-digit numbers. Semantic incongruencies elicited the N400 ERP effect. A centro-parietal (putative P600) effect to place value violations was not related to arithmetic syntax. Rather, this effect was an enlarged P3b reflecting different surprise values of place value vs. non-place value violations. This potential confound should be considered in numerical cognition experiments. The latency of the N400 and P3a effects were differentially affected by place value analysis. The amplitude of the P3a and that of a fronto-central positive effect (FP600) was sensitive to place value analysis and digit content. Results suggest that ERPs can index the syntactical analysis of multi-digit numbers. Both ERP and behavioral data confirmed that multi-digit numbers were decomposed into their constituent digits, rather than evaluated holistically. Copyright 2010 Elsevier B.V. All rights reserved.

World Englishes, English as a Lingua Franca, and Intelligibility

ERIC Educational Resources Information Center

Berns, Margie

2008-01-01

This paper tests claims concerning the English as Lingua Franca (ELF) movement's position within the world Englishes paradigm. To do so, it considers the writings of Jennifer Jenkins, a leader in this movement, on what she calls "phonological intelligibility", and the writings of Larry Smith, an established scholar on intelligibility in…

Standards and Dialects in English.

ERIC Educational Resources Information Center

Shopen, Timothy; Williams, Joseph M.

A collection of essays on linguistic variation in English that distinguishes communities and social groups from one another includes: "Standard English: Biography of a Symbol" (Shirley Brice Heath); "The Rise of Standard English" (Margaret Shaklee); "English Orthography" (Wayne O'Neil); "How Pablo Says 'Love' and…

Native language change during early stages of second language learning.

PubMed

Bice, Kinsey; Kroll, Judith F

2015-11-11

Research on proficient bilinguals has demonstrated that both languages are always active, even when only one is required. The coactivation of the two languages creates both competition and convergence, facilitating the processing of cognate words, but slowing lexical access when there is a requirement to engage control mechanisms to select the target language. Critically, these consequences are evident in the native language (L1) as well as in the second language (L2). The present study questioned whether L1 changes can be detected at early stages of L2 learning and how they are modulated by L2 proficiency. Native English speakers learning Spanish performed an English (L1) lexical decision task that included cognates while event-related potentials were recorded. They also performed verbal fluency, working memory, and inhibitory control tasks. A group of matched monolinguals performed the same tasks in English only. The results revealed that intermediate learners demonstrate a reduced N400 for cognates compared with noncognates in English (L1), and an emerging effect is visually present in beginning learners as well; however, no behavioral cognate effect was present for either group. In addition, slower reaction times in English (L1) are related to a larger cognate N400 magnitude in English (L1) and Spanish (L2), and to better inhibitory control for learners but not for monolinguals. The results suggest that contrary to the claim that L2 affects L1 only when L2 speakers are highly proficient, L2 learning begins to impact L1 early in the development of the L2 skill.

Syntax and intentionality: An automatic link between language and theory-of-mind

PubMed Central

Strickland, Brent; Fisher, Matthew; Keil, Frank; Knobe, Joshua

2014-01-01

Three studies provided evidence that syntax influences intentionality judgments. In Experiment 1, participants made either speeded or unspeeded intentionality judgments about ambiguously intentional subjects or objects. Participants were more likely to judge grammatical subjects as acting intentionally in the speeded relative to the reflective condition (thus showing an intentionality bias), but grammatical objects revealed the opposite pattern of results (thus showing an unintentionality bias). In Experiment 2, participants made an intentionality judgment about one of the two actors in a partially symmetric sentence (e.g., “John exchanged products with Susan”). The results revealed a tendency to treat the grammatical subject as acting more intentionally than the grammatical object. In Experiment 3 participants were encouraged to think about the events that such sentences typically refer to, and the tendency was significantly reduced. These results suggest a privileged relationship between language and central theory-of-mind concepts. More specifically, there may be two ways of determining intentionality judgments: (1) an automatic verbal bias to treat grammatical subjects (but not objects) as intentional (2) a deeper, more careful consideration of the events typically described by a sentence. PMID:25058414

English Language Teaching Profile: Saudi Arabia.

ERIC Educational Resources Information Center

British Council, London (England). English Language and Literature Div.

The role and status of English in Saudi Arabia are examined, with attention directed to: (1) English within the education system; (2) teachers of English; (3) English outside the education system; (4) materials support; (5) British support for the teaching of English; and (6) English syllabi at intermediate, secondary, and higher education levels.…

Cortical encoding and neurophysiological tracking of intensity and pitch cues signaling English stress patterns in native and nonnative speakers.

PubMed

Chung, Wei-Lun; Bidelman, Gavin M

2016-01-01

We examined cross-language differences in neural encoding and tracking of intensity and pitch cues signaling English stress patterns. Auditory mismatch negativities (MMNs) were recorded in English and Mandarin listeners in response to contrastive English pseudowords whose primary stress occurred either on the first or second syllable (i.e., "nocTICity" vs. "NOCticity"). The contrastive syllable stress elicited two consecutive MMNs in both language groups, but English speakers demonstrated larger responses to stress patterns than Mandarin speakers. Correlations between the amplitude of ERPs and continuous changes in the running intensity and pitch of speech assessed how well each language group's brain activity tracked these salient acoustic features of lexical stress. We found that English speakers' neural responses tracked intensity changes in speech more closely than Mandarin speakers (higher brain-acoustic correlation). Findings demonstrate more robust and precise processing of English stress (intensity) patterns in early auditory cortical responses of native relative to nonnative speakers. Copyright © 2016 Elsevier Inc. All rights reserved.

Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades

ERIC Educational Resources Information Center

Au-Yeung, Karen; Hipfner-Boucher, Kathleen; Chen, Xi; Pasquarella, Adrian; D'Angelo, Nadia; Deacon, S. Hélène

2015-01-01

In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and…

INTERNATIONAL ENGLISH MANUAL

DOE Office of Scientific and Technical Information (OSTI.GOV)

AMADOR, MABLE; KELLER, YVONNE KELLER

This document presents a set of guidelines for authors who wish to express themselves more clearly to foreign readers, or readers whose first language is not American English. Topics include idioms, technical terms, jargon, word meaning, acronyms, and international conventions of measurement. The guidelines will help writers of technical documents present their ideas more effectively to audiences that may include individuals whose first language is not American English, including audiences with individuals from other English-speaking countries.

Oral-diadochokinesis rates across languages: English and Hebrew norms.

PubMed

Icht, Michal; Ben-David, Boaz M

2014-01-01

Oro-facial and speech motor control disorders represent a variety of speech and language pathologies. Early identification of such problems is important and carries clinical implications. A common and simple tool for gauging the presence and severity of speech motor control impairments is oral-diadochokinesis (oral-DDK). Surprisingly, norms for adult performance are missing from the literature. The goals of this study were: (1) to establish a norm for oral-DDK rate for (young to middle-age) adult English speakers, by collecting data from the literature (five studies, N=141); (2) to investigate the possible effect of language (and culture) on oral-DDK performance, by analyzing studies conducted in other languages (five studies, N=140), alongside the English norm; and (3) to find a new norm for adult Hebrew speakers, by testing 115 speakers. We first offer an English norm with a mean of 6.2syllables/s (SD=.8), and a lower boundary of 5.4syllables/s that can be used to indicate possible abnormality. Next, we found significant differences between four tested languages (English, Portuguese, Farsi and Greek) in oral-DDK rates. Results suggest the need to set language and culture sensitive norms for the application of the oral-DDK task world-wide. Finally, we found the oral-DDK performance for adult Hebrew speakers to be 6.4syllables/s (SD=.8), not significantly different than the English norms. This implies possible phonological similarities between English and Hebrew. We further note that no gender effects were found in our study. We recommend using oral-DDK as an important tool in the speech language pathologist's arsenal. Yet, application of this task should be done carefully, comparing individual performance to a set norm within the specific language. Readers will be able to: (1) identify the Speech-Language Pathologist assessment process using the oral-DDK task, by comparing an individual performance to the present English norm, (2) describe the impact of language

2-year results of the AUTAX (Austrian Multivessel TAXUS-Stent) registry beyond the SYNTAX (synergy between percutaneous coronary intervention with TAXUS and cardiac surgery) study.

PubMed

Gyöngyösi, Mariann; Christ, Günter; Lang, Irene; Kreiner, Gerhard; Sochor, Heinz; Probst, Peter; Neunteufl, Thomas; Badr-Eslam, Rosa; Winkler, Susanne; Nyolczas, Noemi; Posa, Aniko; Leisch, Franz; Karnik, Ronald; Siostrzonek, Peter; Harb, Stefan; Heigert, Matthias; Zenker, Gerald; Benzer, Werner; Bonner, Gerhard; Kaider, Alexandra; Glogar, Dietmar

2009-08-01

The multicenter AUTAX (Austrian Multivessel TAXUS-Stent) registry investigated the 2-year clinical/angiographic outcomes of patients with multivessel coronary artery disease after implantation of TAXUS Express stents (Boston Scientific, Natick, Massachusetts), in a "real-world" setting. The AUTAX registry included patients with 2- or 3-vessel disease, with/without previous percutaneous coronary intervention (PCI) and concomitant surgery. Patients (n = 441, 64 +/- 12 years, 78% men) (n = 1,080 lesions) with possible complete revascularization by PCI were prospectively included. Median clinical follow-up was 753 (quartiles 728 to 775) days after PCI in 95.7%, with control angiography of 78% at 6 months. The primary end point was the composite of major adverse cardiac (nonfatal acute myocardial infarction [AMI], all-cause mortality, target lesion revascularization [TLR]) and cerebrovascular events (MACCE). Potential risk factor effects on 2-year MACCE were evaluated using Cox regression. Complete revascularization was successful in 90.5%, with left main PCI of 6.8%. Rates of acute, subacute, and late stent thrombosis were 0.7%, 0.5%, and 0.5%. Two-year follow-up identified AMI (1.4%), death (3.6%), stroke (0.2%), and TLR (13.1%), for a composite MACCE of 18.3%. The binary restenosis rate was 10.8%. The median of cumulative SYNTAX score was 23.0 (range 12.0 to 56.5). The SYNTAX score did not predict TLR or MACCE, due to lack of scoring of restenotic or bypass stenoses (29.8%). Age (hazard ratio [HR]: 1.03, p = 0.019) and acute coronary syndrome (HR: 2.1, p = 0.001) were significant predictors of 2-year MACCE. Incomplete revascularization predicted death or AMI (HR: 3.84, p = 0.002). With the aim of complete revascularization, TAXUS stent implantations can be safe for patients with multivessel disease. The AUTAX registry including patients with post-PCI lesions provides additional information to the SYNTAX (Synergy Between Percutaneous Coronary Intervention With TAXUS

Tone matters for Cantonese-English bilingual children's English word reading development: A unified model of phonological transfer.

PubMed

Tong, Xiuli; He, Xinjie; Deacon, S Hélène

2017-02-01

Languages differ considerably in how they use prosodic features, or variations in pitch, duration, and intensity, to distinguish one word from another. Prosodic features include lexical tone in Chinese and lexical stress in English. Recent cross-sectional studies show a surprising result that Mandarin Chinese tone sensitivity is related to Mandarin-English bilingual children's English word reading. This study explores the mechanism underlying this relation by testing two explanations of these effects: the prosodic hypothesis and segmental phonological awareness transfer. We administered multiple measures of Cantonese tone sensitivity, English stress sensitivity, segmental phonological awareness in Cantonese and English, nonverbal ability, and English word reading to 123 Cantonese-English bilingual children ages 7 and 8 years. Structural equation modeling revealed a longitudinal prediction of Cantonese tone sensitivity to English word reading between 8 and 9 years of age. This relation was realized through two parallel routes. In one, Cantonese tone sensitivity predicted English stress sensitivity, and English stress sensitivity, in turn, significantly predicted English word reading, as postulated by the prosodic hypothesis. In the second, Cantonese tone sensitivity predicted English word reading through the transfer of segmental phonological awareness between Cantonese and English, as predicted by segmental phonological transfer. These results support a unified model of phonological transfer, emphasizing the role of tone in English word reading for Cantonese-English bilingual children.

"Ich Brauche Mix-Cough": Cross-Linguistic Influence Involving German, English and Farsi

ERIC Educational Resources Information Center

Kazzazi, Kerstin

2011-01-01

This paper deals with cross-linguistic influence (CLI) in early trilingualism involving the languages German, English and Farsi. The data come from the case study of the author's two children growing up in a trilingual family within a monolingual German-speaking environment. Specific types of CLI from the non-dominant language Farsi on German and…

The Effects of Syntactically Parsed Text Formats on Intensive Reading in EFL

ERIC Educational Resources Information Center

Herbert, John C.

2014-01-01

Separating text into meaningful language chunks, as with visual-syntactic text formatting, helps readers to process text more easily and language learners to recognize grammar and syntax patterns more quickly. Evidence of this exists in studies on native and non-native English speakers. However, recent studies question the roll of VSTF in certain…

Vers une Redefinition de la Comprehension Ecrite en Langue Etrangere (Towards a Redefinition of Reading Comprehension in a Foreign Language). Melanges Pedagogiques, 1975.

ERIC Educational Resources Information Center

Abe, D.; And Others

Up to the present, the Centre de Recherches et d'Applications Pedagogiques en Langues has approached the development of reading comprehension skills in English as a second language in terms of morpho-syntactic development. This article proposes to examine difficulties in reading comprehension based not on morpho-syntax but on the textual and…

Sentential Negation in English

ERIC Educational Resources Information Center

Mowarin, Macaulay

2009-01-01

This paper undertakes a detailed analysis of sentential negation in the English language with Chomsky's Government-Binding theory of Transformational Grammar as theoretical model. It distinguishes between constituent and sentential negation in English. The essay identifies the exact position of Negation phrase in an English clause structure. It…

Axiological Role of English Adjectives in English Language Teaching

ERIC Educational Resources Information Center

Zerkina, Natalya N.; Kostina, Nataliia N.; Urazayeva, Nailya R.; Lomakina, Yekaterina A.; Emets, Tatiana V.; Gallyamova, Maria S.; Melnikova, Elena P.; Trutnev, Alexey Yu.; Lukina, Oksana A.

2016-01-01

The article focuses on peculiarities of English adjective teaching as one of main and important lexicological basis. As the English language nowadays is important and universal as a native language of worldwide society, exactly that's why process of learning must include wide range of techniques not only as a process of learning theories but also…