Computer Assisted Language Learning and the Internationalisation of the Portuguese Language in Higher Education Contexts

ERIC Educational Resources Information Center

Sevilla-Pavón, Ana

2015-01-01

The internationalisation of the Portuguese language has become a priority for academic institutions of different Portuguese-speaking countries which are trying to adapt to the current context of globalisation and ubiquitous communications through digital media. In order to achieve it, several challenges should be faced, namely providing…

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language

PubMed Central

Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk

2013-01-01

In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed. PMID:25132722

Investigating the Practices of Assessment Methods in Amharic Language Writing Skill Context: The Case of Selected Higher Education in Ethiopia

ERIC Educational Resources Information Center

Tesfay, Hailay

2017-01-01

This study aims to investigate Ethiopian higher education Amharic language writing skills instructors' practices of Assessment Methods in writing skill context. It was also intended to look for their viewpoints about the practicality of implementing Assessment Methods in Amharic writing courses. In order to achieve the goals of this study,…

Examining the Need for Chinese Language Programs in Mid-Atlantic Community Colleges

ERIC Educational Resources Information Center

Uhey, Ruth Ann Johnson

2012-01-01

Public education reform designed for K-12 and higher education exists to transform teaching and learning within the United States in order to graduate today's student. One specific initiative on the federal, state, and local levels is the implementation of Chinese language programs. Some of the Chinese language programs in the K-12 education…

Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)

PubMed Central

Kim, Young-Suk Grace; Schatschneider, Christopher

2016-01-01

We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among four variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing. PMID:28260812

Seeking Temporal Predictability in Speech: Comparing Statistical Approaches on 18 World Languages.

PubMed

Jadoul, Yannick; Ravignani, Andrea; Thompson, Bill; Filippi, Piera; de Boer, Bart

2016-01-01

Temporal regularities in speech, such as interdependencies in the timing of speech events, are thought to scaffold early acquisition of the building blocks in speech. By providing on-line clues to the location and duration of upcoming syllables, temporal structure may aid segmentation and clustering of continuous speech into separable units. This hypothesis tacitly assumes that learners exploit predictability in the temporal structure of speech. Existing measures of speech timing tend to focus on first-order regularities among adjacent units, and are overly sensitive to idiosyncrasies in the data they describe. Here, we compare several statistical methods on a sample of 18 languages, testing whether syllable occurrence is predictable over time. Rather than looking for differences between languages, we aim to find across languages (using clearly defined acoustic, rather than orthographic, measures), temporal predictability in the speech signal which could be exploited by a language learner. First, we analyse distributional regularities using two novel techniques: a Bayesian ideal learner analysis, and a simple distributional measure. Second, we model higher-order temporal structure-regularities arising in an ordered series of syllable timings-testing the hypothesis that non-adjacent temporal structures may explain the gap between subjectively-perceived temporal regularities, and the absence of universally-accepted lower-order objective measures. Together, our analyses provide limited evidence for predictability at different time scales, though higher-order predictability is difficult to reliably infer. We conclude that temporal predictability in speech may well arise from a combination of individually weak perceptual cues at multiple structural levels, but is challenging to pinpoint.

Seeking Temporal Predictability in Speech: Comparing Statistical Approaches on 18 World Languages

PubMed Central

Jadoul, Yannick; Ravignani, Andrea; Thompson, Bill; Filippi, Piera; de Boer, Bart

2016-01-01

Temporal regularities in speech, such as interdependencies in the timing of speech events, are thought to scaffold early acquisition of the building blocks in speech. By providing on-line clues to the location and duration of upcoming syllables, temporal structure may aid segmentation and clustering of continuous speech into separable units. This hypothesis tacitly assumes that learners exploit predictability in the temporal structure of speech. Existing measures of speech timing tend to focus on first-order regularities among adjacent units, and are overly sensitive to idiosyncrasies in the data they describe. Here, we compare several statistical methods on a sample of 18 languages, testing whether syllable occurrence is predictable over time. Rather than looking for differences between languages, we aim to find across languages (using clearly defined acoustic, rather than orthographic, measures), temporal predictability in the speech signal which could be exploited by a language learner. First, we analyse distributional regularities using two novel techniques: a Bayesian ideal learner analysis, and a simple distributional measure. Second, we model higher-order temporal structure—regularities arising in an ordered series of syllable timings—testing the hypothesis that non-adjacent temporal structures may explain the gap between subjectively-perceived temporal regularities, and the absence of universally-accepted lower-order objective measures. Together, our analyses provide limited evidence for predictability at different time scales, though higher-order predictability is difficult to reliably infer. We conclude that temporal predictability in speech may well arise from a combination of individually weak perceptual cues at multiple structural levels, but is challenging to pinpoint. PMID:27994544

Advanced software techniques for data management systems. Volume 3: Programming language characteristics and comparison reference

NASA Technical Reports Server (NTRS)

James, T. A.; Hall, B. C.; Newbold, P. M.

1972-01-01

A comparative evaluation was made of eight higher order languages of general interest in the aerospace field: PL/1; HAL; JOVIAL/J3; SPL/J6; CLASP; ALGOL 60; FORTRAN 4; and MAC360. A summary of the functional requirements for a language for general use in manned aerodynamic applications is presented. The evaluation supplies background material to be used in assessing the worth of each language for some particular application.

The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Bottema-Beutel, Kristen; Yoder, Paul J.; Hochman, Julia M.; Watson, Linda R.

2014-01-01

This study examined associations between three parent-child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order…

Functional Anatomy of Listening and Reading Comprehension during Development

ERIC Educational Resources Information Center

Berl, Madison M.; Duke, Elizabeth S.; Mayo, Jessica; Rosenberger, Lisa R.; Moore, Erin N.; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J.; Gaillard, William Davis

2010-01-01

Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task…

Language-Based Reasoning in Primary Science

ERIC Educational Resources Information Center

Hackling, Mark; Sherriff, Barbara

2015-01-01

Language is critical in the mediation of scientific reasoning, higher-order thinking and the development of scientific literacy. This study investigated how an exemplary primary science teacher scaffolds and supports students' reasoning during a Year 4 materials unit. Lessons captured on video, teacher and student interviews and micro-ethnographic…

ESL Students' Perceptions of the Use of Higher Order Thinking Skills in English Language Writing

ERIC Educational Resources Information Center

Ganapathy, Malini; Kaur, Sarjit

2014-01-01

The transformation of the education curriculum in the Malaysia Education Development Plan (PPPM) 2013-2025 focuses on the Higher Order Thinking (HOT) concept which aims to produce knowledgeable students who are critical and creative in their thinking and can compete at the international level. HOT skills encourage students to apply, analyse,…

Neurolinguistic and Psycholinguistic Research on Learning Modes of Older Language Learners: Classroom Implications.

ERIC Educational Resources Information Center

Homstad, Alice

1987-01-01

Review of neurolinguistic and psycholinguistic research regarding older (over 40 years of age) second language learners suggests classroom implications for dealing with this population's pronunciation problems and ways to capitalize on their superiority to younger students in terms of higher order linguistic processing. (CB)

Word order processing in the bilingual brain.

PubMed

Saur, Dorothee; Baumgaertner, Annette; Moehring, Anja; Büchel, Christian; Bonnesen, Matthias; Rose, Michael; Musso, Mariachristina; Meisel, Jürgen M

2009-01-01

One of the issues debated in the field of bilingualism is the question of a "critical period" for second language acquisition. Recent studies suggest an influence of age of onset of acquisition (AOA) particularly on syntactic processing; however, the processing of word order in a sentence context has not yet been examined specifically. We used functional MRI to examine word order processing in two groups of highly proficient German-French bilinguals who had either acquired French or German after the age of 10, and a third group which had acquired both languages before the age of three. Subjects listened to French and German sentences in which the order of subject and verb was systematically varied. In both groups of late bilinguals, processing of L2 compared to L1 resulted in higher levels of activation mainly of the left inferior frontal cortex while early bilinguals showed no activation difference in any of these areas. A selective increase in activation for late bilinguals only suggests that AOA contributes to modulating overall syntactic processing in L2. In addition, native speakers of French showed significantly higher activation for verb-subject-order than native German speakers. These data suggest that AOA effects may in particular affect those grammatical structures which are marked in the first language.

Innovating with HOTS for the ESL Reading Class

ERIC Educational Resources Information Center

Yoke, Soo Kum; Hasan, Nor Haniza; Jangga, Rohani; Kamal, Siti Nuur-Ila Mat

2015-01-01

The idea of integrating higher order thinking skills (HOTS) in language classrooms has been viewed negatively by language teachers. Students have been found to be passive and teachers have been found to lack creativity in innovating their lessons. The government's effort of introducing thinking skills in the Malaysian Education Blueprint (MEB)…

Coping with English as Language of Instruction in Higher Education in Rwanda

ERIC Educational Resources Information Center

Kagwesage, Anne Marie

2013-01-01

The present study examines strategies that multilingual university students in Rwanda use in order to successfully deal with complex academic material offered through the medium of English, a foreign language. The reported strategies emerged from group work discussions and interviews with students in the faculty of Economics and Management at a…

Collaborative Enquiry through the Tabletop for Second/Foreign Language Learners

ERIC Educational Resources Information Center

Lin, Mei; Preston, Anne; Kharrufa, Ahmed; Kong, Zhuoran

2014-01-01

Interactional communicative competence and higher-order thinking have been well documented as two of the biggest challenges for second/foreign language learners (EFL learners). This paper evaluates the use of digital tabletops as tools for problem-solving tasks in groups. The evaluation is based on a preliminary study of an application of the use…

Maturation of Speech and Language Functional Neuroanatomy in Pediatric Normal Controls

ERIC Educational Resources Information Center

Devous, Michael D., Sr.; Altuna, Dianne; Furl, Nicholas, Cooper, William; Gabbert, Gretchen; Ngai, Wei Tat; Chiu, Stephanie; Scott, Jack M., III; Harris, Thomas S.; Payne, J. Kelly; Tobey, Emily A.

2006-01-01

Purpose: This study explores the relationship between age and resting-state regional cerebral blood flow (rCBF) in regions associated with higher order language skills using a population of normal children, adolescents, and young adults. Method: rCBF was measured in 33 normal participants between the ages of 7 and 19 years using single photon…

Executive function predicts the development of play skills for verbal preschoolers with autism spectrum disorders.

PubMed

Faja, Susan; Dawson, Geraldine; Sullivan, Katherine; Meltzoff, Andrew N; Estes, Annette; Bernier, Raphael

2016-12-01

Executive function and play skills develop in early childhood and are linked to cognitive and language ability. The present study examined these abilities longitudinally in two groups with autism spectrum disorder-a group with higher initial language (n = 30) and a group with lower initial language ability (n = 36). Among the lower language group, concurrent nonverbal cognitive ability contributed most to individual differences in executive function and play skills. For the higher language group, executive function during preschool significantly predicted play ability at age 6 over and above intelligence, but early play did not predict later executive function. These results suggested that factors related to the development of play and executive function differ for subgroups of children with different language abilities and that early executive function skills may be critical in order for verbal children with autism to develop play. Autism Res 2016, 9: 1274-1284. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

HAL/S - The programming language for Shuttle

NASA Technical Reports Server (NTRS)

Martin, F. H.

1974-01-01

HAL/S is a higher order language and system, now operational, adopted by NASA for programming Space Shuttle on-board software. Program reliability is enhanced through language clarity and readability, modularity through program structure, and protection of code and data. Salient features of HAL/S include output orientation, automatic checking (with strictly enforced compiler rules), the availability of linear algebra, real-time control, a statement-level simulator, and compiler transferability (for applying HAL/S to additional object and host computers). The compiler is described briefly.

A Comparison of Higher-Order Thinking between the Common Core State Standards and the 2009 New Jersey Content Standards in High School

ERIC Educational Resources Information Center

Sforza, Dario; Tienken, Christopher H.; Kim, Eunyoung

2016-01-01

The creators and supporters of the Common Core State Standards claim that the Standards require greater emphasis on higher-order thinking than previous state standards in mathematics and English language arts. We used a qualitative case study design with content analysis methods to test the claim. We compared the levels of thinking required by the…

Advanced software development workstation. Engineering scripting language graphical editor: DRAFT design document

NASA Technical Reports Server (NTRS)

1991-01-01

The Engineering Scripting Language (ESL) is a language designed to allow nonprogramming users to write Higher Order Language (HOL) programs by drawing directed graphs to represent the program and having the system generate the corresponding program in HOL. The ESL system supports user generation of HOL programs through the manipulation of directed graphs. The components of this graphs (nodes, ports, and connectors) are objects each of which has its own properties and property values. The purpose of the ESL graphical editor is to allow the user to create or edit graph objects which represent programs.

Type Specialization in Aldor

NASA Astrophysics Data System (ADS)

Dragan, Laurentiu; Watt, Stephen M.

Computer algebra in scientific computation squarely faces the dilemma of natural mathematical expression versus efficiency. While higher-order programming constructs and parametric polymorphism provide a natural and expressive language for mathematical abstractions, they can come at a considerable cost. We investigate how deeply nested type constructions may be optimized to achieve performance similar to that of hand-tuned code written in lower-level languages.

Bilingualism and Attention: A Study of Balanced and Unbalanced Bilingual Deaf Users of American Sign Language and English

ERIC Educational Resources Information Center

Kushalnagar, Poorna; Hannay, H. Julia; Hernandez, Arturo E.

2010-01-01

Early deafness is thought to affect low-level sensorimotor processing such as selective attention, whereas bilingualism is thought to be strongly associated with higher order cognitive processing such as attention switching under cognitive load. This study explores the effects of bimodal-bilingualism (in American Sign Language and written English)…

Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes

ERIC Educational Resources Information Center

Busse, Vera; Walter, Catherine

2013-01-01

This article reports on a study involving first-year modern foreign languages students enrolled in German degree courses at two major universities in the United Kingdom. It explores the experience of these students from a motivational angle. A longitudinal mixed-methods approach was employed in order to address the time- and context-sensitive…

A Curriculum for Action in the Community and Intercultural Citizenship in Higher Education

ERIC Educational Resources Information Center

Porto, Melina; Byram, Michael

2015-01-01

The purpose of the project described here is to demonstrate how the introduction of subject matter and principles from citizenship education into foreign language education combines objectives from both in order to give meaning to language education on the one hand and extend citizenship education beyond a focus on the local and the national on…

Chinese Teaching English as a Foreign Language (TEFL) Academics' Perceptions about Research in a Transitional Culture

ERIC Educational Resources Information Center

Bai, Li; Millwater, Jan; Hudson, Peter

2012-01-01

Research capacity building has become a prominent theme in higher education institutions in China and across the world. However, Chinese Teaching English as a Foreign Language academics' research output has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This case study…

Rewarding Foreign Language Learning: Effects of the Swedish Grade Point Average Enhancement Initiative on Students' Motivation to Learn French

ERIC Educational Resources Information Center

Henry, Alastair

2017-01-01

In order to reinstate interest and motivation for learning foreign languages (FLs) other than English, the Swedish government has recently reformed the system for admission to higher education. Upper secondary students who continue with the FL learnt in secondary school are rewarded with extra credits that considerably enhance their grade point…

HAL/SM language specification. [programming languages and computer programming for space shuttles

NASA Technical Reports Server (NTRS)

Williams, G. P. W., Jr.; Ross, C.

1975-01-01

A programming language is presented for the flight software of the NASA Space Shuttle program. It is intended to satisfy virtually all of the flight software requirements of the space shuttle. To achieve this, it incorporates a wide range of features, including applications-oriented data types and organizations, real time control mechanisms, and constructs for systems programming tasks. It is a higher order language designed to allow programmers, analysts, and engineers to communicate with the computer in a form approximating natural mathematical expression. Parts of the English language are combined with standard notation to provide a tool that readily encourages programming without demanding computer hardware expertise. Block diagrams and flow charts are included. The semantics of the language is discussed.

Early detection of consciousness in patients with acute severe traumatic brain injury.

PubMed

Edlow, Brian L; Chatelle, Camille; Spencer, Camille A; Chu, Catherine J; Bodien, Yelena G; O'Connor, Kathryn L; Hirschberg, Ronald E; Hochberg, Leigh R; Giacino, Joseph T; Rosenthal, Eric S; Wu, Ona

2017-09-01

See Schiff (doi:10.1093/awx209) for a scientific commentary on this article. Patients with acute severe traumatic brain injury may recover consciousness before self-expression. Without behavioural evidence of consciousness at the bedside, clinicians may render an inaccurate prognosis, increasing the likelihood of withholding life-sustaining therapies or denying rehabilitative services. Task-based functional magnetic resonance imaging and electroencephalography techniques have revealed covert consciousness in the chronic setting, but these techniques have not been tested in the intensive care unit. We prospectively enrolled 16 patients admitted to the intensive care unit for acute severe traumatic brain injury to test two hypotheses: (i) in patients who lack behavioural evidence of language expression and comprehension, functional magnetic resonance imaging and electroencephalography detect command-following during a motor imagery task (i.e. cognitive motor dissociation) and association cortex responses during language and music stimuli (i.e. higher-order cortex motor dissociation); and (ii) early responses to these paradigms are associated with better 6-month outcomes on the Glasgow Outcome Scale-Extended. Patients underwent functional magnetic resonance imaging on post-injury Day 9.2 ± 5.0 and electroencephalography on Day 9.8 ± 4.6. At the time of imaging, behavioural evaluation with the Coma Recovery Scale-Revised indicated coma (n = 2), vegetative state (n = 3), minimally conscious state without language (n = 3), minimally conscious state with language (n = 4) or post-traumatic confusional state (n = 4). Cognitive motor dissociation was identified in four patients, including three whose behavioural diagnosis suggested a vegetative state. Higher-order cortex motor dissociation was identified in two additional patients. Complete absence of responses to language, music and motor imagery was only observed in coma patients. In patients with behavioural evidence of language function, responses to language and music were more frequently observed than responses to motor imagery (62.5-80% versus 33.3-42.9%). Similarly, in 16 matched healthy subjects, responses to language and music were more frequently observed than responses to motor imagery (87.5-100% versus 68.8-75.0%). Except for one patient who died in the intensive care unit, all patients with cognitive motor dissociation and higher-order cortex motor dissociation recovered beyond a confusional state by 6 months. However, 6-month outcomes were not associated with early functional magnetic resonance imaging and electroencephalography responses for the entire cohort. These observations suggest that functional magnetic resonance imaging and electroencephalography can detect command-following and higher-order cortical function in patients with acute severe traumatic brain injury. Early detection of covert consciousness and cortical responses in the intensive care unit could alter time-sensitive decisions about withholding life-sustaining therapies. © The Author (2017). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

SLIP: A Symmetric List Processing Language in PL-I.

ERIC Educational Resources Information Center

Leaf, William A.

SLIP (Symmetric List Processing) is a list processing system designed to be added to a higher order language (PL-1 in this version) so that the user has available to him list processing powers. The primary value of such a system is its data handling power. Through SLIP, one can set up lists of data, scan those lists, alter them, and read or write…

Examining the contribution of handwriting and spelling to written expression in kindergarten children

PubMed Central

AlOtaiba, Stephanie

2011-01-01

In this study, we examined the development of beginning writing skills in kindergarten children and the contribution of spelling and handwriting to these writing skills after accounting for early language, literacy, cognitive skills, and student characteristics. Two hundred and forty two children were given a battery of cognitive, oral language, reading, and writing measures. They exhibited a range of competency in spelling, handwriting, written expression, and in their ability to express ideas. Handwriting and spelling made statistically significant contributions to written expression, demonstrating the importance of these lower-order transcription skills to higher order text-generation skills from a very early age. The contributions of oral language and reading skills were not significant. Implications of these findings for writing development and instruction are addressed. PMID:23087544

Context Effects in the Processing of Phonolexical Ambiguity in L2

ERIC Educational Resources Information Center

Chrabaszcz, Anna; Gor, Kira

2014-01-01

In order to comprehend speech, listeners have to combine low-level phonetic information about the incoming auditory signal with higher-order contextual information to make a lexical selection. This requires stable phonological categories and unambiguous representations of words in the mental lexicon. Unlike native speakers, second language (L2)…

First-order and higher order sequence learning in specific language impairment.

PubMed

Clark, Gillian M; Lum, Jarrad A G

2017-02-01

A core claim of the procedural deficit hypothesis of specific language impairment (SLI) is that the disorder is associated with poor implicit sequence learning. This study investigated whether implicit sequence learning problems in SLI are present for first-order conditional (FOC) and higher order conditional (HOC) sequences. Twenty-five children with SLI and 27 age-matched, nonlanguage-impaired children completed 2 serial reaction time tasks. On 1 version, the sequence to be implicitly learnt comprised a FOC sequence and on the other a HOC sequence. Results showed that the SLI group learned the HOC sequence (η p ² = .285, p = .005) but not the FOC sequence (η p ² = .099, p = .118). The control group learned both sequences (FOC η p ² = .497, HOC η p 2= .465, ps < .001). The SLI group's difficulty learning the FOC sequence is consistent with the procedural deficit hypothesis. However, the study provides new evidence that multiple mechanisms may underpin the learning of FOC and HOC sequences. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Statistical learning of music- and language-like sequences and tolerance for spectral shifts.

PubMed

Daikoku, Tatsuya; Yatomi, Yutaka; Yumoto, Masato

2015-02-01

In our previous study (Daikoku, Yatomi, & Yumoto, 2014), we demonstrated that the N1m response could be a marker for the statistical learning process of pitch sequence, in which each tone was ordered by a Markov stochastic model. The aim of the present study was to investigate how the statistical learning of music- and language-like auditory sequences is reflected in the N1m responses based on the assumption that both language and music share domain generality. By using vowel sounds generated by a formant synthesizer, we devised music- and language-like auditory sequences in which higher-ordered transitional rules were embedded according to a Markov stochastic model by controlling fundamental (F0) and/or formant frequencies (F1-F2). In each sequence, F0 and/or F1-F2 were spectrally shifted in the last one-third of the tone sequence. Neuromagnetic responses to the tone sequences were recorded from 14 right-handed normal volunteers. In the music- and language-like sequences with pitch change, the N1m responses to the tones that appeared with higher transitional probability were significantly decreased compared with the responses to the tones that appeared with lower transitional probability within the first two-thirds of each sequence. Moreover, the amplitude difference was even retained within the last one-third of the sequence after the spectral shifts. However, in the language-like sequence without pitch change, no significant difference could be detected. The pitch change may facilitate the statistical learning in language and music. Statistically acquired knowledge may be appropriated to process altered auditory sequences with spectral shifts. The relative processing of spectral sequences may be a domain-general auditory mechanism that is innate to humans. Copyright © 2014 Elsevier Inc. All rights reserved.

Effects of Hearing Status and Sign Language Use on Working Memory

PubMed Central

Sarchet, Thomastine; Trani, Alexandra

2016-01-01

Deaf individuals have been found to score lower than hearing individuals across a variety of memory tasks involving both verbal and nonverbal stimuli, particularly those requiring retention of serial order. Deaf individuals who are native signers, meanwhile, have been found to score higher on visual-spatial memory tasks than on verbal-sequential tasks and higher on some visual-spatial tasks than hearing nonsigners. However, hearing status and preferred language modality (signed or spoken) frequently are confounded in such studies. That situation is resolved in the present study by including deaf students who use spoken language and sign language interpreting students (hearing signers) as well as deaf signers and hearing nonsigners. Three complex memory span tasks revealed overall advantages for hearing signers and nonsigners over both deaf signers and deaf nonsigners on 2 tasks involving memory for verbal stimuli (letters). There were no differences among the groups on the task involving visual-spatial stimuli. The results are consistent with and extend recent findings concerning the effects of hearing status and language on memory and are discussed in terms of language modality, hearing status, and cognitive abilities among deaf and hearing individuals. PMID:26755684

Stimulus presentation order and the perception of lexical tones in Cantonese

NASA Astrophysics Data System (ADS)

Francis, Alexander L.; Ciocca, Valter

2003-09-01

Listeners' auditory discrimination of vowel sounds depends in part on the order in which stimuli are presented. Such presentation order effects have been argued to be language independent, and to result from psychophysical (not speech- or language-specific) factors such as the decay of memory traces over time or increased weighting of later-occurring stimuli. In the present study, native Cantonese speakers' discrimination of a linguistic tone continuum is shown to exhibit order of presentation effects similar to those shown for vowels in previous studies. When presented with two successive syllables differing in fundamental frequency by approximately 4 Hz, listeners were significantly more sensitive to this difference when the first syllable was higher in frequency than the second. However, American English-speaking listeners with no experience listening to Cantonese showed no such contrast effect when tested in the same manner using the same stimuli. Neither English nor Cantonese listeners showed any order of presentation effects in the discrimination of a nonspeech continuum in which tokens had the same fundamental frequencies as the Cantonese speech tokens but had a qualitatively non-speech-like timbre. These results suggest that tone presentation order effects, unlike vowel effects, may be language specific, possibly resulting from the need to compensate for utterance-related pitch declination when evaluating fundamental frequency for tone identification.

Proceedings of the Conference on Knowledge-Based Software Assistant (5th) Held in Liverpool, New York on 24-28 September 1990

DTIC Science & Technology

1991-03-01

factor which made TTL-design so powerful was the implicit knowledge that for any object in the TTL Databook, that object’s implementation and...functions as values. Thus, its reasoning power matches the descriptive power of the higher order languages in the previous section. First, the definitions...developing parallel algorithms to better utilize the power of the explicitly parallel programming language constructs. Currently, the methodologies

Higher-order semantic structures in an African Grey parrot's vocalizations: evidence from the hyperspace analog to language (HAL) model.

PubMed

Kaufman, Allison B; Colbert-White, Erin N; Burgess, Curt

2013-09-01

Previous research has described the significant role that social interaction plays in both the acquisition and use of speech by parrots. The current study analyzed the speech of one home-raised African Grey parrot (Psittacus erithacus erithacus) across three different social contexts: owner interacting with parrot in the same room, owner and parrot interacting out of view in adjacent rooms, and parrot home alone. The purpose was to determine the extent to which the subject's speech reflected an understanding of the contextual substitutability (e.g., the word street can be substituted in context for the word road) of the vocalizations that comprised the units in her repertoire (i.e., global co-occurrence of repertoire units; Burgess in Behav Res Methods Instrum Comput 30:188-198, 1998; Lund and Burgess in Behav Res Methods Instrum Comput 28:203-208, 1996). This was accomplished via the human language model hyperspace analog to language (HAL). HAL is contextually driven and bootstraps language "rules" from input without human intervention. Because HAL does not require human tutelage, it provided an objective measure to empirically examine the parrot's vocalizations. Results indicated that the subject's vocalization patterns did contain global co-occurrence. The presence of this quality in this nonhuman's speech may be strongly indicative of higher-order cognitive skills.

Computer enhancement through interpretive techniques

NASA Technical Reports Server (NTRS)

Foster, G.; Spaanenburg, H. A. E.; Stumpf, W. E.

1972-01-01

The improvement in the usage of the digital computer through the use of the technique of interpretation rather than the compilation of higher ordered languages was investigated by studying the efficiency of coding and execution of programs written in FORTRAN, ALGOL, PL/I and COBOL. FORTRAN was selected as the high level language for examining programs which were compiled, and A Programming Language (APL) was chosen for the interpretive language. It is concluded that APL is competitive, not because it and the algorithms being executed are well written, but rather because the batch processing is less efficient than has been admitted. There is not a broad base of experience founded on trying different implementation strategies which have been targeted at open competition with traditional processing methods.

Dissociation of working memory processing associated with native and second languages: PET investigation.

PubMed

Kim, Jae-Jin; Kim, Myung Sun; Lee, Jae Sung; Lee, Dong Soo; Lee, Myung Chul; Kwon, Jun Soo

2002-04-01

Verbal working memory plays a significant role in language comprehension and problem-solving. The prefrontal cortex has been suggested as a critical area in working memory. Given that domain-specific dissociations of working memory may exist within the prefrontal cortex, it is possible that there may also be further functional divisions within the verbal working memory processing. While differences in the areas of the brain engaged in native and second languages have been demonstrated, little is known about the dissociation of verbal working memory associated with native and second languages. We have used H2(15)O positron emission tomography in 14 normal subjects in order to identify the neural correlates selectively involved in working memory of native (Korean) and second (English) languages. All subjects were highly proficient in the native language but poorly proficient in the second language. Cognitive tasks were a two-back task for three kinds of visually presented objects: simple pictures, English words, and Korean words. The anterior portion of the right dorsolateral prefrontal cortex and the left superior temporal gyrus were activated in working memory for the native language, whereas the posterior portion of the right dorsolateral prefrontal cortex and the left inferior temporal gyrus were activated in working memory for the second language. The results suggest that the right dorsolateral prefrontal cortex and left temporal lobe may be organized into two discrete, language-related functional systems. Internal phonological processing seems to play a predominant role in working memory processing for the native language with a high proficiency, whereas visual higher order control does so for the second language with a low proficiency. (C)2002 Elsevier Science (USA).

Error Free Software

NASA Technical Reports Server (NTRS)

1985-01-01

A mathematical theory for development of "higher order" software to catch computer mistakes resulted from a Johnson Space Center contract for Apollo spacecraft navigation. Two women who were involved in the project formed Higher Order Software, Inc. to develop and market the system of error analysis and correction. They designed software which is logically error-free, which, in one instance, was found to increase productivity by 600%. USE.IT defines its objectives using AXES -- a user can write in English and the system converts to computer languages. It is employed by several large corporations.

Modeling social learning of language and skills.

PubMed

Vogt, Paul; Haasdijk, Evert

2010-01-01

We present a model of social learning of both language and skills, while assuming—insofar as possible—strict autonomy, virtual embodiment, and situatedness. This model is built by integrating various previous models of language development and social learning, and it is this integration that, under the mentioned assumptions, provides novel challenges. The aim of the article is to investigate what sociocognitive mechanisms agents should have in order to be able to transmit language from one generation to the next so that it can be used as a medium to transmit internalized rules that represent skill knowledge. We have performed experiments where this knowledge solves the familiar poisonous-food problem. Simulations reveal under what conditions, regarding population structure, agents can successfully solve this problem. In addition to issues relating to perspective taking and mutual exclusivity, we show that agents need to coordinate interactions so that they can establish joint attention in order to form a scaffold for language learning, which in turn forms a scaffold for the learning of rule-based skills. Based on these findings, we conclude by hypothesizing that social learning at one level forms a scaffold for the social learning at another, higher level, thus contributing to the accumulation of cultural knowledge.

Storytelling in the digital world: achieving higher-level learning objectives.

PubMed

Schwartz, Melissa R

2012-01-01

Nursing students are not passive media consumers but instead live in a technology ecosystem where digital is the language they speak. To prepare the next generation of nurses, educators must incorporate multiple technologies to improve higher-order learning. The author discusses the evolution and use of storytelling as part of the digital world and how digital stories can be aligned with Bloom's Taxonomy so that students achieve higher-level learning objectives.

Application of Ada (Trade Name) Higher Order Language to Guidance and Control

DTIC Science & Technology

1986-05-01

name "DoD-0"). The name Ada honors the mathematician of the 19th century who, as colleague to Charles Babbage , developed an instruction set for the as...Avenue St Charles , MO 63301 USA SPEAKERS Mr R.E.Bolz 6751 South Dahlia Court Modem Prograimning Languages Littleton, CO 80122 USA Dr O.Roubine...WHITTREDGE, R. S. PAA : C/( Charles Stark Draper Laboratory, Inc., Cambridge, MA) CORP: Draper ( Charles Stark) Lab., Inc., Cambridge, Mass. IN

Narratives in Two Languages: Storytelling of Bilingual Cantonese-English Preschoolers.

PubMed

Rezzonico, Stefano; Goldberg, Ahuva; Mak, Katy Ka-Yan; Yap, Stephanie; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi

2016-06-01

The aim of this study was to compare narratives generated by 4-year-old and 5-year-old children who were bilingual in English and Cantonese. The sample included 47 children (23 who were 4 years old and 24 who were 5 years old) living in Toronto, Ontario, Canada, who spoke both Cantonese and English. The participants spoke and heard predominantly Cantonese in the home. Participants generated a story in English and Cantonese by using a wordless picture book; language order was counterbalanced. Data were transcribed and coded for story grammar, morphosyntactic quality, mean length of utterance in words, and the number of different words. Repeated measures analysis of variance revealed higher story grammar scores in English than in Cantonese, but no other significant main effects of language were observed. Analyses also revealed that older children had higher story grammar, mean length of utterance in words, and morphosyntactic quality scores than younger children in both languages. Hierarchical regressions indicated that Cantonese story grammar predicted English story grammar and Cantonese microstructure predicted English microstructure. However, no correlation was observed between Cantonese and English morphosyntactic quality. The results of this study have implications for speech-language pathologists who collect narratives in Cantonese and English from bilingual preschoolers. The results suggest that there is a possible transfer in narrative abilities between the two languages.

Is Statistical Learning Constrained by Lower Level Perceptual Organization?

PubMed Central

Emberson, Lauren L.; Liu, Ran; Zevin, Jason D.

2013-01-01

In order for statistical information to aid in complex developmental processes such as language acquisition, learning from higher-order statistics (e.g. across successive syllables in a speech stream to support segmentation) must be possible while perceptual abilities (e.g. speech categorization) are still developing. The current study examines how perceptual organization interacts with statistical learning. Adult participants were presented with multiple exemplars from novel, complex sound categories designed to reflect some of the spectral complexity and variability of speech. These categories were organized into sequential pairs and presented such that higher-order statistics, defined based on sound categories, could support stream segmentation. Perceptual similarity judgments and multi-dimensional scaling revealed that participants only perceived three perceptual clusters of sounds and thus did not distinguish the four experimenter-defined categories, creating a tension between lower level perceptual organization and higher-order statistical information. We examined whether the resulting pattern of learning is more consistent with statistical learning being “bottom-up,” constrained by the lower levels of organization, or “top-down,” such that higher-order statistical information of the stimulus stream takes priority over the perceptual organization, and perhaps influences perceptual organization. We consistently find evidence that learning is constrained by perceptual organization. Moreover, participants generalize their learning to novel sounds that occupy a similar perceptual space, suggesting that statistical learning occurs based on regions of or clusters in perceptual space. Overall, these results reveal a constraint on learning of sound sequences, such that statistical information is determined based on lower level organization. These findings have important implications for the role of statistical learning in language acquisition. PMID:23618755

Balancing effort and information transmission during language acquisition: Evidence from word order and case marking

PubMed Central

Fedzechkina, Maryia; Newport, Elissa L.; Jaeger, T. Florian

2015-01-01

Across languages of the world, some grammatical patterns have been argued to be more common than expected by chance. These are sometimes referred to as (statistical) language universals. One such universal is the correlation between constituent order freedom and the presence of a case system in a language. Here we explore whether this correlation can be explained by a bias to balance production effort and informativity of cues to grammatical function. Two groups of learners were presented with miniature artificial languages containing optional case marking and either flexible or fixed constituent order. Learners of the flexible order language used case marking significantly more often. This result parallels the typological correlation between constituent order flexibility and the presence of case marking in a language and provides a possible explanation for the historical development of Old English to Modern English, from flexible constituent order with case marking to relatively fixed order without case marking. Additionally, learners of the flexible order language conditioned case marking on constituent order, using more case marking with the cross-linguistically less frequent order, again mirroring typological data. These results suggest that some cross-linguistic generalizations originate in functionally motivated biases operating during language learning. PMID:26901374

The Role of Home Literacy Environment, Mentalizing, Expressive Verbal Ability, and Print Exposure in Third and Fourth Graders' Reading Comprehension

ERIC Educational Resources Information Center

Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle

2017-01-01

Children with a rich home literacy environment generally show better reading comprehension. For children in the higher grades of primary school, this relation is thought to be indirect. We propose a model in which this relation ran via children's higher order language and cognitive skills (i.e., expressive verbal ability and mentalizing ability)…

Double threshold in bi- and multilingual contexts: preconditions for higher academic attainment in English as an additional language

PubMed Central

Lechner, Simone; Siemund, Peter

2014-01-01

Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional languages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz, 2003; Jessner, 2006). In this exploratory trend study, we revisit Cummins' Threshold Hypothesis (1979), claiming that bilingual children must reach certain levels of attainment in order to (a) avoid academic deficits and (b) allow bilingualism to have a positive effect on their cognitive development and academic attainment. To this end, we examine the attainment of English as an academic language of 16-years-old school children from Hamburg (n = 52). Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children's heritage languages preempt high literacy attainment in additional languages. PMID:24926277

Balancing Effort and Information Transmission During Language Acquisition: Evidence From Word Order and Case Marking.

PubMed

Fedzechkina, Maryia; Newport, Elissa L; Jaeger, T Florian

2017-03-01

Across languages of the world, some grammatical patterns have been argued to be more common than expected by chance. These are sometimes referred to as (statistical) language universals. One such universal is the correlation between constituent order freedom and the presence of a case system in a language. Here, we explore whether this correlation can be explained by a bias to balance production effort and informativity of cues to grammatical function. Two groups of learners were presented with miniature artificial languages containing optional case marking and either flexible or fixed constituent order. Learners of the flexible order language used case marking significantly more often. This result parallels the typological correlation between constituent order flexibility and the presence of case marking in a language and provides a possible explanation for the historical development of Old English to Modern English, from flexible constituent order with case marking to relatively fixed order without case marking. In addition, learners of the flexible order language conditioned case marking on constituent order, using more case marking with the cross-linguistically less frequent order, again mirroring typological data. These results suggest that some cross-linguistic generalizations originate in functionally motivated biases operating during language learning. Copyright © 2016 Cognitive Science Society, Inc.

Echoic Memory Interference and Comprehension in a Foreign Language.

ERIC Educational Resources Information Center

Greenberg, Seth N.; Roscoe, Suzanne

1988-01-01

Study of echoic memory interference among students in college introductory Spanish and German courses revealed that students with weaker listening comprehension skills depended more upon vulnerable sensory codes in echoic memory, while students with stronger comprehension relied on stable higher-order codes. (Author/CB)

Language-guided visual processing affects reasoning: the role of referential and spatial anchoring.

PubMed

Dumitru, Magda L; Joergensen, Gitte H; Cruickshank, Alice G; Altmann, Gerry T M

2013-06-01

Language is more than a source of information for accessing higher-order conceptual knowledge. Indeed, language may determine how people perceive and interpret visual stimuli. Visual processing in linguistic contexts, for instance, mirrors language processing and happens incrementally, rather than through variously-oriented fixations over a particular scene. The consequences of this atypical visual processing are yet to be determined. Here, we investigated the integration of visual and linguistic input during a reasoning task. Participants listened to sentences containing conjunctions or disjunctions (Nancy examined an ant and/or a cloud) and looked at visual scenes containing two pictures that either matched or mismatched the nouns. Degree of match between nouns and pictures (referential anchoring) and between their expected and actual spatial positions (spatial anchoring) affected fixations as well as judgments. We conclude that language induces incremental processing of visual scenes, which in turn becomes susceptible to reasoning errors during the language-meaning verification process. Copyright © 2013 Elsevier Inc. All rights reserved.

Variability and Variation in Second Language Acquisition Orders: A Dynamic Reevaluation

ERIC Educational Resources Information Center

Lowie, Wander; Verspoor, Marjolijn

2015-01-01

The traditional morpheme order studies in second language acquisition have tried to demonstrate the existence of a fixed order of acquisition of English morphemes, regardless of the second language learner's background. Such orders have been taken as evidence of the preprogrammed nature of language acquisition. This article argues for a…

Neurocomputational Consequences of Evolutionary Connectivity Changes in Perisylvian Language Cortex.

PubMed

Schomers, Malte R; Garagnani, Max; Pulvermüller, Friedemann

2017-03-15

The human brain sets itself apart from that of its primate relatives by specific neuroanatomical features, especially the strong linkage of left perisylvian language areas (frontal and temporal cortex) by way of the arcuate fasciculus (AF). AF connectivity has been shown to correlate with verbal working memory-a specifically human trait providing the foundation for language abilities-but a mechanistic explanation of any related causal link between anatomical structure and cognitive function is still missing. Here, we provide a possible explanation and link, by using neurocomputational simulations in neuroanatomically structured models of the perisylvian language cortex. We compare networks mimicking key features of cortical connectivity in monkeys and humans, specifically the presence of relatively stronger higher-order "jumping links" between nonadjacent perisylvian cortical areas in the latter, and demonstrate that the emergence of working memory for syllables and word forms is a functional consequence of this structural evolutionary change. We also show that a mere increase of learning time is not sufficient, but that this specific structural feature, which entails higher connectivity degree of relevant areas and shorter sensorimotor path length, is crucial. These results offer a better understanding of specifically human anatomical features underlying the language faculty and their evolutionary selection advantage. SIGNIFICANCE STATEMENT Why do humans have superior language abilities compared to primates? Recently, a uniquely human neuroanatomical feature has been demonstrated in the strength of the arcuate fasciculus (AF), a fiber pathway interlinking the left-hemispheric language areas. Although AF anatomy has been related to linguistic skills, an explanation of how this fiber bundle may support language abilities is still missing. We use neuroanatomically structured computational models to investigate the consequences of evolutionary changes in language area connectivity and demonstrate that the human-specific higher connectivity degree and comparatively shorter sensorimotor path length implicated by the AF entail emergence of verbal working memory, a prerequisite for language learning. These results offer a better understanding of specifically human anatomical features for language and their evolutionary selection advantage. Copyright © 2017 Schomers et al.

5 CFR Appendix A to Subpart I of... - Recommended Language for Court Orders Awarding Former Spouse Survivor Annuities

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 2 2011-01-01 2011-01-01 false Recommended Language for Court Orders.... I, App. A Appendix A to Subpart I of Part 838—Recommended Language for Court Orders Awarding Former Spouse Survivor Annuities This appendix provides recommended language for use in court orders awarding...

5 CFR Appendix A to Subpart I of... - Recommended Language for Court Orders Awarding Former Spouse Survivor Annuities

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 2 2010-01-01 2010-01-01 false Recommended Language for Court Orders.... I, App. A Appendix A to Subpart I of Part 838—Recommended Language for Court Orders Awarding Former Spouse Survivor Annuities This appendix provides recommended language for use in court orders awarding...

Open-Source Assisted Laboratory Automation through Graphical User Interfaces and 3D Printers: Application to Equipment Hyphenation for Higher-Order Data Generation.

PubMed

Siano, Gabriel G; Montemurro, Milagros; Alcaráz, Mirta R; Goicoechea, Héctor C

2017-10-17

Higher-order data generation implies some automation challenges, which are mainly related to the hidden programming languages and electronic details of the equipment. When techniques and/or equipment hyphenation are the key to obtaining higher-order data, the required simultaneous control of them demands funds for new hardware, software, and licenses, in addition to very skilled operators. In this work, we present Design of Inputs-Outputs with Sikuli (DIOS), a free and open-source code program that provides a general framework for the design of automated experimental procedures without prior knowledge of programming or electronics. Basically, instruments and devices are considered as nodes in a network, and every node is associated both with physical and virtual inputs and outputs. Virtual components, such as graphical user interfaces (GUIs) of equipment, are handled by means of image recognition tools provided by Sikuli scripting language, while handling of their physical counterparts is achieved using an adapted open-source three-dimensional (3D) printer. Two previously reported experiments of our research group, related to fluorescence matrices derived from kinetics and high-performance liquid chromatography, were adapted to be carried out in a more automated fashion. Satisfactory results, in terms of analytical performance, were obtained. Similarly, advantages derived from open-source tools assistance could be appreciated, mainly in terms of lesser intervention of operators and cost savings.

Cross-linguistic gestures reflect typological universals: a subject-initial, verb-final bias in speakers of diverse languages.

PubMed

Futrell, Richard; Hickey, Tina; Lee, Aldrin; Lim, Eunice; Luchkina, Elena; Gibson, Edward

2015-03-01

In communicating events by gesture, participants create codes that recapitulate the patterns of word order in the world's vocal languages (Gibson et al., 2013; Goldin-Meadow, So, Ozyurek, & Mylander, 2008; Hall, Mayberry, & Ferreria, 2013; Hall, Ferreira, & Mayberry, 2014; Langus & Nespor, 2010; and others). Participants most often convey simple transitive events using gestures in the order Subject-Object-Verb (SOV), the most common word order in human languages. When there is a possibility of confusion between subject and object, participants use the order Subject-Verb-Object (SVO). This overall pattern has been explained by positing an underlying cognitive preference for subject-initial, verb-final orders, with the verb-medial order SVO order emerging to facilitate robust communication in a noisy channel (Gibson et al., 2013). However, whether the subject-initial and verb-final biases are innate or the result of languages that the participants already know has been unclear, because participants in previous studies all spoke either SVO or SOV languages, which could induce a subject-initial, verb-late bias. Furthermore, the exact manner in which known languages influence gestural orders has been unclear. In this paper we demonstrate that there is a subject-initial and verb-final gesturing bias cross-linguistically by comparing gestures of speakers of SVO languages English and Russian to those of speakers of VSO languages Irish and Tagalog. The findings show that subject-initial and verb-final order emerges even in speakers of verb-initial languages, and that interference from these languages takes the form of occasionally gesturing in VSO order, without an additional bias toward other orders. The results provides further support for the idea that improvised gesture is a window into the pressures shaping language formation, independently of the languages that participants already know. Copyright © 2014 Elsevier B.V. All rights reserved.

Emotion in languaging: languaging as affective, adaptive, and flexible behavior in social interaction

PubMed Central

Jensen, Thomas W.

2014-01-01

This article argues for a view on languaging as inherently affective. Informed by recent ecological tendencies within cognitive science and distributed language studies a distinction between first order languaging (language as whole-body sense making) and second order language (language as system like constraints) is put forward. Contrary to common assumptions within linguistics and communication studies separating language-as-a-system from language use (resulting in separations between language vs. body-language and verbal vs. non-verbal communication etc.) the first/second order distinction sees language as emanating from behavior making it possible to view emotion and affect as integral parts languaging behavior. Likewise, emotion and affect are studied, not as inner mental states, but as processes of organism-environment interactions. Based on video recordings of interaction between (1) children with special needs, and (2) couple in therapy and the therapist patterns of reciprocal influences between interactants are examined. Through analyzes of affective stance and patterns of inter-affectivity it is exemplified how language and emotion should not be seen as separate phenomena combined in language use, but rather as completely intertwined phenomena in languaging behavior constrained by second order patterns. PMID:25076921

Reformulation as a Measure of Student Expression in Classroom Interaction.

ERIC Educational Resources Information Center

Dobson, James J.

1995-01-01

Investigates teacher reformulation of student talk in order to determine the manner in which teachers affect student meaning and expression. Findings indicate that reformulation is a device used by teachers to control classroom dialog and that teachers disproportionately perform the language functions most commonly associated with higher-order…

Advanced software techniques for data management systems. Volume 1: Study of software aspects of the phase B space shuttle avionics system

NASA Technical Reports Server (NTRS)

Martin, F. H.

1972-01-01

An overview of the executive system design task is presented. The flight software executive system, software verification, phase B baseline avionics system review, higher order languages and compilers, and computer hardware features are also discussed.

Neurophysiological Markers of Statistical Learning in Music and Language: Hierarchy, Entropy, and Uncertainty.

PubMed

Daikoku, Tatsuya

2018-06-19

Statistical learning (SL) is a method of learning based on the transitional probabilities embedded in sequential phenomena such as music and language. It has been considered an implicit and domain-general mechanism that is innate in the human brain and that functions independently of intention to learn and awareness of what has been learned. SL is an interdisciplinary notion that incorporates information technology, artificial intelligence, musicology, and linguistics, as well as psychology and neuroscience. A body of recent study has suggested that SL can be reflected in neurophysiological responses based on the framework of information theory. This paper reviews a range of work on SL in adults and children that suggests overlapping and independent neural correlations in music and language, and that indicates disability of SL. Furthermore, this article discusses the relationships between the order of transitional probabilities (TPs) (i.e., hierarchy of local statistics) and entropy (i.e., global statistics) regarding SL strategies in human's brains; claims importance of information-theoretical approaches to understand domain-general, higher-order, and global SL covering both real-world music and language; and proposes promising approaches for the application of therapy and pedagogy from various perspectives of psychology, neuroscience, computational studies, musicology, and linguistics.

The role of the supplementary motor area for speech and language processing.

PubMed

Hertrich, Ingo; Dietrich, Susanne; Ackermann, Hermann

2016-09-01

Apart from its function in speech motor control, the supplementary motor area (SMA) has largely been neglected in models of speech and language processing in the brain. The aim of this review paper is to summarize more recent work, suggesting that the SMA has various superordinate control functions during speech communication and language reception, which is particularly relevant in case of increased task demands. The SMA is subdivided into a posterior region serving predominantly motor-related functions (SMA proper) whereas the anterior part (pre-SMA) is involved in higher-order cognitive control mechanisms. In analogy to motor triggering functions of the SMA proper, the pre-SMA seems to manage procedural aspects of cognitive processing. These latter functions, among others, comprise attentional switching, ambiguity resolution, context integration, and coordination between procedural and declarative memory structures. Regarding language processing, this refers, for example, to the use of inner speech mechanisms during language encoding, but also to lexical disambiguation, syntax and prosody integration, and context-tracking. Copyright © 2016 Elsevier Ltd. All rights reserved.

Language Centres as Translation-Service Providers: Joining Forces at European Level

ERIC Educational Resources Information Center

Harvey, Julia; Owen, David; Palumbo, Giuseppe

2017-01-01

The Translation Focus Group (TFG) within CercleS has paid particular attention to issues concerning the production of multilingual institutional texts within the context of European higher education, specifically in order to enhance the quality and effectiveness of terminology and style in ways that ensure the availability of the best possible…

Effects of Hearing Status and Sign Language Use on Working Memory

ERIC Educational Resources Information Center

Marschark, Marc; Sarchet, Thomastine; Trani, Alexandra

2016-01-01

Deaf individuals have been found to score lower than hearing individuals across a variety of memory tasks involving both verbal and nonverbal stimuli, particularly those requiring retention of serial order. Deaf individuals who are native signers, meanwhile, have been found to score higher on visual-spatial memory tasks than on verbal-sequential…

Organizational Factors Affecting the Continuation of an Instructional Innovation for Heterogeneous Populations.

ERIC Educational Resources Information Center

Dahl, Rene Fukuhara

This paper investigates the elementary school principal's role in helping to sustain implementation of a complex math and science program designed to foster the development of higher order thinking skills, particularly for language minority students. The study predicted a positive relationship between coordination and program continuation; if the…

Category Induction via Distributional Analysis: Evidence from a Serial Reaction Time Task

ERIC Educational Resources Information Center

Hunt, Ruskin H.; Aslin, Richard N.

2010-01-01

Category formation lies at the heart of a number of higher-order behaviors, including language. We assessed the ability of human adults to learn, from distributional information alone, categories embedded in a sequence of input stimuli using a serial reaction time task. Artificial grammars generated corpora of input strings containing a…

Chinese TEFL Academics' Perceptions about Research: An Institutional Case Study

ERIC Educational Resources Information Center

Bai, Li; Millwater, Jan

2011-01-01

Research capacity building has become a prominent theme in higher education institutions in China, as across the world. However, Chinese TEFL (Teaching English as a Foreign Language) academics' research capacity has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This…

Recognition of Amodal Language Identity Emerges in Infancy

ERIC Educational Resources Information Center

Lewkowicz, David J.; Pons, Ferran

2013-01-01

Audiovisual speech consists of overlapping and invariant patterns of dynamic acoustic and optic articulatory information. Research has shown that infants can perceive a variety of basic auditory-visual (A-V) relations but no studies have investigated whether and when infants begin to perceive higher order A-V relations inherent in speech. Here, we…

Observations on Word Order in Saudi Arabian Sign Language

ERIC Educational Resources Information Center

Sprenger, Kristen; Mathur, Gaurav

2012-01-01

This article focuses on the syntactic level of the grammar of Saudi Arabian Sign Language by exploring some word orders that occur in personal narratives in the language. Word order is one of the main ways in which languages indicate the main syntactic roles of subjects, verbs, and objects; others are verbal agreement and nominal case morphology.…

Longitudinal Speech Perception and Language Performance in Pediatric Cochlear Implant Users: the Effect of Age at Implantation

PubMed Central

Dunn, Camille C; Walker, Elizabeth A; Oleson, Jacob; Kenworthy, Maura; Van Voorst, Tanya; Tomblin, J. Bruce; Ji, Haihong; Kirk, Karen I; McMurray, Bob; Hanson, Marlan; Gantz, Bruce J

2013-01-01

Objectives Few studies have examined the long-term effect of age at implantation on outcomes using multiple data points in children with cochlear implants. The goal of this study was to determine if age at implantation has a significant, lasting impact on speech perception, language, and reading performance for children with prelingual hearing loss. Design A linear mixed model framework was utilized to determine the effect of age at implantation on speech perception, language, and reading abilities in 83 children with prelingual hearing loss who received cochlear implants by age 4. The children were divided into two groups based on their age at implantation: 1) under 2 years of age and 2) between 2 and 3.9 years of age. Differences in model specified mean scores between groups were compared at annual intervals from 5 to 13 years of age for speech perception, and 7 to 11 years of age for language and reading. Results After controlling for communication mode, device configuration, and pre-operative pure-tone average, there was no significant effect of age at implantation for receptive language by 8 years of age, expressive language by 10 years of age, reading by 7 years of age. In terms of speech perception outcomes, significance varied between 7 and 13 years of age, with no significant difference in speech perception scores between groups at ages 7, 11 and 13 years. Children who utilized oral communication (OC) demonstrated significantly higher speech perception scores than children who used total communication (TC). OC users tended to have higher expressive language scores than TC users, although this did not reach significance. There was no significant difference between OC and TC users for receptive language or reading scores. Conclusions Speech perception, language, and reading performance continue to improve over time for children implanted before 4 years of age. The current results indicate that the effect of age at implantation diminishes with time, particularly for higher-order skills such as language and reading. Some children who receive CIs after the age of 2 years have the capacity to approximate the language and reading skills of their earlier-implanted peers, suggesting that additional factors may moderate the influence of age at implantation on outcomes over time. PMID:24231628

Liberty of Word Order in Esperanto. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 3, No. 2.

ERIC Educational Resources Information Center

Verloren van Themaat, W. A.

The liberty of deviation from the dominant word order in Esperanto and the natural languages is considered. Greenberg's classification of the languages according to four criteria, the liberty of word order in Sanskrit, and the norm of grammaticality in a constructed language are considered. Objection is made to St. Clair's argument that word order…

Higher-order language dysfunctions as a possible neurolinguistic endophenotype for schizophrenia: Evidence from patients and their unaffected first degree relatives.

PubMed

Pawełczyk, Agnieszka; Łojek, Emila; Żurner, Natalia; Gawłowska-Sawosz, Marta; Pawełczyk, Tomasz

2018-05-31

The purpose of the study was to examine the presence of pragmatic dysfunctions in first episode (FE) subjects and their healthy first degree relatives as a potential endophenotype for schizophrenia. Thirty-four FE patients, 34 parents of the patients (REL) and 32 healthy controls (HC) took part in the study. Pragmatic language functions were evaluated with the Right Hemisphere Language Battery, attention and executive functions were controlled, as well as age and education level. The parents differed from HC but not from their FE offspring with regard to overall level of language and communication and the general knowledge component of language processing. The FE participants differed from HC in comprehension of inferred meaning, emotional prosody, discourse dimensions, overall level of language and communication, language processing with regard to general knowledge and communication competences. The FE participants differed from REL regarding discourse dimensions. Our findings suggest that pragmatic dysfunctions may act as vulnerability markers of schizophrenia; their assessment may help in the diagnosis of early stages of the illness and in understanding its pathophysiology. In future research the adoptive and biological parents of schizophrenia patients should be compared to elucidate which language failures reflect genetic vulnerability and which ones environmental factors. Copyright © 2018. Published by Elsevier B.V.

Eskimo Word Order Variation and Its Contact-Induced Perturbation.

ERIC Educational Resources Information Center

Fortescue, Michael

1993-01-01

Although Eskimo languages are commonly characterized as displaying rather "free" word order compared to major western European languages, West Greenlandic (WG) has a clearly dominant, pragmatically neutral ordering pattern. It is argued that WG behaves more like Slavic languages. (Contains 36 references.) (LB)

Students' Attitudes and Their Academic Performance in Nationhood Education

ERIC Educational Resources Information Center

Awang, Mohd Mahzan; Ahmad, Abdul Razaq; Bakar, Nora'asikin Abu; Ghani, Sayuti Abd; Yunus, Asyraf Nadia Mohd; Ibrahim, Mohd Asrul Hery; Ramalu, Jaya Chitra; Saad, Che Pee; Rahman, Mohd Jasmy Abd

2013-01-01

The main goal of the nationhood education is to instill the sense of loyalty and passion into the nation. In a Malaysian context, several academic subjects at higher education such as Malaysian Studies, Ethnic Relations and National Language have been implemented in order to achieve the goal. Malaysian Study is one of the compulsory courses…

Effects of an Elementary Language Arts Unit on Critical Thinking, Reading, and Writing

ERIC Educational Resources Information Center

Duesbery, Luke; Justice, Paul

2015-01-01

Teaching young students to think critically has always been important, however, as the United States transitions to a national set of learning standards which emphasizes higher-order thinking, it becomes essential. In this quasi-experimental study we evaluate the effects of exposure to the Journeys and Destinations (J&D) unit from the William…

Planetary Patterns. Grade 8 Science, Language Usage. Maryland School Performance Assessment Program (MSPAP): Resource Library. Public Release Task.

ERIC Educational Resources Information Center

Maryland State Dept. of Education. Baltimore. Div. of Planning, Results and Information Management.

One component of the Maryland School Performance Assessment Program (MSPAP) is the state's performance-based assessments, criterion-referenced tests that require students to apply what they know and can do to solve problems and display other higher-order thinking skills. This document helps parents, teachers, students, and other citizens…

The Internationalisation of Higher Education in Two Different Contexts: Catalan and Estonian Sociolinguistic Perspectives

ERIC Educational Resources Information Center

Soler-Carbonell, Josep; Gallego-Balsà, Lídia

2016-01-01

The topic of the internationalisation of academia has recently attracted attention from sociolinguists and language-policy scholars. In this paper, we compare two different universities from two contrasting contexts in Europe in order to find out more about their projected stance [Jaffe, A. (2009). Stance in a Corsican School: Institutional and…

Exploring the Factors Influencing UPM English Language Faculty Members' Adoption and Integration of Web-Based Instruction (WBI)

ERIC Educational Resources Information Center

Sayadian, Sima; Mukundan, Jayakaran; Baki, Roselan

2009-01-01

Technology, if integrated effectively, has been found to influence students' academic performance, develop their higher order thinking and problem solving, improve their motivation, attitude, and interest in learning, and help them prepare for the workforce as well as address the needs of low performing, at-risk, and learning impaired students…

Are Cortical Motor Maps Based on Body Parts or Coordinated Actions? Implications for Embodied Semantics

ERIC Educational Resources Information Center

Fernandino, Leonardo; Iacoboni, Marco

2010-01-01

The embodied cognition approach to the study of the mind proposes that higher order mental processes such as concept formation and language are essentially based on perceptual and motor processes. Contrary to the classical approach in cognitive science, in which concepts are viewed as amodal, arbitrary symbols, embodied semantics argues that…

Putting Order into Our Universe: The Concept of "Blended Learning"--A Methodology within the Concept-Based Terminology Framework

ERIC Educational Resources Information Center

Fernandes, Joana; Costa, Rute; Peres, Paula

2016-01-01

This paper aims at discussing the advantages of a methodology design grounded on a concept-based approach to Terminology applied to the most prominent scenario of current Higher Education: "blended learning." Terminology is a discipline that aims at representing, describing and defining specialized knowledge through language, putting…

So, are we the massively lucky species?

PubMed

Penn, Derek C; Holyoak, Keith J; Povinelli, Daniel J

2012-08-01

We are in vehement agreement with most of Vaesen's key claims. But Vaesen fails to consider or rebut the possibility that there are deep causal dependencies among the various cognitive traits he identifies as uniquely human. We argue that "higher-order relational reasoning" is one such linchpin trait in the evolution of human tool use, social intelligence, language, and culture.

The Contributions of Postmodern Narratives to Master's Degree Students' Higher-Order Thinking Skills

ERIC Educational Resources Information Center

Isiksalan, Sevim Nilay

2016-01-01

This study has been prepared for the purpose of examining the contributions of postmodern narrations to literature education. It focuses on the outcomes of readings from postmodern narrations by 12 master's degree students studying in the Department of Turkish Language at a university in Central Anatolia. In the theoretical dimension of the study,…

Ask-Elle: An Adaptable Programming Tutor for Haskell Giving Automated Feedback

ERIC Educational Resources Information Center

Gerdes, Alex; Heeren, Bastiaan; Jeuring, Johan; van Binsbergen, L. Thomas

2017-01-01

Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a task description for the exercise, one or more…

Social Valence in Children with Specific Language Impairment during Imitation-Based and Conversation-Based Language Intervention.

ERIC Educational Resources Information Center

Haley, Katarina L.; And Others

1994-01-01

Fifteen preschool children with specific language impairment engaged in typical language intervention activities during conversation-based and imitation-based language programs. A higher number of positive social valence ratings; higher frequency of smiling, laughing, and engagement; and higher rate of verbal initiations were noted within…

Language Outcomes at 7 Years: Early Predictors and Co-Occurring Difficulties.

PubMed

McKean, Cristina; Reilly, Sheena; Bavin, Edith L; Bretherton, Lesley; Cini, Eileen; Conway, Laura; Cook, Fallon; Eadie, Patricia; Prior, Margot; Wake, Melissa; Mensah, Fiona

2017-03-01

To examine at 7 years the language abilities of children, the salience of early life factors and language scores as predictors of language outcome, and co-occurring difficulties METHODS: A longitudinal cohort study of 1910 infants recruited at age 8 to 10 months. Exposures included early life factors (sex, prematurity, birth weight/order, twin birth, socioeconomic status, non-English speaking background,family history of speech/language difficulties); maternal factors (mental health, vocabulary, education, and age); and child language ability at 2 and 4 years. Outcomes were 7-year standardized receptive or expressive language scores (low language: ≥1.25 SD below the mean), and co-occurring difficulties (autism, literacy, social, emotional, and behavioral adjustment, and health-related quality of life). Almost 19% of children (22/1204;18.9%) met criteria for low language at 7 years. Early life factors explained 9-13% of variation in language scores, increasing to 39-58% when child language scores at ages 2 and 4 were included. Early life factors moderately discriminated between children with and without low language (area under the curve: 0.68-0.72), strengthening to good discrimination with language scores at ages 2 and 4 (area under the curve: 0.85-0.94). Low language at age 7 was associated with concurrent difficulties in literacy, social-emotional and behavioral difficulties, and limitations in school and psychosocial functioning. Child language ability at 4 years more accurately predicted low language at 7 than a range of early child, family, and environmental factors. Low language at 7 years was associated with a higher prevalence of co-occurring difficulties. Copyright © 2017 by the American Academy of Pediatrics.

Universals of Word Order in Esperanto. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 3, No. 2.

ERIC Educational Resources Information Center

St. Clair, Robert N.

The contention that Esperanto is a natural linguistic system is discussed. Research is cited concerning universals of word order, dominant word order, polar type languages, Esperanto as a verb-subject-object language, and gapping in Esperanto. It is concluded that contrary to grammatical tradition, word order is not and cannot be completely free.…

Universal Entropy of Word Ordering Across Linguistic Families

PubMed Central

Montemurro, Marcelo A.; Zanette, Damián H.

2011-01-01

Background The language faculty is probably the most distinctive feature of our species, and endows us with a unique ability to exchange highly structured information. In written language, information is encoded by the concatenation of basic symbols under grammatical and semantic constraints. As is also the case in other natural information carriers, the resulting symbolic sequences show a delicate balance between order and disorder. That balance is determined by the interplay between the diversity of symbols and by their specific ordering in the sequences. Here we used entropy to quantify the contribution of different organizational levels to the overall statistical structure of language. Methodology/Principal Findings We computed a relative entropy measure to quantify the degree of ordering in word sequences from languages belonging to several linguistic families. While a direct estimation of the overall entropy of language yielded values that varied for the different families considered, the relative entropy quantifying word ordering presented an almost constant value for all those families. Conclusions/Significance Our results indicate that despite the differences in the structure and vocabulary of the languages analyzed, the impact of word ordering in the structure of language is a statistical linguistic universal. PMID:21603637

Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition?

PubMed

Van Rinsveld, Amandine; Schiltz, Christine; Landerl, Karin; Brunner, Martin; Ugen, Sonja

2016-08-01

Differences between languages in terms of number naming systems may lead to performance differences in number processing. The current study focused on differences concerning the order of decades and units in two-digit number words (i.e., unit-decade order in German but decade-unit order in French) and how they affect number magnitude judgments. Participants performed basic numerical tasks, namely two-digit number magnitude judgments, and we used the compatibility effect (Nuerk et al. in Cognition 82(1):B25-B33, 2001) as a hallmark of language influence on numbers. In the first part we aimed to understand the influence of language on compatibility effects in adults coming from German or French monolingual and German-French bilingual groups (Experiment 1). The second part examined how this language influence develops at different stages of language acquisition in individuals with increasing bilingual proficiency (Experiment 2). Language systematically influenced magnitude judgments such that: (a) The spoken language(s) modulated magnitude judgments presented as Arabic digits, and (b) bilinguals' progressive language mastery impacted magnitude judgments presented as number words. Taken together, the current results suggest that the order of decades and units in verbal numbers may qualitatively influence magnitude judgments in bilinguals and monolinguals, providing new insights into how number processing can be influenced by language(s).

Cooperation Among Theorem Provers

NASA Technical Reports Server (NTRS)

Waldinger, Richard J.

1998-01-01

This is a final report, which supports NASA's PECSEE (Persistent Cognizant Software Engineering Environment) effort and complements the Kestrel Institute project "Inference System Integration via Logic Morphism". The ultimate purpose of the project is to develop a superior logical inference mechanism by combining the diverse abilities of multiple cooperating theorem provers. In many years of research, a number of powerful theorem-proving systems have arisen with differing capabilities and strengths. Resolution theorem provers (such as Kestrel's KITP or SRI's, SNARK) deal with first-order logic with equality but not the principle of mathematical induction. The Boyer-Moore theorem prover excels at proof by induction but cannot deal with full first-order logic. Both are highly automated but cannot accept user guidance easily. The PVS system (from SRI) in only automatic within decidable theories, but it has well-designed interactive capabilities: furthermore, it includes higher-order logic, not just first-order logic. The NuPRL system from Cornell University and the STeP system from Stanford University have facilities for constructive logic and temporal logic, respectively - both are interactive. It is often suggested - for example, in the anonymous "QED Manifesto"-that we should pool the resources of all these theorem provers into a single system, so that the strengths of one can compensate for the weaknesses of others, and so that effort will not be duplicated. However, there is no straightforward way of doing this, because each system relies on its own language and logic for its success. Thus. SNARK uses ordinary first-order logic with equality, PVS uses higher-order logic. and NuPRL uses constructive logic. The purpose of this project, and the companion project at Kestrel, has been to use the category-theoretic notion of logic morphism to combine systems with different logics and languages. Kestrel's SPECWARE system has been the vehicle for the implementation.

Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children.

PubMed

Kim, Young-Suk Grace

2016-01-01

We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction-integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were .46 for working memory, .07 for attention, .30 for vocabulary, .49 for grammatical knowledge, .31 for inference, .52 for theory of mind, and .18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect. Copyright © 2015 Elsevier Inc. All rights reserved.

Building validation tools for knowledge-based systems

NASA Technical Reports Server (NTRS)

Stachowitz, R. A.; Chang, C. L.; Stock, T. S.; Combs, J. B.

1987-01-01

The Expert Systems Validation Associate (EVA), a validation system under development at the Lockheed Artificial Intelligence Center for more than a year, provides a wide range of validation tools to check the correctness, consistency and completeness of a knowledge-based system. A declarative meta-language (higher-order language), is used to create a generic version of EVA to validate applications written in arbitrary expert system shells. The architecture and functionality of EVA are presented. The functionality includes Structure Check, Logic Check, Extended Structure Check (using semantic information), Extended Logic Check, Semantic Check, Omission Check, Rule Refinement, Control Check, Test Case Generation, Error Localization, and Behavior Verification.

Syntactic Complexity and Ambiguity Resolution in a Free Word Order Language: Behavioral and Electrophysiological Evidences from Basque

ERIC Educational Resources Information Center

Erdocia, Kepa; Laka, Itziar; Mestres-Misse, Anna; Rodriguez-Fornells, Antoni

2009-01-01

In natural languages some syntactic structures are simpler than others. Syntactically complex structures require further computation that is not required by syntactically simple structures. In particular, canonical, basic word order represents the simplest sentence-structure. Natural languages have different canonical word orders, and they vary in…

Seroprevalence of Hepatitis B Infection Among Immigrants in a Primary Care Clinic: A Case for Granular Ethnicity and Language Data Collection.

PubMed

Terasaki, Genji; Desai, Angel; McKinney, Christy M; Haider, Mahri Z

2017-08-01

Chronic hepatitis B virus (HBV) infection is highly prevalent worldwide and is most often diagnosed through screening efforts. In order to identify the specific ethnic groups at greatest risk, it is necessary to go beyond traditional categories. We conducted a retrospective case series in a primary care clinic serving non-English speaking immigrants to determine the prevalence of HBV among patients of various primary spoken languages (used as a proxy for ethnicity). Among the 1378 patients, the overall prevalence of current infection was 8%. HBV infection was markedly higher among Somali, Oromo and Khmer speakerscompared to other groups. This study illustrates the use of granular language data in describing the serologic profiles of HBV infection among non-English speaking patients in primary care setting. The variations in prevalence by language have implications for public health HBV screening efforts, in addition to suggesting potential risk factors for transmission.

Abnormal dynamics of language in schizophrenia.

PubMed

Stephane, Massoud; Kuskowski, Michael; Gundel, Jeanette

2014-05-30

Language could be conceptualized as a dynamic system that includes multiple interactive levels (sub-lexical, lexical, sentence, and discourse) and components (phonology, semantics, and syntax). In schizophrenia, abnormalities are observed at all language elements (levels and components) but the dynamic between these elements remains unclear. We hypothesize that the dynamics between language elements in schizophrenia is abnormal and explore how this dynamic is altered. We, first, investigated language elements with comparable procedures in patients and healthy controls. Second, using measures of reaction time, we performed multiple linear regression analyses to evaluate the inter-relationships among language elements and the effect of group on these relationships. Patients significantly differed from controls with respect to sub-lexical/lexical, lexical/sentence, and sentence/discourse regression coefficients. The intercepts of the regression slopes increased in the same order above (from lower to higher levels) in patients but not in controls. Regression coefficients between syntax and both sentence level and discourse level semantics did not differentiate patients from controls. This study indicates that the dynamics between language elements is abnormal in schizophrenia. In patients, top-down flow of linguistic information might be reduced, and the relationship between phonology and semantics but not between syntax and semantics appears to be altered. Published by Elsevier Ireland Ltd.

Investigation of Factors Relating to the Web-Based Presentation of Policy and Information on Campus Firearm Policy and Smoking Policy

ERIC Educational Resources Information Center

McGowan, Veronica F.

2017-01-01

In order to explore themes of privilege in regard to policy availability, language accessibility, and underlying bias, policies related to two topics of interest to higher education campus visitors, campus firearm carry policy and smoking policy, are explored to determine how Web-based information is presented to various audiences. Implications of…

Reciprocal Gains in Higher Order Thinking and Course Content in Teaching Students to Argue and Think Critically

ERIC Educational Resources Information Center

Wyandotte, Annette

2009-01-01

The author examines the effectiveness of a curriculum aimed to raise awareness of prospective English teachers and writers while studying the psychological and sociological impact of language use. Action research tested whether students already knew how to argue and think critically when they came to a 200-level undergraduate course. Finding that…

Salinity. Grade 5 Science Language Usage. Maryland School Maryland School Performance Assessment Program (MSPAP): Resource Library. Public Release Task.

ERIC Educational Resources Information Center

Maryland State Dept. of Education. Baltimore. Div. of Planning, Results and Information Management.

One component of the Maryland School Performance Assessment; Program (MSPAP) is the state's performance-based assessments, criterion-referenced tests that require students to apply what they know and can do to solve problems and display other higher-order thinking skills. This document helps parents, teachers, students, and other citizens…

Effects of anxiety, language skills, and cultural adaptation on the development of selective mutism.

PubMed

Starke, Anja

Although bilingual children are thought to be at higher risk for selective mutism (SM), little is known about the development of SM in this population. This study investigates the effects of children's anxiety and language skills and parents' cultural adaptation on the development of SM. 15 bilingual (11 mute, 4 speaking at the beginning of the study) and 15 monolingual children (7 mute, 8 speaking at the beginning of the study) between the ages of 3 years and 5 years 8 months were assessed longitudinally over a 9-month period. Children's anxiety and parents' cultural adaptation were examined via parent questionnaires. Receptive language skills were assessed with a standardized test. Every 3 months, parents and preschool teachers reported on the children's speaking behavior via questionnaires. Anxiety best predicted the development of mute behavior. There was no effect of bilingual status on its own. The effect of language skills did not reach significance but was considerably higher in preschool settings in comparison with family and public situations. Results also indicated an association between parents' orientation to the mainstream culture and children's speaking behavior in preschool. Level of anxiety might function as an early indicator of SM, especially in bilingual children, when information on language proficiency is scarce. There is still a need for intensive research in order to further the understanding of the development of SM in bilingual children. Copyright © 2018 Elsevier Inc. All rights reserved.

Does the road go up the mountain? Fictive motion between linguistic conventions and cognitive motivations.

PubMed

Stosic, Dejan; Fagard, Benjamin; Sarda, Laure; Colin, Camille

2015-09-01

Fictive motion (FM) characterizes the use of dynamic expressions to describe static scenes. This phenomenon is crucial in terms of cognitive motivations for language use; several explanations have been proposed to account for it, among which mental simulation (Talmy in Toward a cognitive semantics, vol 1. MIT Press, Cambridge, 2000) and visual scanning (Matlock in Studies in linguistic motivation. Mouton de Gruyter, Berlin and New York, pp 221-248, 2004a). The aims of this paper were to test these competing explanations and identify language-specific constraints. To do this, we compared the linguistic strategies for expressing several types of static configurations in four languages, French, Italian, German and Serbian, with an experimental set-up (59 participants). The experiment yielded significant differences for motion-affordance versus no motion-affordance, for all four languages. Significant differences between languages included mean frequency of FM expressions. In order to refine the picture, and more specifically to disentangle the respective roles of language-specific conventions and language-independent (i.e. possibly cognitive) motivations, we completed our study with a corpus approach (besides the four initial languages, we added English and Polish). The corpus study showed low frequency of FM across languages, but a higher frequency and translation ratio for some FM types--among which those best accounted for by enactive perception. The importance of enactive perception could thus explain both the universality of FM and the fact that language-specific conventions appear mainly in very specific contexts--the ones furthest from enaction.

The statistical trade-off between word order and word structure – Large-scale evidence for the principle of least effort

PubMed Central

Koplenig, Alexander; Meyer, Peter; Wolfer, Sascha; Müller-Spitzer, Carolin

2017-01-01

Languages employ different strategies to transmit structural and grammatical information. While, for example, grammatical dependency relationships in sentences are mainly conveyed by the ordering of the words for languages like Mandarin Chinese, or Vietnamese, the word ordering is much less restricted for languages such as Inupiatun or Quechua, as these languages (also) use the internal structure of words (e.g. inflectional morphology) to mark grammatical relationships in a sentence. Based on a quantitative analysis of more than 1,500 unique translations of different books of the Bible in almost 1,200 different languages that are spoken as a native language by approximately 6 billion people (more than 80% of the world population), we present large-scale evidence for a statistical trade-off between the amount of information conveyed by the ordering of words and the amount of information conveyed by internal word structure: languages that rely more strongly on word order information tend to rely less on word structure information and vice versa. Or put differently, if less information is carried within the word, more information has to be spread among words in order to communicate successfully. In addition, we find that–despite differences in the way information is expressed–there is also evidence for a trade-off between different books of the biblical canon that recurs with little variation across languages: the more informative the word order of the book, the less informative its word structure and vice versa. We argue that this might suggest that, on the one hand, languages encode information in very different (but efficient) ways. On the other hand, content-related and stylistic features are statistically encoded in very similar ways. PMID:28282435

Harmonic biases in child learners: In support of language universals

PubMed Central

Culbertson, Jennifer; Newport, Elissa L.

2015-01-01

A fundamental question for cognitive science concerns the ways in which languages are shaped by the biases of language learners. Recent research using laboratory language learning paradigms, primarily with adults, has shown that structures or rules that are common in the languages of the world are learned or processed more easily than patterns that are rare or unattested. Here we target child learners, investigating a set of biases for word order learning in the noun phrase studied by Culbertson, Smolensky & Legendre (2012) in college-age adults. We provide the first evidence that child learners exhibit a preference for typologically common harmonic word order patterns—those which preserve the order of the head with respect to its complements—validating the psychological reality of a principle formalized in many different linguistic theories. We also discuss important differences between child and adult learners in terms of both the strength and content of the biases at play during language learning. In particular, the bias favoring harmonic patterns is markedly stronger in children than adults, and children (unlike adults) acquire adjective ordering more readily than numeral ordering. The results point to the importance of investigating learning biases across development in order to understand how these biases may shape the history and structure of natural languages. PMID:25800352

Early Acquisition of Basic Word Order in Japanese

ERIC Educational Resources Information Center

Sugisaki, Koji

2008-01-01

The acquisition of word order has been one of the central issues in the study of child language. One striking finding from the detailed investigation of various child languages is that from the earliest observable stages, children are highly sensitive to the basic word order of their target language. However, the evidence so far comes mainly from…

Evaluation of the factors influencing brain language laterality in presurgical planning.

PubMed

Batouli, Seyed Amir Hossein; Hasani, Nafiseh; Gheisari, Sara; Behzad, Ebrahim; Oghabian, Mohammad Ali

2016-10-01

Brain lesions cause functional deficits, and one treatment for this condition is lesion resection. In most cases, presurgical planning (PSP) and the information from laterality indices are necessary for maximum preservation of the critical functions after surgery. Language laterality index (LI) is reliably estimated using functional magnetic resonance imaging (fMRI); however, this measure is under the influence of some external factors. In this study, we investigated the influence of a number of factors on language LI, using data from 120 patients (mean age=35.65 (±13.4) years) who underwent fMRI for PSP. Using two proposed language tasks from our previous works, brain left hemisphere was showed to be dominant for the language function, although a higher LI was obtained using the "Word Generation" task, compared to the "Reverse Word Reading". In addition, decline of LIs with age, and lower LI when the lesion invaded brain language area were observed. Meanwhile, gender, lesion side (affected hemisphere), LI calculation strategy, and fMRI analysis Z-values did not statistically show any influences on the LIs. Although fMRI is widely used to estimate language LI, it is shown here that in order to present a reliable language LI and to correctly select the dominant hemisphere of the brain, the influence of external factors should be carefully considered. Copyright © 2016 Associazione Italiana di Fisica Medica. Published by Elsevier Ltd. All rights reserved.

Effect of Foreign Language Classroom Anxiety on Turkish University Students' Academic Achievement in Foreign Language Learning

ERIC Educational Resources Information Center

Tuncer, Murat; Dogan, Yunus

2015-01-01

This study was carried out in order to identify to what extent the Turkish students' English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom…

Pedagogy of Language Learning in Higher Education: An Introduction. Advances in Foreign Language Pedagogy, Volume 2.

ERIC Educational Resources Information Center

Brauer, Gerd, Ed.

This second volume in the series "Advances in Foreign and Second Language Pedagogy" is an introduction to the pedagogy of language learning in higher education focusing on learner motivation, classroom environments, relationships for learning, and the future of language education. The book reveals numerous links to language education on the…

Order of the major constituents in sign languages: implications for all language

PubMed Central

Napoli, Donna Jo; Sutton-Spence, Rachel

2014-01-01

A survey of reports of sign order from 42 sign languages leads to a handful of generalizations. Two accounts emerge, one amodal and the other modal. We argue that universal pressures are at work with respect to some generalizations, but that pressure from the visual modality is at work with respect to others. Together, these pressures conspire to make all sign languages order their major constituents SOV or SVO. This study leads us to the conclusion that the order of S with regard to verb phrase (VP) may be driven by sensorimotor system concerns that feed universal grammar. PMID:24860523

Language Choices and Identity in Higher Education: Afrikaans-Speaking Students at Unisa

ERIC Educational Resources Information Center

Bornman, Elirea; Potgieter, Petrus H.

2017-01-01

Worldwide globalisation has led to the anglicisation of higher education. This is also the case in South Africa since the advent of a new dispensation. Whereas theorising and research on language issues in higher education focuses predominantly on instrumental functions of language, this study investigates the symbolic functions of language as an…

The Decline of Academic Bilingualism in South Africa: A Case Study

ERIC Educational Resources Information Center

Hill, Lloyd B.

2009-01-01

Language policies in South African higher education were formalized between 2000 and 2002, just prior to a major restructuring of the higher education system. During this period institutions of higher learning were expected to formulate both a language policy and a detailed language plan. National policies on language in education are intended to…

Research Note: Equivalence of French and English Language Versions of the Center for Epidemiologic Studies-Depression Scale (CES-D) among Caregivers of Persons with Dementia

ERIC Educational Resources Information Center

O'Rourke, Norm

2003-01-01

The Center for Epidemiologic Studies-Depression Scale (CES-D) is among the most widely used depression screening measures. Existing research suggests a higher-order factor structure of responses among older adults (factors labelled "depressive affect," "absence of well-being," "somatic symptoms," and "interpersonal affect," each loading upon a…

Silence, Voice, and "Other Languages": Digital Storytelling as a Site for Resistance and Restoration in a South African Higher Education Classroom

ERIC Educational Resources Information Center

Stewart, Kristian D.; Ivala, Eunice

2017-01-01

In order to investigate the composing practices of digital storytellers in a South African context, a qualitative case study, set within a university of technology in South Africa and framed by literature stemming from the disciplines of digital storytelling and composition and rhetoric, was implemented as part of a larger dissertation project…

Beyond Course Availability: An Investigation into Order and Concurrency Effects of Undergraduate Programming Courses on Learning.

ERIC Educational Resources Information Center

Urbaczewski, Andrew; Urbaczewski, Lise

The objective of this study was to find the answers to two primary research questions: "Do students learn programming languages better when they are offered in a particular order, such as 4th generation languages before 3rd generation languages?"; and "Do students learn programming languages better when they are taken in separate semesters as…

Balancing Effort and Information Transmission during Language Acquisition: Evidence from Word Order and Case Marking

ERIC Educational Resources Information Center

Fedzechkina, Maryia; Newport, Elissa L.; Jaeger, T. Florian

2017-01-01

Across languages of the world, some grammatical patterns have been argued to be more common than expected by chance. These are sometimes referred to as (statistical) "language universals." One such universal is the correlation between constituent order freedom and the presence of a case system in a language. Here, we explore whether this…

Better dual-task processing in simultaneous interpreters

PubMed Central

Strobach, Tilo; Becker, Maxi; Schubert, Torsten; Kühn, Simone

2015-01-01

Simultaneous interpreting (SI) is a highly complex activity and requires the performance and coordination of multiple, simultaneous tasks: analysis and understanding of the discourse in a first language, reformulating linguistic material, storing of intermediate processing steps, and language production in a second language among others. It is, however, an open issue whether persons with experience in SI possess superior skills in coordination of multiple tasks and whether they are able to transfer these skills to lab-based dual-task situations. Within the present study, we set out to explore whether interpreting experience is associated with related higher-order executive functioning in the context of dual-task situations of the Psychological Refractory Period (PRP) type. In this PRP situation, we found faster reactions times in participants with experience in simultaneous interpretation in contrast to control participants without such experience. Thus, simultaneous interpreters possess superior skills in coordination of multiple tasks in lab-based dual-task situations. PMID:26528232

Supporting English-medium pedagogy through an online corpus of science and engineering lectures

NASA Astrophysics Data System (ADS)

Kunioshi, Nílson; Noguchi, Judy; Tojo, Kazuko; Hayashi, Hiroko

2016-05-01

As English-medium instruction (EMI) spreads around the world, university teachers and students who are non-native speakers of English (NNS) need to put much effort into the delivery or reception of content. Construction of scientific meaning in the process of learning is already complex when instruction is delivered in the first language of the teachers and students, and may become even more challenging in a second language, because science education depends greatly on language. In order to identify important pedagogical functions that teachers use to deliver content and to present different ways to realise each function, a corpus of lectures related to science and engineering courses was created and analysed. NNS teachers and students in science and engineering involved in EMI higher education can obtain insights for delivering and listening to lectures from the Online Corpus of Academic Lectures (OnCAL).

Global Flows in Local Language Planning: Articulating Parallel Language Use in Swedish University Policies

ERIC Educational Resources Information Center

Hult, Francis M.; Källkvist, Marie

2016-01-01

In this paper, the language policies of three Swedish universities are examined as instances of language planning in local contexts. Although Sweden has the national Language Act of 2009 (SFS 2009:600) as well as a general Higher Education Ordinance (SFS 1993:100; SFS 2014:1096), language planning for higher education is left to the purview of…

Context recognition for a hyperintensional inference machine

NASA Astrophysics Data System (ADS)

Duží, Marie; Fait, Michal; Menšík, Marek

2017-07-01

The goal of this paper is to introduce the algorithm of context recognition in the functional programming language TIL-Script, which is a necessary condition for the implementation of the TIL-Script inference machine. The TIL-Script language is an operationally isomorphic syntactic variant of Tichý's Transparent Intensional Logic (TIL). From the formal point of view, TIL is a hyperintensional, partial, typed λ-calculus with procedural semantics. Hyperintensional, because TIL λ-terms denote procedures (defined as TIL constructions) producing set-theoretic functions rather than the functions themselves; partial, because TIL is a logic of partial functions; and typed, because all the entities of TIL ontology, including constructions, receive a type within a ramified hierarchy of types. These features make it possible to distinguish three levels of abstraction at which TIL constructions operate. At the highest hyperintensional level the object to operate on is a construction (though a higher-order construction is needed to present this lower-order construction as an object of predication). At the middle intensional level the object to operate on is the function presented, or constructed, by a construction, while at the lowest extensional level the object to operate on is the value (if any) of the presented function. Thus a necessary condition for the development of an inference machine for the TIL-Script language is recognizing a context in which a construction occurs, namely extensional, intensional and hyperintensional context, in order to determine the type of an argument at which a given inference rule can be properly applied. As a result, our logic does not flout logical rules of extensional logic, which makes it possible to develop a hyperintensional inference machine for the TIL-Script language.

The Struggle to Maintain Identity in Higher Education among Zulu-Speaking Students

ERIC Educational Resources Information Center

Ngcobo, Sandiso

2014-01-01

The 2002 Language Policy for Higher Education (LPHE) identifies the currently dominant language of instruction--English--as being a possible barrier to many African students in accessing and successfully completing studies at higher education level. The LPHE thus requires that black African languages be developed at Higher Education Institutions…

Multiple levels of bilingual language control: evidence from language intrusions in reading aloud.

PubMed

Gollan, Tamar H; Schotter, Elizabeth R; Gomez, Joanne; Murillo, Mayra; Rayner, Keith

2014-02-01

Bilinguals rarely produce words in an unintended language. However, we induced such intrusion errors (e.g., saying el instead of he) in 32 Spanish-English bilinguals who read aloud single-language (English or Spanish) and mixed-language (haphazard mix of English and Spanish) paragraphs with English or Spanish word order. These bilinguals produced language intrusions almost exclusively in mixed-language paragraphs, and most often when attempting to produce dominant-language targets (accent-only errors also exhibited reversed language-dominance effects). Most intrusion errors occurred for function words, especially when they were not from the language that determined the word order in the paragraph. Eye movements showed that fixating a word in the nontarget language increased intrusion errors only for function words. Together, these results imply multiple mechanisms of language control, including (a) inhibition of the dominant language at both lexical and sublexical processing levels, (b) special retrieval mechanisms for function words in mixed-language utterances, and (c) attentional monitoring of the target word for its match with the intended language.

Linguistic transfer in bilingual children with specific language impairment.

PubMed

Verhoeven, Ludo; Steenge, Judit; van Balkom, Hans

2012-01-01

In the literature so far the limited research on specific language impairment (SLI) in bilingual children has concentrated on linguistic skills in the first language (L1) and/or the second language (L2) without paying attention to the relations between the two types of skills and to the issue of linguistic transfer. To examine the first and second language proficiency of 75 Turkish-Dutch bilingual children with SLI in the age range between 7 and 11 years living in the Netherlands. A multidimensional perspective on language proficiency was taken in order to assess children's Turkish and Dutch proficiency levels, whereas equivalent tests were used in order to determine language dominance. A second aim was to find out to what extent the children's proficiency in L2 can be predicted from their L1 proficiency, while taking into account their general cognitive abilities. The children's performance on a battery of equivalent language ability tests in Turkish and Dutch was compared at three age levels. By means of analyses of variance, it was explored to what extent the factors of language and grade level as well as their interactions were significant. Bivariate correlations and partial correlations with age level partialled out were computed to examine the relationships between L1 and L2 proficiency levels. Moreover, regression analysis was conducted to find out to what extent the variance in general L2 proficiency levels could be explained by children's L1 proficiency, short-term memory and non-verbal intelligence. Repeated measures analyses showed that the children had generally higher scores on L1 as compared with L2 and that with progression of age the children's scores in L1 and L2 improved. Medium to high correlations were found between phonological memory, phonological awareness, grammatical skills and story comprehension in the two languages. Regression analysis revealed that children's L2 proficiency levels could be explained by their proficiency levels in L1, even after controlling for children's non-verbal intelligence and working memory. It is concluded that children's formal linguistic skills in L1 and L2 tend to be related and that their level of L1 proficiency may help to develop linguistic skills in L2. © 2011 Royal College of Speech & Language Therapists.

Sibling Variation and Family Language Policy: The Role of Birth Order in the Spanish Proficiency and First Names of Second-Generation Latinos

ERIC Educational Resources Information Center

Parada, Maryann

2013-01-01

The effects of birth order have been debated in many disciplines and have been shown to be important for a number of outcomes. However, studies examining the significance of birth order in language development and practices, particularly with regard to minority languages, are few. This article reports on two sets of data collected among Spanish…

3D simulation for solitons used in optical fibers

NASA Astrophysics Data System (ADS)

Vasile, F.; Tebeica, C. M.; Schiopu, P.; Vladescu, M.

2016-12-01

In this paper is described 3D simulation for solitions used in optical fibers. In the scientific works is started from nonlinear propagation equation and the solitons represents its solutions. This paper presents the simulation of the fundamental soliton in 3D together with simulation of the second order soliton in 3D. These simulations help in the study of the optical fibers for long distances and in the interactions between the solitons. This study helps the understanding of the nonlinear propagation equation and for nonlinear waves. These 3D simulations are obtained using MATLAB programming language, and we can observe fundamental difference between the soliton and the second order/higher order soliton and in their evolution.

Wilson Lines and Webs in Higher-Order QCD

NASA Astrophysics Data System (ADS)

White, Chris D.

2018-03-01

Wilson lines have a number of uses in non-abelian gauge theories. A topical example in QCD is the description of radiation in the soft or collinear limit, which must often be resummed to all orders in perturbation theory. Correlators involving a pair of Wilson lines are known to exponentiate in terms of special Feynman diagrams called "webs". I will show how this language can be extended to an arbitrary number of Wilson lines, which introduces novel new combinatoric structures (web mixing matrices) of interest in their own right. I will also summarise recent results obtained from applying this formalism at three-loop order, before concluding with a list of open problems.

Bilateral versus unilateral cochlear implants in children: a study of spoken language outcomes.

PubMed

Sarant, Julia; Harris, David; Bennet, Lisa; Bant, Sharyn

2014-01-01

Although it has been established that bilateral cochlear implants (CIs) offer additional speech perception and localization benefits to many children with severe to profound hearing loss, whether these improved perceptual abilities facilitate significantly better language development has not yet been clearly established. The aims of this study were to compare language abilities of children having unilateral and bilateral CIs to quantify the rate of any improvement in language attributable to bilateral CIs and to document other predictors of language development in children with CIs. The receptive vocabulary and language development of 91 children was assessed when they were aged either 5 or 8 years old by using the Peabody Picture Vocabulary Test (fourth edition), and either the Preschool Language Scales (fourth edition) or the Clinical Evaluation of Language Fundamentals (fourth edition), respectively. Cognitive ability, parent involvement in children's intervention or education programs, and family reading habits were also evaluated. Language outcomes were examined by using linear regression analyses. The influence of elements of parenting style, child characteristics, and family background as predictors of outcomes were examined. Children using bilateral CIs achieved significantly better vocabulary outcomes and significantly higher scores on the Core and Expressive Language subscales of the Clinical Evaluation of Language Fundamentals (fourth edition) than did comparable children with unilateral CIs. Scores on the Preschool Language Scales (fourth edition) did not differ significantly between children with unilateral and bilateral CIs. Bilateral CI use was found to predict significantly faster rates of vocabulary and language development than unilateral CI use; the magnitude of this effect was moderated by child age at activation of the bilateral CI. In terms of parenting style, high levels of parental involvement, low amounts of screen time, and more time spent by adults reading to children facilitated significantly better vocabulary and language outcomes. In terms of child characteristics, higher cognitive ability and female sex were predictive of significantly better language outcomes. When family background factors were examined, having tertiary-educated primary caregivers and a family history of hearing loss were significantly predictive of better outcomes. Birth order was also found to have a significant negative effect on both vocabulary and language outcomes, with each older sibling predicting a 5 to 10% decrease in scores. Children with bilateral CIs achieved significantly better vocabulary outcomes, and 8-year-old children with bilateral CIs had significantly better language outcomes than did children with unilateral CIs. These improvements were moderated by children's ages at both first and second CIs. The outcomes were also significantly predicted by a number of factors related to parenting, child characteristics, and family background. Fifty-one percent of the variance in vocabulary outcomes and between 59 to 69% of the variance in language outcomes was predicted by the regression models.

Mother-adolescent language proficiency and adolescent academic and emotional adjustment among Chinese American families.

PubMed

Liu, Lisa L; Benner, Aprile D; Lau, Anna S; Kim, Su Yeong

2009-04-01

This study examined the role of adolescents' and mothers' self-reports of English and heritage language proficiency in youth's academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents' heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in both the English and heritage language may confer advantages to Chinese American youth.

Learning to Swim in New Waters: A Meta-Narrative about the Design and Implementation of a Virtual Learning Environment for Language Learning and Teaching

ERIC Educational Resources Information Center

MacKinnon, Teresa

2015-01-01

In the past 5 years, the Language Centre at the University of Warwick has designed and implemented a blended learning environment in order to meet two important challenges to our Institution-Wide Language Programme (IWLP) language teaching mission. These were to connect teachers and learners together online in order to better support progress…

Applying Semantic Web Concepts to Support Net-Centric Warfare Using the Tactical Assessment Markup Language (TAML)

DTIC Science & Technology

2006-06-01

SPARQL SPARQL Protocol and RDF Query Language SQL Structured Query Language SUMO Suggested Upper Merged Ontology SW... Query optimization algorithms are implemented in the Pellet reasoner in order to ensure querying a knowledge base is efficient . These algorithms...memory as a treelike structure in order for the data to be queried . XML Query (XQuery) is the standard language used when querying XML

Theory of mind in middle childhood and early adolescence: Different from before?

PubMed

Im-Bolter, Nancie; Agostino, Alba; Owens-Jaffray, Keely

2016-09-01

Studies with preschool children have shown that language and executive function are important for theory of mind, but few studies have examined these associations in older children and in an integrative theory-guided manner. The theory of constructive operators was used as a framework to test a model of relations among mental attentional capacity, attentional inhibition, language, executive processes (shifting and updating), and higher order theory of mind in two groups of school-aged children: one in middle childhood (n=226; mean age=8.08years) and the other in early adolescence (n=216; mean age=12.09years). Results revealed a complex model of interrelations between cognitive resources and language in middle childhood that directly and indirectly predicted theory of mind. The model in early adolescence was less complex, however, and highlighted the importance of semantic language and shifting for theory of mind. Our findings suggest not only that contributors to theory of mind change over time but also that they may depend on the maturity level of the theory of mind system being examined. Copyright © 2015 Elsevier Inc. All rights reserved.

Proof-Term Synthesis on Dependent-Type Systems via Explicit Substitutions

DTIC Science & Technology

1999-11-01

oriented functional language OCaml , in about 50 lines. We have also implemented a higher-order unification algorithm for ground expressions. The soundness... OCaml , and it is electronically available by contacting the author. The underlying theory of the method proposed here is the An^-calculus. We believe...CORNES, Conception d’un langage de haut niveau de representation de preuves: recurrence par filtrage de motifs, unification en presence de types

Prototyping with Data Dictionaries for Requirements Analysis.

DTIC Science & Technology

1985-03-01

statistical packages and software for screen layout. These items work at a higher level than another category of prototyping tool, program generators... Program generators are software packages which, when given specifications, produce source listings, usually in a high order language such as COBCL...with users and this will not happen if he must stop to develcp a detailed program . [Ref. 241] Hardware as well as software should be considered in

Diminished Auditory Responses during NREM Sleep Correlate with the Hierarchy of Language Processing

PubMed Central

Furman-Haran, Edna; Arzi, Anat; Levkovitz, Yechiel; Malach, Rafael

2016-01-01

Natural sleep provides a powerful model system for studying the neuronal correlates of awareness and state changes in the human brain. To quantitatively map the nature of sleep-induced modulations in sensory responses we presented participants with auditory stimuli possessing different levels of linguistic complexity. Ten participants were scanned using functional magnetic resonance imaging (fMRI) during the waking state and after falling asleep. Sleep staging was based on heart rate measures validated independently on 20 participants using concurrent EEG and heart rate measurements and the results were confirmed using permutation analysis. Participants were exposed to three types of auditory stimuli: scrambled sounds, meaningless word sentences and comprehensible sentences. During non-rapid eye movement (NREM) sleep, we found diminishing brain activation along the hierarchy of language processing, more pronounced in higher processing regions. Specifically, the auditory thalamus showed similar activation levels during sleep and waking states, primary auditory cortex remained activated but showed a significant reduction in auditory responses during sleep, and the high order language-related representation in inferior frontal gyrus (IFG) cortex showed a complete abolishment of responses during NREM sleep. In addition to an overall activation decrease in language processing regions in superior temporal gyrus and IFG, those areas manifested a loss of semantic selectivity during NREM sleep. Our results suggest that the decreased awareness to linguistic auditory stimuli during NREM sleep is linked to diminished activity in high order processing stations. PMID:27310812

Diminished Auditory Responses during NREM Sleep Correlate with the Hierarchy of Language Processing.

PubMed

Wilf, Meytal; Ramot, Michal; Furman-Haran, Edna; Arzi, Anat; Levkovitz, Yechiel; Malach, Rafael

2016-01-01

Natural sleep provides a powerful model system for studying the neuronal correlates of awareness and state changes in the human brain. To quantitatively map the nature of sleep-induced modulations in sensory responses we presented participants with auditory stimuli possessing different levels of linguistic complexity. Ten participants were scanned using functional magnetic resonance imaging (fMRI) during the waking state and after falling asleep. Sleep staging was based on heart rate measures validated independently on 20 participants using concurrent EEG and heart rate measurements and the results were confirmed using permutation analysis. Participants were exposed to three types of auditory stimuli: scrambled sounds, meaningless word sentences and comprehensible sentences. During non-rapid eye movement (NREM) sleep, we found diminishing brain activation along the hierarchy of language processing, more pronounced in higher processing regions. Specifically, the auditory thalamus showed similar activation levels during sleep and waking states, primary auditory cortex remained activated but showed a significant reduction in auditory responses during sleep, and the high order language-related representation in inferior frontal gyrus (IFG) cortex showed a complete abolishment of responses during NREM sleep. In addition to an overall activation decrease in language processing regions in superior temporal gyrus and IFG, those areas manifested a loss of semantic selectivity during NREM sleep. Our results suggest that the decreased awareness to linguistic auditory stimuli during NREM sleep is linked to diminished activity in high order processing stations.

Intraoperative linguistic performance during awake brain surgery predicts postoperative linguistic deficits.

PubMed

Chang, Wei-Han; Pei, Yu-Cheng; Wei, Kuo-Chen; Chao, Yi-Ping; Chen, Mei-Hui; Yeh, Heng-An; Jaw, Fu-Shan; Chen, Pin-Yuan

2018-04-10

Awake craniotomy pursues a balance between extensive tumor resection and preservation of postoperative language function. A dilemma exists in patients whose tumor resection is restricted due to signs of language impairment observed during awake craniotomy. In order to determine the degree to which recovery of language function caused by tumor resection can be achieved by spontaneous neuroplasticity, the change in postoperative language function was compared to quantified intraoperative linguistic performance. The modified, short-form Boston Diagnostic Aphasia Examination (sfBDAE) was used to assess pre- and postoperative language functions; visual object naming (DO 80) and semantic-association (Pyramid and Palm Tree Test, PPTT) tests assessed intraoperative linguistic performance. DO 80 and PPTT were performed alternatively during subcortical functional monitoring while performing tumor resection and sfBDAE was assessed 1-week postoperatively. Most patients with observed language impairment during awake surgery showed improved language function postoperatively. Both intraoperative DO 80 and PPTT showed significant correlation to postoperative sfBDAE domain scores (p < 0.05), with a higher correlation observed with PPTT. A linear regression model showed that only PPTT predicted the postoperative sfBDAE domain scores with the adjusted R 2 ranging from 0.51 to 0.89 (all p < 0.01). Receiver operating characteristic analysis showed a cutoff value of PPTT that yielded a sensitivity of 80% and specificity of 100%. PPTT may be a feasible tool for intraoperative linguistic evaluation that can predict postoperative language outcomes. Further studies are needed to determine the extent of tumor resection that optimizes the postoperative language following neuroplasticity.

Cross-language Activation and the Phonetics of Code-switching

NASA Astrophysics Data System (ADS)

Piccinini, Page Elizabeth

It is now well established that bilinguals have both languages activated to some degree at all times. This cross-language activation has been documented in several research paradigms, including picture naming, reading, and electrophysiological studies. What is less well understood is how the degree a language is activated can vary in different language environments or contexts. Furthermore, when investigating effects of order of acquisition and language dominance, past research has been mixed, as the two variables are often conflated. In this dissertation, I test how degree of cross-language activation can vary according to context by examining phonetic productions in code-switching speech. Both spontaneous speech and scripted speech are analyzed. Follow-up perception experiments are conducted to see if listeners are able to anticipate language switches, potentially due to the phonetic cues in the signal. Additionally, by focusing on early bilinguals who are L1 Spanish but English dominant, I am able to see what plays a greater role in cross-language activation, order of acquisition or language dominance. I find that speakers do have intermediate phonetic productions in code-switching contexts relative to monolingual contexts. Effects are larger and more consistent in English than Spanish. Similar effects are found in speech perception. Listeners are able to anticipate language switches from English to Spanish but not Spanish to English. Together these results suggest that language dominance is a more important factor than order of acquisition in cross-language activation for early bilinguals. Future models on bilingual language organization and access should take into account both context and language dominance when modeling degrees of cross-language activation.

Number word structure in first and second language influences arithmetic skills

PubMed Central

Prior, Anat; Katz, Michal; Mahajna, Islam; Rubinsten, Orly

2015-01-01

Languages differ in how they represent numerical information, and specifically whether the verbal notation of numbers follows the same order as the symbolic notation (in non-inverted languages, e.g., Hebrew, “25, twenty-five”) or whether the two notations diverge (in inverted languages, e.g., Arabic, “25, five-and-twenty”). We examined how the structure of number–words affects how arithmetic operations are processed by bilingual speakers of an inverted and a non-inverted language. We examined Arabic–Hebrew bilinguals’ performance in the first language, L1 (inverted) and in the second language, L2 (non-inverted). Their performance was compared to that of Hebrew L1 speakers, who do not speak an inverted language. Participants judged the accuracy of addition problems presented aurally in L1, aurally in L2 or in visual symbolic notation. Problems were presented such that they matched or did not match the structure of number words in the language. Arabic–Hebrew bilinguals demonstrated both flexibility in processing and adaptation to the language of aural–verbal presentation – they were more accurate for the inverted order of presentation in Arabic, but more accurate for non-inverted order of presentation in Hebrew, thus exhibiting the same pattern found for native Hebrew speakers. In addition, whereas native Hebrew speakers preferred the non-inverted order in visual symbolic presentation as well, the Arabic–Hebrew bilinguals showed enhanced flexibility, without a significant preference for one order over the other, in either speed or accuracy. These findings suggest that arithmetic processing is sensitive to the linguistic representations of number words. Moreover, bilinguals exposed to inverted and non-inverted languages showed influence of both systems, and enhanced flexibility in processing. Thus, the L1 does not seem to have exclusive power in shaping numerical mental representations, but rather the system remains open to influences from a later learned L2. PMID:25852591

Nordic Language Policies for Higher Education and Their Multi-Layered Motivations

ERIC Educational Resources Information Center

Saarinen, Taina; Taalas, Peppi

2017-01-01

Language policies have been drafted in Nordic higher education with the obvious, but unproblematised and unchallenged motivation caused by internationalisation. In this article, we analyse the various motivations for drafting language policies in Nordic higher education and the ideological implications of those motivations. We do this by…

Language Learning in Higher Education: Portuguese Student Voices

ERIC Educational Resources Information Center

Pinto, Susana; Araújo e Sá, Maria Helena

2016-01-01

This paper begins by reviewing European language education policies in higher education and relating these to the bottom-up language provision practices currently applied in higher education institutions. The paper then focuses on a case study at the University of Aveiro (Portugal) that sets out to identify students' social representations…

Language and Higher Education: Two Current Challenges

ERIC Educational Resources Information Center

Brumfit, Christopher

2004-01-01

For higher education, two recent changes in world language practices are crucial: the emergence of English as the default language of international communication, and the technology of the Internet. The first appears to have contributed to problems of motivation for English-speaking learners of foreign languages. Information is provided about…

A Review of Stroke Order in "Hanzi" Handwriting

ERIC Educational Resources Information Center

Zhang, Haiwei

2014-01-01

This article reviews the current research on stroke order of "hanzi" (as used to write the Chinese, Japanese and Korean languages) in teaching Chinese as a second language (CSL). Based on an extensive review of current research on stroke order, it first discusses the importance and difficulty of stroke order in "hanzi"…

Information Status and Word Order in Croatian Sign Language

ERIC Educational Resources Information Center

Milkovic, Marina; Bradaric-Joncic, Sandra; Wilbur, Ronnie B.

2007-01-01

This paper presents the results of research on information structure and word order in narrative sentences taken from signed short stories in Croatian Sign Language (HZJ). The basic word order in HZJ is SVO. Factors that result in other word orders include: reversible arguments, verb categories, locative constructions, contrastive focus, and prior…

Invariant principles of speech motor control that are not language-specific.

PubMed

Chakraborty, Rahul

2012-12-01

Bilingual speakers must learn to modify their speech motor control mechanism based on the linguistic parameters and rules specified by the target language. This study examines if there are aspects of speech motor control which remain invariant regardless of the first (L1) and second (L2) language targets. Based on the age of academic exposure and proficiency in L2, 21 Bengali-English bilingual participants were classified into high (n = 11) and low (n = 10) L2 (English) proficiency groups. Using the Optotrak 3020 motion sensitive camera system, the lips and jaw movements were recorded while participants produced Bengali (L1) and English (L2) sentences. Based on kinematic analyses of the lip and jaw movements, two different variability measures (i.e., lip aperture and lower lip/jaw complex) were computed for English and Bengali sentences. Analyses demonstrated that the two groups of bilingual speakers produced lip aperture complexes (a higher order synergy) that were more consistent in co-ordination than were the lower lip/jaw complexes (a lower order synergy). Similar findings were reported earlier in monolingual English speakers by Smith and Zelaznik. Thus, this hierarchical organization may be viewed as a fundamental principle of speech motor control, since it is maintained even in bilingual speakers.

Conversational Interaction and the Development of Conversational Competence in Additional Languages in Higher Education: Considerations for Students, Language Centres, and Language Policy Developers

ERIC Educational Resources Information Center

Meyer, Stephan; Blondel, Valérie; Mall-Grob, Beatrice

2017-01-01

This article addresses the questions: why is the development of conversational competence important within higher education? And how might this goal be pursued? We offer answers that may aid a broad range of stakeholders (language learners, course designers, lecturers, language development managers, and policy makers) in thinking through these…

Dual language versus English-only support for bilingual children with hearing loss who use cochlear implants and hearing aids.

PubMed

Bunta, Ferenc; Douglas, Michael; Dickson, Hanna; Cantu, Amy; Wickesberg, Jennifer; Gifford, René H

2016-07-01

There is a critical need to understand better speech and language development in bilingual children learning two spoken languages who use cochlear implants (CIs) and hearing aids (HAs). The paucity of knowledge in this area poses a significant barrier to providing maximal communicative outcomes to a growing number of children who have a hearing loss (HL) and are learning multiple spoken languages. In fact, the number of bilingual individuals receiving CIs and HAs is rapidly increasing, and Hispanic children display a higher prevalence of HL than the general population of the United States. In order to serve better bilingual children with CIs and HAs, appropriate and effective therapy approaches need to be designed and tested, based on research findings. This study investigated the effects of supporting both the home language (Spanish) and the language of the majority culture (English) on language outcomes in bilingual children with HL who use CIs and HAs as compared to their bilingual peers who receive English-only support. Retrospective analyses of language measures were completed for two groups of Spanish- and English-speaking bilingual children with HL who use CIs and HAs matched on a range of demographic and socio-economic variables: those with dual-language support versus their peers with English-only support. Dependent variables included scores from the English version of the Preschool Language Scales, 4th Edition. Bilingual children who received dual-language support outperformed their peers who received English-only support at statistically significant levels as measured by Total Language and Expressive Communication as raw and language age scores. No statistically significant group differences were found on Auditory Comprehension scores. In addition to providing support in English, encouraging home language use and providing treatment support in the first language may help rather than hinder development of both English and the home language in bilingual children with HL who use CIs and HAs. In fact, dual-language support may yield better overall and expressive English language outcomes than English-only support for this population. © 2016 Royal College of Speech and Language Therapists.

Comprehension of figurative language in Taiwanese children with autism: The role of theory of mind and receptive vocabulary.

PubMed

Huang, Su-Fen; Oi, Manabu; Taguchi, Aiko

2015-01-01

First-order theory of mind (ToM) is necessary for comprehension of metaphors, and second-order ToM is necessary for comprehension of irony. This study investigated the role of ToM and language ability in comprehending figurative language in 50 Taiwanese children with high-functioning autism spectrum disorders (HFASDs) compared with 50 typically developing children. Results showed that the No-ToM HFASDs group performed worse than the first-order ToM HFASDs group and the second-order ToM HFASDs group in comprehension of metaphors, irony, sarcasm and indirect reproach, but not for indirect request. Receptive vocabulary correlated only with metaphor comprehension. The volatility of results seen among studies in terms of the relationship between ToM and figurative language comprehension is discussed.

[Validity criteria of a short test to assess speech and language competence in 4-year-olds].

PubMed

Euler, H A; Holler-Zittlau, I; Minnen, S; Sick, U; Dux, W; Zaretsky, Y; Neumann, K

2010-11-01

A psychometrically constructed short test as a prerequisite for screening was developed on the basis of a revision of the Marburger Speech Screening to assess speech/language competence among children in Hessen (Germany). A total of 257 children (age 4.0 to 4.5 years) performed the test battery for speech/language competence; 214 children repeated the test 1 year later. Test scores correlated highly with scores of two competing language screenings (SSV, HASE) and with a combined score from four diagnostic tests of individual speech/language competences (Reynell III, patholinguistic diagnostics in impaired language development, PLAKSS, AWST-R). Validity was demonstrated by three comparisons: (1) Children with German family language had higher scores than children with another language. (2) The 3-month-older children achieved higher scores than younger children. (3) The difference between the children with German family language and those with another language was higher for the 3-month-older than for the younger children. The short test assesses the speech/language competence of 4-year-olds quickly, validly, and comprehensively.

Tuning University Undergraduates for High Mobility and Employability under the Content and Language Integrated Learning Approach

ERIC Educational Resources Information Center

Yang, Wenhsien

2017-01-01

Globalisation affects both language use and the economics of higher education. Considering how to design new instructional approaches to prepare graduates with competence in using language and professional knowledge interactively and interculturally has thus become a major concern of higher education institutes. Content and language integrated…

Foreign Languages and Higher Education: New Structures for a Changed World

ERIC Educational Resources Information Center

Modern Language Association, 2007

2007-01-01

The Modern Language Association (MLA) supports a broad, intellectually driven approach to teaching language and culture in higher education. To study the best ways of implementing this approach in today's world, the MLA Executive Council established an Ad Hoc Committee on Foreign Languages. The committee was charged with examining the current…

Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment Among Chinese American Families

PubMed Central

Benner, Aprile D.; Lau, Anna S.; Kim, Su Yeong

2009-01-01

This study examined the role of adolescents’ and mothers’ self-reports of English and heritage language proficiency in youth’s academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents’ heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in both the English and heritage language may confer advantages to Chinese American youth. PMID:19636729

Verbal Working Memory and Language Production: Common Approaches to the Serial Ordering of Verbal Information

ERIC Educational Resources Information Center

Acheson, Daniel J.; MacDonald, Maryellen C.

2009-01-01

Verbal working memory (WM) tasks typically involve the language production architecture for recall; however, language production processes have had a minimal role in theorizing about WM. A framework for understanding verbal WM results is presented here. In this framework, domain-specific mechanisms for serial ordering in verbal WM are provided by…

Science fair: Is it worth the work? A qualitative study on deaf students' perceptions and experiences regarding science fair in primary and secondary school

NASA Astrophysics Data System (ADS)

Smith, Vivian Lee

Science fairs have a long history in American education. They play an important role for establishing inquiry-based experiences in a science classroom. Students may be more motivated to learn science content when they are allowed to choose their own science fair topics. The purpose of this study was to examine Deaf college students' perceptions and experiences regarding science fair participation during primary and/or secondary school and determine the influence of science fair involvement on the development of language skills, writing skills, and higher order thinking skills as well as its impact on choice of a STEM major. This study examined responses from Deaf students attending Gallaudet University and National Technical Institute for the Deaf (NTID) majoring in a Science, Technology, Engineering, or Math (STEM) field. An electronic questionnaire and a semi-structured interview were used to collect data. The electronic questionnaire was divided into two strands: demographics and science fair experience. Twenty-one respondents participated in the questionnaire and ten participants were interviewed. A cross-case analysis revealed communication was the key to a successful science fair experience. Findings showed the educational background of participants influenced their perspective regarding the experience of a science fair. When communicating through American Sign Language, the science fair experience was more positive. When communicating through an interpreter or having no interpreter at all, the science fair experience was viewed in a negative light. The use of science fairs to enhance language development, writing skills, and higher order thinking skills was supported. Teachers and parents were strong influences for Deaf students participating in a science fair. Participation in a science fair did influence students to choose a STEM major but there were other considerations as well.

Child and family characteristics associated with age of diagnosis of an autism spectrum disorder in a tertiary care setting.

PubMed

Bickel, Julie; Bridgemohan, Carolyn; Sideridis, Georgios; Huntington, Noelle

2015-01-01

To identify child and family characteristics associated with age of diagnosis of autism spectrum disorder (ASD) in a tertiary care setting using objective, standardized assessments ensuring diagnostic validity and timing. The authors conducted a chart review of children who received their initial ASD diagnosis from 2007 to 2011. Child variables included gender, birth order, cognitive functioning, and for children ≤36 months, language and adaptive assessments. Family variables included insurance, maternal age, maternal education, sibling or family member with ASD, and number of children in the house. Primary outcome was age of ASD diagnosis. The authors ran multiple regression models evaluating the impact of child and family variables on the total sample and on the subsample of children ≤36 months. Median age of diagnosis was 2.9 years (range, 15 mo-13.8 yr; n = 591). In the total sample, significant predictors of earlier age of diagnosis were later birth order, higher maternal education, fewer children in the house, and a sibling with ASD. In a separate analysis of children ≤36 months of age (n = 315) with additional data for language and adaptive assessments, significant predictors of younger age of diagnosis were higher cognitive and adaptive functioning, lower receptive and expressive language, and having a sibling with ASD. This study suggests that both family and child characteristics play an important role in the early identification of ASD and that predictive variables may vary based on a child's age. Future research should help to elucidate this finding so that screening measures and policies aimed at early identification can target the most predictive factors.

Dual language versus English only support for bilingual children with hearing loss who use cochlear implants and hearing aids

PubMed Central

Bunta, Ferenc; Douglas, Michael; Dickson, Hanna; Cantu, Amy; Wickesberg, Jennifer; Gifford, René H.

2015-01-01

Background There is a critical need to better understand speech and language development in bilingual children learning two spoken languages who use cochlear implants (CIs) and hearing aids (HAs). The paucity of knowledge in this area poses a significant barrier to providing maximal communicative outcomes to a growing number of children who have a hearing loss and are learning multiple spoken languages. In fact, the number of bilingual individuals receiving CIs and HAs is rapidly increasing, and Hispanic children display a higher prevalence of hearing loss than the general population of the United States (e.g., Mehra, Eavey, & Keamy, 2009). In order to better serve bilingual children with CIs and HAs, appropriate and effective therapy approaches need to be designed and tested, based on research findings. Aims This study investigated the effects of supporting both the home language (Spanish) and the language of the majority culture (English) on language outcomes in bilingual children with hearing loss (HL) who use CIs and HAs as compared to their bilingual peers who receive English only support. Methods and Procedures Retrospective analyses of language measures were completed for two groups of Spanish-and English-speaking bilingual children with HL who use CIs and HAs matched on a range of demographic and socio-economic variables: those with dual language support versus their peers with English only support. Dependent variables included scores from the English version of the Preschool Language Scales, 4th edition. Results Bilingual children who received dual language support outperformed their peers who received English only support at statistically significant levels as measured by Total Language and Expressive Communication as raw and language age scores. No statistically significant group differences were found on Auditory Comprehension scores. Conclusions In addition to providing support in English, encouraging home language use and providing treatment support in the first language may help rather than hinder development of both English and the home language in bilingual children with hearing loss who use CIs and HAs. In fact, dual language support may yield better overall and expressive English language outcomes than English only support for this population. PMID:27017913

Vienna Fortran - A Language Specification. Version 1.1

DTIC Science & Technology

1992-03-01

other computer archi- tectures is the fact that the memory is physically distributed among the processors; the time required to access a non-local...datum may be an order of magnitude higher than the time taken to access locally stored data. This has important consequences for program efficiency. In...machine in many aspects. It is tedious, time -consuming and error prone. It has led to particularly slow software development cycles and, in consequence

Interest Inventory Items as Attitude Eliciting Stimuli in Classical Conditioning: A Test of the A-R-D Theory. Language, Personality, and Cross-Cultural Study and Measurement of the Human A-R-D (Motivational) System.

ERIC Educational Resources Information Center

Gross, Michael C.; Staats, Arthur W.

An experiment was conducted to test the hypothesis that interest inventory items elicit classically conditionable attitudinal responses. A higher-order conditioning procedure was used in which items from the Strong Vocational Interest Blank were employed as unconditioned stimuli and nonsense syllables as conditioned stimuli. Items for which the…

A fundamental residue pitch perception bias for tone language speakers

NASA Astrophysics Data System (ADS)

Petitti, Elizabeth

A complex tone composed of only higher-order harmonics typically elicits a pitch percept equivalent to the tone's missing fundamental frequency (f0). When judging the direction of residue pitch change between two such tones, however, listeners may have completely opposite perceptual experiences depending on whether they are biased to perceive changes based on the overall spectrum or the missing f0 (harmonic spacing). Individual differences in residue pitch change judgments are reliable and have been associated with musical experience and functional neuroanatomy. Tone languages put greater pitch processing demands on their speakers than non-tone languages, and we investigated whether these lifelong differences in linguistic pitch processing affect listeners' bias for residue pitch. We asked native tone language speakers and native English speakers to perform a pitch judgment task for two tones with missing fundamental frequencies. Given tone pairs with ambiguous pitch changes, listeners were asked to judge the direction of pitch change, where the direction of their response indicated whether they attended to the overall spectrum (exhibiting a spectral bias) or the missing f0 (exhibiting a fundamental bias). We found that tone language speakers are significantly more likely to perceive pitch changes based on the missing f0 than English speakers. These results suggest that tone-language speakers' privileged experience with linguistic pitch fundamentally tunes their basic auditory processing.

Language learning impairments: integrating basic science, technology, and remediation.

PubMed

Tallal, P; Merzenich, M M; Miller, S; Jenkins, W

1998-11-01

One of the fundamental goals of the modern field of neuroscience is to understand how neuronal activity gives rise to higher cortical function. However, to bridge the gap between neurobiology and behavior, we must understand higher cortical functions at the behavioral level at least as well as we have come to understand neurobiological processes at the cellular and molecular levels. This is certainly the case in the study of speech processing, where critical studies of behavioral dysfunction have provided key insights into the basic neurobiological mechanisms relevant to speech perception and production. Much of this progress derives from a detailed analysis of the sensory, perceptual, cognitive, and motor abilities of children who fail to acquire speech, language, and reading skills normally within the context of otherwise normal development. Current research now shows that a dysfunction in normal phonological processing, which is critical to the development of oral and written language, may derive, at least in part, from difficulties in perceiving and producing basic sensory-motor information in rapid succession--within tens of ms (see Tallal et al. 1993a for a review). There is now substantial evidence supporting the hypothesis that basic temporal integration processes play a fundamental role in establishing neural representations for the units of speech (phonemes), which must be segmented from the (continuous) speech stream and combined to form words, in order for the normal development of oral and written language to proceed. Results from magnetic resonance imaging (MRI) and positron emission tomography (PET) studies, as well as studies of behavioral performance in normal and language impaired children and adults, will be reviewed to support the view that the integration of rapidly changing successive acoustic events plays a primary role in phonological development and disorders. Finally, remediation studies based on this research, coupled with neuroplasticity research, will be presented.

Snowflake: A Lightweight Portable Stencil DSL

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

Zhang, Nathan; Driscoll, Michael; Markley, Charles

Stencil computations are not well optimized by general-purpose production compilers and the increased use of multicore, manycore, and accelerator-based systems makes the optimization problem even more challenging. In this paper we present Snowflake, a Domain Specific Language (DSL) for stencils that uses a 'micro-compiler' approach, i.e., small, focused, domain-specific code generators. The approach is similar to that used in image processing stencils, but Snowflake handles the much more complex stencils that arise in scientific computing, including complex boundary conditions, higher-order operators (larger stencils), higher dimensions, variable coefficients, non-unit-stride iteration spaces, and multiple input or output meshes. Snowflake is embedded inmore » the Python language, allowing it to interoperate with popular scientific tools like SciPy and iPython; it also takes advantage of built-in Python libraries for powerful dependence analysis as part of a just-in-time compiler. We demonstrate the power of the Snowflake language and the micro-compiler approach with a complex scientific benchmark, HPGMG, that exercises the generality of stencil support in Snowflake. By generating OpenMP comparable to, and OpenCL within a factor of 2x of hand-optimized HPGMG, Snowflake demonstrates that a micro-compiler can support diverse processor architectures and is performance-competitive whilst preserving a high-level Python implementation.« less

Snowflake: A Lightweight Portable Stencil DSL

DOE PAGES

Zhang, Nathan; Driscoll, Michael; Markley, Charles; ...

2017-05-01

Stencil computations are not well optimized by general-purpose production compilers and the increased use of multicore, manycore, and accelerator-based systems makes the optimization problem even more challenging. In this paper we present Snowflake, a Domain Specific Language (DSL) for stencils that uses a 'micro-compiler' approach, i.e., small, focused, domain-specific code generators. The approach is similar to that used in image processing stencils, but Snowflake handles the much more complex stencils that arise in scientific computing, including complex boundary conditions, higher-order operators (larger stencils), higher dimensions, variable coefficients, non-unit-stride iteration spaces, and multiple input or output meshes. Snowflake is embedded inmore » the Python language, allowing it to interoperate with popular scientific tools like SciPy and iPython; it also takes advantage of built-in Python libraries for powerful dependence analysis as part of a just-in-time compiler. We demonstrate the power of the Snowflake language and the micro-compiler approach with a complex scientific benchmark, HPGMG, that exercises the generality of stencil support in Snowflake. By generating OpenMP comparable to, and OpenCL within a factor of 2x of hand-optimized HPGMG, Snowflake demonstrates that a micro-compiler can support diverse processor architectures and is performance-competitive whilst preserving a high-level Python implementation.« less

Lost in Transition: Languages Transition from Post-16 Schooling to Higher Education

ERIC Educational Resources Information Center

Harnisch, Henriette; Sargeant, Helen; Winter, Natasha

2011-01-01

Ever decreasing numbers of applicants arrive in language departments at UK universities. In the face of this decline, and against the backdrop of higher education languages departments being reduced across the UK, it is important to investigate the supply chain of languages undergraduates in the pre-entry sector. This article reports on a…

Language Anxiety: A Case Study of the Perceptions and Experiences of Students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates

ERIC Educational Resources Information Center

Lababidi, Rola Ahmed

2016-01-01

This case study explores and investigates the perceptions and experiences of foreign language anxiety (FLA) among students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates. The first phase explored the scope and severity of language anxiety among all Foundation level male students at a college in the…

Bilateral Versus Unilateral Cochlear Implants in Children: A Study of Spoken Language Outcomes

PubMed Central

Harris, David; Bennet, Lisa; Bant, Sharyn

2014-01-01

Objectives: Although it has been established that bilateral cochlear implants (CIs) offer additional speech perception and localization benefits to many children with severe to profound hearing loss, whether these improved perceptual abilities facilitate significantly better language development has not yet been clearly established. The aims of this study were to compare language abilities of children having unilateral and bilateral CIs to quantify the rate of any improvement in language attributable to bilateral CIs and to document other predictors of language development in children with CIs. Design: The receptive vocabulary and language development of 91 children was assessed when they were aged either 5 or 8 years old by using the Peabody Picture Vocabulary Test (fourth edition), and either the Preschool Language Scales (fourth edition) or the Clinical Evaluation of Language Fundamentals (fourth edition), respectively. Cognitive ability, parent involvement in children’s intervention or education programs, and family reading habits were also evaluated. Language outcomes were examined by using linear regression analyses. The influence of elements of parenting style, child characteristics, and family background as predictors of outcomes were examined. Results: Children using bilateral CIs achieved significantly better vocabulary outcomes and significantly higher scores on the Core and Expressive Language subscales of the Clinical Evaluation of Language Fundamentals (fourth edition) than did comparable children with unilateral CIs. Scores on the Preschool Language Scales (fourth edition) did not differ significantly between children with unilateral and bilateral CIs. Bilateral CI use was found to predict significantly faster rates of vocabulary and language development than unilateral CI use; the magnitude of this effect was moderated by child age at activation of the bilateral CI. In terms of parenting style, high levels of parental involvement, low amounts of screen time, and more time spent by adults reading to children facilitated significantly better vocabulary and language outcomes. In terms of child characteristics, higher cognitive ability and female sex were predictive of significantly better language outcomes. When family background factors were examined, having tertiary-educated primary caregivers and a family history of hearing loss were significantly predictive of better outcomes. Birth order was also found to have a significant negative effect on both vocabulary and language outcomes, with each older sibling predicting a 5 to 10% decrease in scores. Conclusions: Children with bilateral CIs achieved significantly better vocabulary outcomes, and 8-year-old children with bilateral CIs had significantly better language outcomes than did children with unilateral CIs. These improvements were moderated by children’s ages at both first and second CIs. The outcomes were also significantly predicted by a number of factors related to parenting, child characteristics, and family background. Fifty-one percent of the variance in vocabulary outcomes and between 59 to 69% of the variance in language outcomes was predicted by the regression models. PMID:24557003

Media, Information Technology, and Language Planning: What Can Endangered Language Communities Learn from Created Language Communities?

ERIC Educational Resources Information Center

Schreyer, Christine

2011-01-01

The languages of Klingon and Na'vi, both created for media, are also languages that have garnered much media attention throughout the course of their existence. Speakers of these languages also utilize social media and information technologies, specifically websites, in order to learn the languages and then put them into practice. While teaching a…

Diagnostic Tests in Czech for Pupils with a First Language Different from the Language of Schooling

ERIC Educational Resources Information Center

Vodicková, Katerina; Kostelecká, Yvona

2016-01-01

Mastering a second language, in this case Czech, is crucial for pupils whose first language differs from the language of schooling, so that they can engage more successfully in the educational process. In order to adjust language teaching to pupils' needs, it is necessary to identify which language skills or individual competences set out within…

Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment

PubMed Central

Gong, Tao; Lam, Yau W.; Shuai, Lan

2016-01-01

Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages. PMID:28066281

Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment.

PubMed

Gong, Tao; Lam, Yau W; Shuai, Lan

2016-01-01

Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages.

Language Proficiency Modulates the Recruitment of Non-Classical Language Areas in Bilinguals

PubMed Central

Leonard, Matthew K.; Torres, Christina; Travis, Katherine E.; Brown, Timothy T.; Hagler, Donald J.; Dale, Anders M.; Elman, Jeffrey L.; Halgren, Eric

2011-01-01

Bilingualism provides a unique opportunity for understanding the relative roles of proficiency and order of acquisition in determining how the brain represents language. In a previous study, we combined magnetoencephalography (MEG) and magnetic resonance imaging (MRI) to examine the spatiotemporal dynamics of word processing in a group of Spanish-English bilinguals who were more proficient in their native language. We found that from the earliest stages of lexical processing, words in the second language evoke greater activity in bilateral posterior visual regions, while activity to the native language is largely confined to classical left hemisphere fronto-temporal areas. In the present study, we sought to examine whether these effects relate to language proficiency or order of language acquisition by testing Spanish-English bilingual subjects who had become dominant in their second language. Additionally, we wanted to determine whether activity in bilateral visual regions was related to the presentation of written words in our previous study, so we presented subjects with both written and auditory words. We found greater activity for the less proficient native language in bilateral posterior visual regions for both the visual and auditory modalities, which started during the earliest word encoding stages and continued through lexico-semantic processing. In classical left fronto-temporal regions, the two languages evoked similar activity. Therefore, it is the lack of proficiency rather than secondary acquisition order that determines the recruitment of non-classical areas for word processing. PMID:21455315

Language of administration and neuropsychological test performance in neurologically intact Hispanic American bilingual adults.

PubMed

Gasquoine, Philip Gerard; Croyle, Kristin L; Cavazos-Gonzalez, Cynthia; Sandoval, Omar

2007-11-01

This study compared the performance of Hispanic American bilingual adults on Spanish and English language versions of a neuropsychological test battery. Language achievement test scores were used to divide 36 bilingual, neurologically intact, Hispanic Americans from south Texas into Spanish-dominant, balanced, and English-dominant bilingual groups. They were administered the eight subtests of the Bateria Neuropsicologica and the Matrix Reasoning subtest of the WAIS-III in Spanish and English. Half the participants were tested in Spanish first. Balanced bilinguals showed no significant differences in test scores between Spanish and English language administrations. Spanish and/or English dominant bilinguals showed significant effects of language of administration on tests with higher language compared to visual perceptual weighting (Woodcock-Munoz Language Survey-Revised, Letter Fluency, Story Memory, and Stroop Color and Word Test). Scores on tests with higher visual-perceptual weighting (Matrix Reasoning, Figure Memory, Wisconsin Card Sorting Test, and Spatial Span), were not significantly affected by language of administration, nor were scores on the Spanish/California Verbal Learning Test, and Digit Span. A problem was encountered in comparing false positive rates in each language, as Spanish norms fell below English norms, resulting in a much higher false positive rate in English across all bilingual groupings. Use of a comparison standard (picture vocabulary score) reduced false positive rates in both languages, but the higher false positive rate in English persisted.

Analysis of Web Spam for Non-English Content: Toward More Effective Language-Based Classifiers

PubMed Central

Alsaleh, Mansour; Alarifi, Abdulrahman

2016-01-01

Web spammers aim to obtain higher ranks for their web pages by including spam contents that deceive search engines in order to include their pages in search results even when they are not related to the search terms. Search engines continue to develop new web spam detection mechanisms, but spammers also aim to improve their tools to evade detection. In this study, we first explore the effect of the page language on spam detection features and we demonstrate how the best set of detection features varies according to the page language. We also study the performance of Google Penguin, a newly developed anti-web spamming technique for their search engine. Using spam pages in Arabic as a case study, we show that unlike similar English pages, Google anti-spamming techniques are ineffective against a high proportion of Arabic spam pages. We then explore multiple detection features for spam pages to identify an appropriate set of features that yields a high detection accuracy compared with the integrated Google Penguin technique. In order to build and evaluate our classifier, as well as to help researchers to conduct consistent measurement studies, we collected and manually labeled a corpus of Arabic web pages, including both benign and spam pages. Furthermore, we developed a browser plug-in that utilizes our classifier to warn users about spam pages after clicking on a URL and by filtering out search engine results. Using Google Penguin as a benchmark, we provide an illustrative example to show that language-based web spam classifiers are more effective for capturing spam contents. PMID:27855179

Analysis of Web Spam for Non-English Content: Toward More Effective Language-Based Classifiers.

PubMed

Alsaleh, Mansour; Alarifi, Abdulrahman

2016-01-01

Web spammers aim to obtain higher ranks for their web pages by including spam contents that deceive search engines in order to include their pages in search results even when they are not related to the search terms. Search engines continue to develop new web spam detection mechanisms, but spammers also aim to improve their tools to evade detection. In this study, we first explore the effect of the page language on spam detection features and we demonstrate how the best set of detection features varies according to the page language. We also study the performance of Google Penguin, a newly developed anti-web spamming technique for their search engine. Using spam pages in Arabic as a case study, we show that unlike similar English pages, Google anti-spamming techniques are ineffective against a high proportion of Arabic spam pages. We then explore multiple detection features for spam pages to identify an appropriate set of features that yields a high detection accuracy compared with the integrated Google Penguin technique. In order to build and evaluate our classifier, as well as to help researchers to conduct consistent measurement studies, we collected and manually labeled a corpus of Arabic web pages, including both benign and spam pages. Furthermore, we developed a browser plug-in that utilizes our classifier to warn users about spam pages after clicking on a URL and by filtering out search engine results. Using Google Penguin as a benchmark, we provide an illustrative example to show that language-based web spam classifiers are more effective for capturing spam contents.

"Speaking English Naturally": The Language Ideologies of English as an Official Language at a Korean University

ERIC Educational Resources Information Center

Choi, Jinsook

2016-01-01

This study explores language ideologies of English at a Korean university where English has been adopted as an official language. This study draws on ethnographic data in order to understand how speakers respond to and experience the institutional language policy. The findings show that language ideologies in this university represent the…

Language Acquisition and Language Learning: Developing the System of External and Internal Perspectives

ERIC Educational Resources Information Center

Zascerinska, Jelena

2010-01-01

Introduction. The use of three-five languages is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. Aim of the paper is to analyze the synergy between language acquisition and language learning. Materials and Methods. The search for the synergy between language acquisition and language…

Metanotes (Written Languaging) in a Translation Task: Do L2 Proficiency and Task Outcome Matter?

ERIC Educational Resources Information Center

Ishikawa, Masako

2015-01-01

Languaging has been identified as a contributor to language learning. Yet, compared to oral languaging, such as collaborative dialogs in contextualized settings, little seems to be known about written languaging. In order to fill this gap, this study investigates languaging in the form of "metanotes," that is, metatalk in a written…

Second Language Learners' Divergence from Target Language Pragmatic Norms

ERIC Educational Resources Information Center

Gomez-Laich, Maria Pia

2016-01-01

Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk…

Reconciliation of ontology and terminology to cope with linguistics.

PubMed

Baud, Robert H; Ceusters, Werner; Ruch, Patrick; Rassinoux, Anne-Marie; Lovis, Christian; Geissbühler, Antoine

2007-01-01

To discuss the relationships between ontologies, terminologies and language in the context of Natural Language Processing (NLP) applications in order to show the negative consequences of confusing them. The viewpoints of the terminologist and (computational) linguist are developed separately, and then compared, leading to the presentation of reconciliation among these points of view, with consideration of the role of the ontologist. In order to encourage appropriate usage of terminologies, guidelines are presented advocating the simultaneous publication of pragmatic vocabularies supported by terminological material based on adequate ontological analysis. Ontologies, terminologies and natural languages each have their own purpose. Ontologies support machine understanding, natural languages support human communication, and terminologies should form the bridge between them. Therefore, future terminology standards should be based on sound ontology and do justice to the diversities in natural languages. Moreover, they should support local vocabularies, in order to be easily adaptable to local needs and practices.

Late Bilinguals Are Sensitive to Unique Aspects of Second Language Processing: Evidence from Clitic Pronouns Word-Order

PubMed Central

Rossi, Eleonora; Diaz, Michele; Kroll, Judith F.; Dussias, Paola E.

2017-01-01

In two self-paced reading experiments we asked whether late, highly proficient, English–Spanish bilinguals are able to process language-specific morpho-syntactic information in their second language (L2). The processing of Spanish clitic pronouns’ word order was tested in two sentential constructions. Experiment 1 showed that English–Spanish bilinguals performed similarly to Spanish–English bilinguals and revealed sensitivity to word order violations for a grammatical structure unique to the L2. Experiment 2 replicated the pattern observed for native speakers in Experiment 1 with a group of monolingual Spanish speakers, demonstrating the stability of processing clitic pronouns in the native language. Taken together, the results show that late bilinguals can process aspects of grammar that are encoded in L2-specific linguistic constructions even when the structure is relatively subtle and not affected for native speakers by the presence of a second language. PMID:28367130

International Workshop on Principles of Program Analysis

DTIC Science & Technology

1999-01-01

with respect to a semantics of the programming language. It is a sad fact that new program analyses often contain subtle bugs, and a formal ... It defines a higher-order function f with formal parameter x and body x 1; then it defines two functions g and h that are given as actual parameters...begin by presenting a formal semantics for WHILE. The material of this section may be skimmed through on a first reading; however, it is frequently

Input Skewedness, Consistency, and Order of Frequent Verbs in Frequency-Driven Second Language Construction Learning: A Replication and Extension of Casenhiser and Goldberg (2005) to Adult Second Language Acquisition

ERIC Educational Resources Information Center

Nakamura, Daisuke

2012-01-01

Recent usage-based models of language acquisition research has found that three frequency manipulations; (1) skewed input (Casenhiser & Goldberg 2005), (2) input consistency (Childers & Tomasello 2001), and (3) order of frequent verbs (Goldberg, Casenhiser, & White 2007) facilitated construction learning in children. The present paper addresses…

The Cognitive Side of M1

PubMed Central

Tomasino, Barbara; Gremese, Michele

2016-01-01

The primary motor cortex (M1) is traditionally implicated in voluntary movement control. In order to test the hypothesis that there is a functional topography of M1 activation in studies where it has been implicated in higher cognitive tasks we performed activation-likelihood-estimation (ALE) meta-analyses of functional neuroimaging experiments reporting M1 activation in relation to six cognitive functional categories for which there was a sufficient number of studies to include, namely motor imagery, working memory, mental rotation, social/emotion/empathy, language, and auditory processing. The six categories activated different sub-sectors of M1, either bilaterally or lateralized to one hemisphere. Notably, the activations found in the M1 of the left or right hemisphere detected in our study were unlikely due to button presses. In fact, all contrasts were selected in order to eliminate M1 activation due to activity related to the finger button press. In addition, we identified the M1 sub-region of Area 4a commonly activated by 4/6 categories, namely motor imagery and working memory, emotion/empathy, and language. Overall, our findings lend support to the idea that there is a functional topography of M1 activation in studies where it has been found activated in higher cognitive tasks and that the left Area 4a can be involved in a number of cognitive processes, likely as a product of implicit mental simulation processing. PMID:27378891

When Cars Hit Trucks and Girls Hug Boys: The Effect of Animacy on Word Order in Gestural Language Creation.

PubMed

Kocab, Annemarie; Lam, Hannah; Snedeker, Jesse

2018-04-01

A well-known typological observation is the dominance of subject-initial word orders, SOV and SVO, across the world's languages. Recent findings from gestural language creation paradigms offer possible explanations for the prevalence of SOV. When asked to gesture transitive events with an animate agent and inanimate patient, gesturers tend to produce SOV order, regardless of their native language biases. Interestingly, when the patient is animate, gesturers shift away from SOV to use of other orders, like SVO and OSV. Two competing hypotheses have been proposed for this switch: the noisy channel account (Gibson et al., 2013) and the role conflict account (Hall, Mayberry, & Ferreira, 2013). We set out to distinguish between these two hypotheses, disentangling event reversibility and patient animacy, by looking at gestural sequences for events with two inanimate participants (inanimate-inanimate, reversible). We replicated the previous findings of a preference for SOV order when describing animate-inanimate, irreversible events as well as a decrease in the use of SOV when presented with animate-animate, reversible events. Accompanying the drop in SOV, in a novel condition we observed an increase in the use of SVO and OSV orders when describing events involving two animate entities. In sum, we find that the observed avoidance of SOV order in gestural language creation paradigms when the event includes an animate agent and patient is driven by the animacy of the participants rather than the reversibility of the event. We suggest that findings from gestural creation paradigms are not automatically linkable to spoken language typology. Copyright © 2017 Cognitive Science Society, Inc.

Language Resource Centers Program

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2012

2012-01-01

The Language Resource Centers (LRC) program provides grants to institutions of higher education to establish, strengthen, and operate resource centers that serve to improve the nation's capacity to teach and learn foreign languages. Eligible applicants are institutions of higher education. Duration of the grant is four years. Center activities…

Evaluating College English as a Second Language (ESL) Instructors of School Support and Preparation for Teaching English Language Learners (ELLs)

ERIC Educational Resources Information Center

Ahmed, Abdelmonem Saad Abdelhamid

2013-01-01

As English language learner (ELL) students are at risk of dropping out of higher education, colleges and universities must make greater efforts to retain them. This study assessed the training quality of English as a second language (ESL) instructors in higher educational institutions in New York City to help ELL students in academics, language…

Audiovisual spoken word recognition as a clinical criterion for sensory aids efficiency in Persian-language children with hearing loss.

PubMed

Oryadi-Zanjani, Mohammad Majid; Vahab, Maryam; Bazrafkan, Mozhdeh; Haghjoo, Asghar

2015-12-01

The aim of this study was to examine the role of audiovisual speech recognition as a clinical criterion of cochlear implant or hearing aid efficiency in Persian-language children with severe-to-profound hearing loss. This research was administered as a cross-sectional study. The sample size was 60 Persian 5-7 year old children. The assessment tool was one of subtests of Persian version of the Test of Language Development-Primary 3. The study included two experiments: auditory-only and audiovisual presentation conditions. The test was a closed-set including 30 words which were orally presented by a speech-language pathologist. The scores of audiovisual word perception were significantly higher than auditory-only condition in the children with normal hearing (P<0.01) and cochlear implant (P<0.05); however, in the children with hearing aid, there was no significant difference between word perception score in auditory-only and audiovisual presentation conditions (P>0.05). The audiovisual spoken word recognition can be applied as a clinical criterion to assess the children with severe to profound hearing loss in order to find whether cochlear implant or hearing aid has been efficient for them or not; i.e. if a child with hearing impairment who using CI or HA can obtain higher scores in audiovisual spoken word recognition than auditory-only condition, his/her auditory skills have appropriately developed due to effective CI or HA as one of the main factors of auditory habilitation. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Electronic Means of Foreign Language Learning in the System of Higher Education

ERIC Educational Resources Information Center

Frolova, Natalia

2017-01-01

Integration of information communication technologies, enhancing students' motivation and adding to personalized learning, into higher education is challenging but beneficial. It is particularly acute in the field of foreign language learning which requires language competence formation along with knowledge of grammar patterns, vocabulary…

Testing Bilingual Educational Methods: A Plea to End the Language-Mixing Taboo

ERIC Educational Resources Information Center

Antón, Eneko; Thierry, Guillaume; Goborov, Alexander; Anasagasti, Jon; Duñabeitia, Jon Andoni

2016-01-01

Language mixing in a given class is often avoided in bilingual education because of the generally held belief that "one subject" should be taught in only "one language" and "one person" should stick to "one language" in order to minimize confusion. Here, we compared the effects of mixing two languages and…

Nahuatl as a Classical, Foreign, and Additional Language: A Phenomenological Study

ERIC Educational Resources Information Center

De Felice, Dustin

2012-01-01

In this study, participants learning an endangered language variety shared their experiences, thoughts, and feelings about the often complex and diverse language-learning process. I used phenomenological interviews in order to learn more about these English or Spanish language speakers' journey with the Nahuatl language. From first encounter to…

The World's Writing Systems.

ERIC Educational Resources Information Center

Daniels, Peter T., Ed.; Bright, William, Ed.

This survey of the world's written languages consists of a series of historical sketches of different languages, each including a table of signforms in their standard order and their variations, but focusing primarily on how the sounds of the language are represented in writing. A brief text in the language(s) the script is used for is also…

Predicting Language Performance in Hearing Impaired Children.

ERIC Educational Resources Information Center

Monsees, Edna K.

The 2-year study evaluated the language performance of 69 hearing impaired, preschool children born following the rubella epidemic of the early 1960's in order to develop an instrument for objectively assessing language achievement and a predictive index of language achievement. Two language rating scales were developed which were tied to the…

Teachers' English Proficiency and Classroom Language Use: A Conversation Analysis Study

ERIC Educational Resources Information Center

Van Canh, Le; Renandya, Willy A.

2017-01-01

How does teachers' target language proficiency correlate with their ability to use the target language effectively in order to provide optimal learning opportunities in the language classroom? Adopting a conversation analysis approach, this study examines the extent to which teachers' use of the target language in the classroom creates learning…

Relation between language, audio-vocal psycholinguistic abilities and P300 in children having specific language impairment.

PubMed

Shaheen, Elham Ahmed; Shohdy, Sahar Saad; Abd Al Raouf, Mahmoud; Mohamed El Abd, Shereen; Abd Elhamid, Asmss

2011-09-01

Specific language impairment is a relatively common developmental condition in which a child fails to develop language at the typical rate despite normal general intellectual abilities, adequate exposure to language, and in the absence of hearing impairments, or neurological or psychiatric disorders. There is much controversy about the extent to which the auditory processing deficits are important in the genesis specific language impairment. The objective of this paper is to assess the higher cortical functions in children with specific language impairment, through assessing neurophysiological changes in order to correlate the results with the clinical picture of the patients to choose the proper rehabilitation training program. This study was carried out on 40 children diagnosed to have specific language impairment and 20 normal children as a control group. All children were subjected to the assessment protocol applied in Kasr El-Aini hospital. They were also subjected to a language test (receptive, expressive and total language items), the audio-vocal items of Illinois test of psycholinguistic (auditory reception, auditory association, verbal expression, grammatical closure, auditory sequential memory and sound blending) as well as audiological assessment that included peripheral audiological and P300 amplitude and latency assessment. The results revealed a highly significant difference in P300 amplitude and latency between specific language impairment group and control group. There is also strong correlations between P300 latency and the grammatical closure, auditory sequential memory and sound blending, while significant correlation between the P300 amplitude and auditory association and verbal expression. Children with specific language impairment, in spite of the normal peripheral hearing, have evidence of cognitive and central auditory processing defects as evidenced by P300 auditory event related potential in the form of prolonged latency which indicate a slow rate of processing and defective memory as evidenced by small amplitude. These findings affect cognitive and language development in specific language impairment children and should be considered during planning the intervention program. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

“Too Many betas do not Spoil the Broth”: The Role of Beta Brain Oscillations in Language Processing

PubMed Central

Weiss, Sabine; Mueller, Horst M.

2012-01-01

Over the past 20 years, brain oscillations have proven to be a gateway to the understanding of cognitive processes. It has been shown that different neurocognitive aspects of language processing are associated with brain oscillations at various frequencies. Frequencies in the beta range (13–30 Hz) turned out to be particularly important with respect to cognitive and linguistic manipulations during language processing. Beta activity has been involved in higher-order linguistic functions such as the discrimination of word categories and the retrieval of action semantics as well as semantic memory, and syntactic binding processes, which support meaning construction during sentence processing. From a neurophysiological point of view, the important role of the beta frequencies for such a complex cognitive task as language processing seems reasonable. Experimental evidence suggests that frequencies in the beta range are ideal for maintaining and preserving the activity of neuronal assemblies over time. In particular, recent computational and experimental evidence suggest that beta frequencies are important for linking past and present input and the detection of novelty of stimuli, which are essential processes for language perception as well as production. In addition, the beta frequency’s role in the formation of cell assemblies underlying short-term memory seems indispensable for language analysis. Probably the most important point is the well-known relation of beta oscillations with motor processes. It can be speculated that beta activities reflect the close relationship between language comprehension and motor functions, which is one of the core claims of current theories on embodied cognition. In this article, the importance of beta oscillations for language processing is reviewed based both on findings in psychophysiological and neurophysiological literature. PMID:22737138

a Recursive Approach to Compute Normal Forms

NASA Astrophysics Data System (ADS)

HSU, L.; MIN, L. J.; FAVRETTO, L.

2001-06-01

Normal forms are instrumental in the analysis of dynamical systems described by ordinary differential equations, particularly when singularities close to a bifurcation are to be characterized. However, the computation of a normal form up to an arbitrary order is numerically hard. This paper focuses on the computer programming of some recursive formulas developed earlier to compute higher order normal forms. A computer program to reduce the system to its normal form on a center manifold is developed using the Maple symbolic language. However, it should be stressed that the program relies essentially on recursive numerical computations, while symbolic calculations are used only for minor tasks. Some strategies are proposed to save computation time. Examples are presented to illustrate the application of the program to obtain high order normalization or to handle systems with large dimension.

A more randomly organized grey matter network is associated with deteriorating language and global cognition in individuals with subjective cognitive decline.

PubMed

Verfaillie, Sander C J; Slot, Rosalinde E R; Dicks, Ellen; Prins, Niels D; Overbeek, Jozefien M; Teunissen, Charlotte E; Scheltens, Philip; Barkhof, Frederik; van der Flier, Wiesje M; Tijms, Betty M

2018-03-30

Grey matter network disruptions in Alzheimer's disease (AD) are associated with worse cognitive impairment cross-sectionally. Our aim was to investigate whether indications of a more random network organization are associated with longitudinal decline in specific cognitive functions in individuals with subjective cognitive decline (SCD). We included 231 individuals with SCD who had annually repeated neuropsychological assessment (3 ± 1 years; n = 646 neuropsychological investigations) available from the Amsterdam Dementia Cohort (54% male, age: 63 ± 9, MMSE: 28 ± 2). Single-subject grey matter networks were extracted from baseline 3D-T1 MRI scans and we computed basic network (size, degree, connectivity density) and higher-order (path length, clustering, betweenness centrality, normalized path length [lambda] and normalized clustering [gamma]) parameters at whole brain and/or regional levels. We tested associations of network parameters with baseline and annual cognition (memory, attention, executive functioning, language composite scores, and global cognition [all domains with MMSE]) using linear mixed models, adjusted for age, sex, education, scanner and total gray matter volume. Lower network size was associated with steeper decline in language (β ± SE = 0.12 ± 0.05, p < 0.05FDR). Higher-order network parameters showed no cross-sectional associations. Lower gamma and lambda values were associated with steeper decline in global cognition (gamma: β ± SE = 0.06 ± 0.02); lambda: β ± SE = 0.06 ± 0.02), language (gamma: β ± SE = 0.11 ± 0.04; lambda: β ± SE = 0.12 ± 0.05; all p < 0.05FDR). Lower path length values in precuneus and fronto-temporo-occipital cortices were associated with a steeper decline in global cognition. A more randomly organized grey matter network was associated with a steeper decline of cognitive functioning, possibly indicating the start of cognitive impairment. © 2018 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc.

English in China's Language Policies for Higher Education

ERIC Educational Resources Information Center

Xu, Hongmei

2012-01-01

Taking ecological language planning and policy as its conceptual orientation and interpretive policy analysis as its methodological framework, and following an embedded single-case study design, this study explores the role of English, as compared with the role of Chinese, in China's educational language planning and policy for higher education.…

Birth Order and the Language Experience of Bilingual Children.

ERIC Educational Resources Information Center

Shin, Sarah J.

2002-01-01

Investigated the language experience of second-generation immigrant Korean American school-age children (4-18 years) by surveying their parents. Reports responses to a small portion of the questionnaire that specifically addressed the issue of birth order. (Author/VWL)

The Complexity of Jokes Is Limited by Cognitive Constraints on Mentalizing

PubMed Central

Launay, Jacques; Curry, Oliver

2016-01-01

Although laughter is probably of deep evolutionary origin, the telling of jokes, being language-based, is likely to be of more recent origin within the human lineage. In language-based communication, speaker and listener are engaged in a process of mutually understanding each other’s intentions (mindstates), with a conversation minimally requiring three orders of intentionality. Mentalizing is cognitively more demanding than non-mentalizing cognition, and there is a well-attested limit at five orders in the levels of intentionality at which normal adult humans can work. Verbal jokes commonly involve commentary on the mindstates of third parties, and each such mindstate adds an additional level of intentionality and its corresponding cognitive load. We determined the number of mentalizing levels in a sample of jokes told by well-known professional comedians and show that most jokes involve either three or five orders of intentionality on the part of the comedian, depending on whether or not the joke involves other individuals’ mindstates. Within this limit there is a positive correlation between increasing levels of intentionality and subjective ratings of how funny the jokes are. The quality of jokes appears to peak when they include five to six levels of intentionality, which suggest that audiences appreciate higher mentalizing complexity whilst working within their natural cognitive constraints. PMID:26597196

Eye movements reveal the time-course of anticipating behaviour based on complex, conflicting desires.

PubMed

Ferguson, Heather J; Breheny, Richard

2011-05-01

The time-course of representing others' perspectives is inconclusive across the currently available models of ToM processing. We report two visual-world studies investigating how knowledge about a character's basic preferences (e.g. Tom's favourite colour is pink) and higher-order desires (his wish to keep this preference secret) compete to influence online expectations about subsequent behaviour. Participants' eye movements around a visual scene were tracked while they listened to auditory narratives. While clear differences in anticipatory visual biases emerged between conditions in Experiment 1, post-hoc analyses testing the strength of the relevant biases suggested a discrepancy in the time-course of predicting appropriate referents within the different contexts. Specifically, predictions to the target emerged very early when there was no conflict between the character's basic preferences and higher-order desires, but appeared to be relatively delayed when comprehenders were provided with conflicting information about that character's desire to keep a secret. However, a second experiment demonstrated that this apparent 'cognitive cost' in inferring behaviour based on higher-order desires was in fact driven by low-level features between the context sentence and visual scene. Taken together, these results suggest that healthy adults are able to make complex higher-order ToM inferences without the need to call on costly cognitive processes. Results are discussed relative to previous accounts of ToM and language processing. Copyright © 2011 Elsevier B.V. All rights reserved.

Evaluation of HAL/S language compilability using SAMSO's Compiler Writing System (CWS)

NASA Technical Reports Server (NTRS)

Feliciano, M.; Anderson, H. D.; Bond, J. W., III

1976-01-01

NASA/Langley is engaged in a program to develop an adaptable guidance and control software concept for spacecraft such as shuttle-launched payloads. It is envisioned that this flight software be written in a higher-order language, such as HAL/S, to facilitate changes or additions. To make this adaptable software transferable to various onboard computers, a compiler writing system capability is necessary. A joint program with the Air Force Space and Missile Systems Organization was initiated to determine if the Compiler Writing System (CWS) owned by the Air Force could be utilized for this purpose. The present study explores the feasibility of including the HAL/S language constructs in CWS and the effort required to implement these constructs. This will determine the compilability of HAL/S using CWS and permit NASA/Langley to identify the HAL/S constructs desired for their applications. The study consisted of comparing the implementation of the Space Programming Language using CWS with the requirements for the implementation of HAL/S. It is the conclusion of the study that CWS already contains many of the language features of HAL/S and that it can be expanded for compiling part or all of HAL/S. It is assumed that persons reading and evaluating this report have a basic familiarity with (1) the principles of compiler construction and operation, and (2) the logical structure and applications characteristics of HAL/S and SPL.

Use and Impact of English-Language Learner Assessment in Arizona

ERIC Educational Resources Information Center

Lawton, Stephen B.

2009-01-01

The Arizona English-Language Learner Assessment (AZELLA) is the backbone of Arizona's new English-language learner (ELL) policy in that it is used to assess students' English-language proficiency in order to place them into groups for English-language instruction and to determine when they have become proficient in English. This paper evaluates a…

Designing Tailor-Made Academic Paths for University Language Students

ERIC Educational Resources Information Center

Beseghi, Micol; Bertolotti, Greta

2013-01-01

The Language Centre of the University of Parma is responsible for the organization and administration of foreign language tests to a large number of university students. In order to reduce the high rate of test failures, the Language Centre has recently devised a pilot programme as an alternative to more established modes of language learning,…

Review Article: Recent Publications on Research Methods in Second Language Acquisition

ERIC Educational Resources Information Center

Ionin, Tania

2013-01-01

The central goal of the field of second language acquisition (SLA) is to describe and explain how second language learners acquire the target language. In order to achieve this goal, SLA researchers work with second language data, which can take a variety of forms, including (but not limited to) such commonly used methods as naturalistic…

Knowledge Structure Measures of Reader's Situation Models across Languages: Translation Engenders Richer Structure

ERIC Educational Resources Information Center

Kim, Kyung; Clariana, Roy B.

2015-01-01

In order to further validate and extend the application of recent knowledge structure (KS) measures to second language settings, this investigation explores how second language (L2, English) situation models are influenced by first language (L1, Korean) translation tasks. Fifty Korean low proficient English language learners were asked to read an…

Teaching of science and language by elementary teachers who emphasize the integrated language approach: A descriptive study

NASA Astrophysics Data System (ADS)

Blouch, Kathleen Kennedy

This research involved investigating the nature of science and language instruction in 13 elementary classrooms where teachers have restructured their language programs to reflect an integrated or holistic view of language instruction. The teachers were identified by school administrators and other professionals as teachers who have implemented instructional reforms described in the Pennsylvania Framework for Reading, Writing and Speaking Across the Curriculum (PCRPII), (Lytle & Botel, 1900). The instruction utilized by these teachers was described as atypical when compared to that of teachers utilizing the more traditional didactic skills oriented approach to language literacy. The research involved observing, recording and categorizing teaching behaviors during both science and language instruction. Videotaped observations were followed by analyses and descriptions of these behaviors. Interviews were also conducted to ascertain the basis for selection of the various instructional approaches. The instruction was compared on four dimensions: participation patterns, time the behaviors were practiced, type of tasks and levels of questioning. The instruction was then described in light of constructivist teaching practices: student collaboration, student autonomy, integration and higher order thinking. Constructivist practices differed among teachers for science and language instruction. During science instruction teachers spent more time involved in teacher-whole group participation patterns with more direct questioning as compared to language instruction in which children participated alone or in groups and had opportunity to initiate conversations and questions. Student inquiry was evidenced during language instruction more so than during science. The 13 teachers asked a variety of levels and types of questions both in science and language instruction. More hands-on science experiences were observed when science was taught separately compared to when integrated with the language instruction. Teachers also described professional changes that caused them to implement new practices. Each cited the importance of a significant person, who encouraged them to attempt new approaches. The research reveals that to produce significant reform in instruction (more so in science than in language) at the elementary school level, proactive support and encouragement by administrators is required. Involving practicing teachers in extensive - modeled - mentored professional development experiences is also required.

Interactive Processing of Words in Connected Speech in L1 and L2.

ERIC Educational Resources Information Center

Hayashi, Takuo

1991-01-01

A study exploring the differences between first- and second-language word recognition strategies revealed that second-language listeners used more higher level information than native language listeners, when access to higher level information was not hindered by a competence-ceiling effect, indicating that word processing strategy is a function…

Reading Comprehension, Working Memory and Higher-Level Language Skills in Children with SLI and/or Dyslexia

ERIC Educational Resources Information Center

Wong, Anita M.-Y.; Ho, Connie S.-H.; Au, Terry K.-F.; McBride, Catherine; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine C.-C.

2017-01-01

This study examined (1) whether working memory and higher-level languages skills--inferencing and comprehension monitoring--accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language…

Endangered Species? Less Commonly Taught Languages in the Linguistic Ecology of Australian Higher Education

ERIC Educational Resources Information Center

Dunne, Kerry; Palvyshyn, Marko

2012-01-01

Hindi, a less commonly taught language in Australian higher education, was catapulted into the list of four strategically significant languages in the Commonwealth Government's 2012 White Paper, Australia in the Asian Century. Hindi's inclusion is, perhaps, predictable in view of the Commonwealth Government's economic and trade agendas, though the…

Differential Diagnosis of Selective Mutism in Bilingual Children

ERIC Educational Resources Information Center

Toppelberg, Claudio O.; Tabors, Patton; Coggins, Alissa; Lum, Kirk; Burger, Claudia

2005-01-01

Early diagnosis of selective mutism (SM) is an important concern. SM prevalence is higher than initially thought and at least three times higher in immigrant language minority children. Although the DSM-IV precludes diagnosing SM in immigrant children with limited language proficiency (as children acquiring a second language may normally undergo a…

Pedagogical Conditions of Multilevel Foreign Languages Teaching in Pedagogical Higher Education

ERIC Educational Resources Information Center

Kadakin, Vasily V.; Shukshina, Tatiana I.; Piskunova, Svetlana I.; Babushkina, Larisa E.; Falileev, Alexander E.

2016-01-01

This article is devoted to pedagogical conditions of multilevel foreign languages teaching in pedagogical higher education. The purpose of the study is to form the students' skills in foreign language mastering, to form the ability to operate independently and autonomously in this activity, both in the specific learning situation, and in the…

The Effect of Number and Presentation Order of High-Constraint Sentences on Second Language Word Learning.

PubMed

Ma, Tengfei; Chen, Ran; Dunlap, Susan; Chen, Baoguo

2016-01-01

This paper presents the results of an experiment that investigated the effects of number and presentation order of high-constraint sentences on semantic processing of unknown second language (L2) words (pseudowords) through reading. All participants were Chinese native speakers who learned English as a foreign language. In the experiment, sentence constraint and order of different constraint sentences were manipulated in English sentences, as well as L2 proficiency level of participants. We found that the number of high-constraint sentences was supportive for L2 word learning except in the condition in which high-constraint exposure was presented first. Moreover, when the number of high-constraint sentences was the same, learning was significantly better when the first exposure was a high-constraint exposure. And no proficiency level effects were found. Our results provided direct evidence that L2 word learning benefited from high quality language input and first presentations of high quality language input.

Animacy-Based Accessibility and Competition in Relative Clause Production in Hindi and Malayalam.

PubMed

Perera, C K; Srivastava, A K

2016-08-01

Two studies investigated interaction of animacy-based accessibility and competition processes with language specific constraints in shaping production preferences. Relative clause elicitation tasks (Gennari et al. in Cogn Psychol 65:141-176, 2012) were performed by two groups with 40 participants in each. Significantly more passives were produced with animate question/focus and assigned subject function to them in Malayalam, while the difference was insignificant in Hindi with animacy not equating with grammatical function assignment. Both languages produced active objects with OSV order significantly more with animate question/focus. This indicates animacy effect on word order. Animacy also influenced the expression of the agent phase in both languages as a tendency was found to omit the agent by-phase or to delay its appearance, when the two animate nouns entering into the structure are highly similar. The results point to language specific constraints in relative clause production and variability in the role of animacy-based retrieval order across languages.

Language affects symbolic arithmetic in children: the case of number word inversion.

PubMed

Göbel, Silke M; Moeller, Korbinian; Pixner, Silvia; Kaufmann, Liane; Nuerk, Hans-Christoph

2014-03-01

Specific language influences have been observed in basic numerical tasks such as magnitude comparison, transcoding, and the number line estimation task. However, so far language influences in more complex calculations have not been reported in children. In this translingual study, 7- to 9-year-old German- and Italian-speaking children were tested on a symbolic addition task. Whereas the order of tens and units in Italian number words follows the order of the Arabic notation, the order is inverted in German number words. For both language groups, addition problems were more difficult when a carry operation was needed, that is, when a manipulation within the place-value structure of the Arabic number system was particularly important. Most important, this carry effect was more pronounced in response latencies for children speaking German, a language with inverted verbal mapping of the place-value structure. In addition, independent of language group, the size of the carry effect was significantly related to verbal working memory. The current study indicates that symbolic arithmetic and the carry effect in particular are modulated by language-specific characteristics. Our results underline the fact that the structure of the language of instruction is an important factor in children's mathematical education and needs to be taken into account even for seemingly nonverbal symbolic Arabic tasks. Copyright © 2013 Elsevier Inc. All rights reserved.

PAN AIR: A computer program for predicting subsonic or supersonic linear potential flows about arbitrary configurations using a higher order panel method. Volume 4: Maintenance document (version 1.1)

NASA Technical Reports Server (NTRS)

Baruah, P. K.; Bussoletti, J. E.; Chiang, D. T.; Massena, W. A.; Nelson, F. D.; Furdon, D. J.; Tsurusaki, K.

1981-01-01

The Maintenance Document is a guide to the PAN AIR software system, a system which computes the subsonic or supersonic linear potential flow about a body of nearly arbitrary shape, using a higher order panel method. The document describes the over-all system and each program module of the system. Sufficient detail is given for program maintenance, updating and modification. It is assumed that the reader is familiar with programming and CDC (Control Data Corporation) computer systems. The PAN AIR system was written in FORTRAN 4 language except for a few COMPASS language subroutines which exist in the PAN AIR library. Structured programming techniques were used to provide code documentation and maintainability. The operating systems accommodated are NOS 1.2, NOS/BE and SCOPE 2.1.3 on the CDC 6600, 7600 and Cyber 175 computing systems. The system is comprised of a data management system, a program library, an execution control module and nine separate FORTRAN technical modules. Each module calculates part of the posed PAN AIR problem. The data base manager is used to communicate between modules and within modules. The technical modules must be run in a prescribed fashion for each PAN AIR problem. In order to ease the problem of supplying the many JCL cards required to execute the modules, a separate module called MEC (Module Execution Control) was created to automatically supply most of the JCL cards. In addition to the MEC generated JCL, there is an additional set of user supplied JCL cards to initiate the JCL sequence stored on the system.

Learning Minature Linguistic Systems: Effects of English Language Habits and Concomitant Meaning Conditioning

ERIC Educational Resources Information Center

Miller, Adam

1973-01-01

Forty participants who learned ten sentences and who were tested for recall and ability to generate new sentences demonstrated that the closer the sentence order was to natural language order, the better the recall and new sentence generation. (Author/KM)

Evaluation of creative problem-solving abilities in undergraduate structural engineers through interdisciplinary problem-based learning

NASA Astrophysics Data System (ADS)

McCrum, Daniel Patrick

2017-11-01

For a structural engineer, effective communication and interaction with architects cannot be underestimated as a key skill to success throughout their professional career. Structural engineers and architects have to share a common language and understanding of each other in order to achieve the most desirable architectural and structural designs. This interaction and engagement develops during their professional career but needs to be nurtured during their undergraduate studies. The objective of this paper is to present the strategies employed to engage higher order thinking in structural engineering students in order to help them solve complex problem-based learning (PBL) design scenarios presented by architecture students. The strategies employed were applied in the experimental setting of an undergraduate module in structural engineering at Queen's University Belfast in the UK. The strategies employed were active learning to engage with content knowledge, the use of physical conceptual structural models to reinforce key concepts and finally, reinforcing the need for hand sketching of ideas to promote higher order problem-solving. The strategies employed were evaluated through student survey, student feedback and module facilitator (this author) reflection. The strategies were qualitatively perceived by the tutor and quantitatively evaluated by students in a cross-sectional study to help interaction with the architecture students, aid interdisciplinary learning and help students creatively solve problems (through higher order thinking). The students clearly enjoyed this module and in particular interacting with structural engineering tutors and students from another discipline.

Information status and word order in Croatian Sign Language.

PubMed

Milkovic, Marina; Bradaric-Joncic, Sandra; Wilbur, Ronnie B

2007-01-01

This paper presents the results of research on information structure and word order in narrative sentences taken from signed short stories in Croatian Sign Language (HZJ). The basic word order in HZJ is SVO. Factors that result in other word orders include: reversible arguments, verb categories, locative constructions, contrastive focus, and prior context. Word order in context depends on communication rules, based on the relationship between old (theme) and new (rheme) information, which is predicated of the theme. In accordance with Grice's Maxim of Quantity, HZJ has a tendency to omit old information, or to reduce it to pronominal status. If old information is overtly signed in non-pronominal form, it precedes the rheme. We have observed a variety of sign language mechanisms that are used to show items of reduced contextual significance: use of assigned spatial location for previously introduced referents; eyegaze to indicate spatial location of previously introduced referents; use of the non-dominant hand for backgrounded information; use of a special category of signs known as classifiers as pronominal indicators of previously introduced referents; and complex noun phrases that allow a single occurrence of a noun to simultaneously serve multiple functions. These devices permit information to be conveyed without the need for separate signs for every referent, which would create longer constructions that could be taxing to both production and perception. The results of this research are compatible with well-known word order generalizations - HZJ has its own grammar, independent of spoken language, like any other sign language.

Assessing the Language of Chat for Teamwork Dialogue

ERIC Educational Resources Information Center

Shibani, Antonette; Koh, Elizabeth; Lai, Vivian; Shim, Kyong Jin

2017-01-01

In technology-enhanced language learning, many pedagogical activities involve students in online discussion such as synchronous chat, in order to help them practice their language skills. Besides developing the language competency of students, it is also crucial to nurture their teamwork competencies for today's global and complex environment.…

Technologies in Use for Second Language Learning

ERIC Educational Resources Information Center

Levy, Mike

2009-01-01

This article describes the technologies in use for second language learning, in relation to the major language areas and skills. In order, these are grammar, vocabulary, reading, writing, pronunciation, listening, speaking, and culture. With each language area or skill, the relevant technologies are discussed with examples that illustrate how…

The Role of Pronunciation in SENCOTEN Language Revitalization

ERIC Educational Resources Information Center

Bird, Sonya; Kell, Sarah

2017-01-01

Most Indigenous language revitalization programs in Canada currently emphasize spoken language. However, virtually no research has been done on the role of pronunciation in the context of language revitalization. This study set out to gain an understanding of attitudes around pronunciation in the SENCOTEN-speaking community, in order to determine…

Advances in Language Planning.

ERIC Educational Resources Information Center

Fishman, Joshua A.

This volume is an attempt to provide the sociology of language with the basic teaching-learning tools needed in order to facilitate its academic growth and consolidation. It provides the students and specialist in language planning with a comprehensive anthology of articles dealing with this area of research in the sociology of language. The…

Language repetition and short-term memory: an integrative framework.

PubMed

Majerus, Steve

2013-01-01

Short-term maintenance of verbal information is a core factor of language repetition, especially when reproducing multiple or unfamiliar stimuli. Many models of language processing locate the verbal short-term maintenance function in the left posterior superior temporo-parietal area and its connections with the inferior frontal gyrus. However, research in the field of short-term memory has implicated bilateral fronto-parietal networks, involved in attention and serial order processing, as being critical for the maintenance and reproduction of verbal sequences. We present here an integrative framework aimed at bridging research in the language processing and short-term memory fields. This framework considers verbal short-term maintenance as an emergent function resulting from synchronized and integrated activation in dorsal and ventral language processing networks as well as fronto-parietal attention and serial order processing networks. To-be-maintained item representations are temporarily activated in the dorsal and ventral language processing networks, novel phoneme and word serial order information is proposed to be maintained via a right fronto-parietal serial order processing network, and activation in these different networks is proposed to be coordinated and maintained via a left fronto-parietal attention processing network. This framework provides new perspectives for our understanding of information maintenance at the non-word-, word- and sentence-level as well as of verbal maintenance deficits in case of brain injury.

Language repetition and short-term memory: an integrative framework

PubMed Central

Majerus, Steve

2013-01-01

Short-term maintenance of verbal information is a core factor of language repetition, especially when reproducing multiple or unfamiliar stimuli. Many models of language processing locate the verbal short-term maintenance function in the left posterior superior temporo-parietal area and its connections with the inferior frontal gyrus. However, research in the field of short-term memory has implicated bilateral fronto-parietal networks, involved in attention and serial order processing, as being critical for the maintenance and reproduction of verbal sequences. We present here an integrative framework aimed at bridging research in the language processing and short-term memory fields. This framework considers verbal short-term maintenance as an emergent function resulting from synchronized and integrated activation in dorsal and ventral language processing networks as well as fronto-parietal attention and serial order processing networks. To-be-maintained item representations are temporarily activated in the dorsal and ventral language processing networks, novel phoneme and word serial order information is proposed to be maintained via a right fronto-parietal serial order processing network, and activation in these different networks is proposed to be coordinated and maintained via a left fronto-parietal attention processing network. This framework provides new perspectives for our understanding of information maintenance at the non-word-, word- and sentence-level as well as of verbal maintenance deficits in case of brain injury. PMID:23874280

Perceptions about Representative English-Language Accents from Prospective and Practicing Providers of Business-Related Language Services in Argentina

ERIC Educational Resources Information Center

Scott, James Calvert; Green, Diana J.; Rosewarne, David D.

2004-01-01

The purposes of the study were (a) to identify perceptions about representative English-language accents from prospective and practicing providers of business-related language services residing in Argentina and (b) to examine the differences in their perceptions of these English-language accents. The respondents ranked the accents in this order:…

Language Guardian BBC? Investigating the BBC's Language Advice in Its 2003 "News Styleguide"

ERIC Educational Resources Information Center

Ebner, Carmen

2016-01-01

In this paper, the BBC's stance on English language use is investigated by analysing its language guidelines provided in the 2003 BBC "News Styleguide." Before the analysis is tackled, a brief discussion of the use of language and style guides in the media is given to illustrate its complexities and effects on news providers. In order to…

Complementary Reversing Language Shift Strategies in Education: The Importance of Adult Heritage Learners of Threatened Minority Languages

ERIC Educational Resources Information Center

Smith-Christmas, Cassie; Armstrong, Timothy Currie

2014-01-01

Heritage learners of minority languages can play a lynchpin role in reversing language shift (RLS) in their families; however, in order to enact this role, they must first overcome certain barriers to re-integrate the minority language into the home domain. Using a combination of conversation and narrative analysis methods, we demonstrate how both…

Laughter Among Deaf Signers

PubMed Central

Provine, Robert R.; Emmorey, Karen

2008-01-01

The placement of laughter in the speech of hearing individuals is not random but “punctuates” speech, occurring during pauses and at phrase boundaries where punctuation would be placed in a transcript of a conversation. For speakers, language is dominant in the competition for the vocal tract since laughter seldom interrupts spoken phrases. For users of American Sign Language, however, laughter and language do not compete in the same way for a single output channel. This study investigated whether laughter occurs simultaneously with signing, or punctuates signing, as it does speech, in 11 signed conversations (with two to five participants) that had at least one instance of audible, vocal laughter. Laughter occurred 2.7 times more often during pauses and at phrase boundaries than simultaneously with a signed utterance. Thus, the production of laughter involves higher order cognitive or linguistic processes rather than the low-level regulation of motor processes competing for a single vocal channel. In an examination of other variables, the social dynamics of deaf and hearing people were similar, with “speakers” (those signing) laughing more than their audiences and females laughing more than males. PMID:16891353

Spoken language and arm gestures are controlled by the same motor control system.

PubMed

Gentilucci, Maurizio; Dalla Volta, Riccardo

2008-06-01

Arm movements can influence language comprehension much as semantics can influence arm movement planning. Arm movement itself can be used as a linguistic signal. We reviewed neurophysiological and behavioural evidence that manual gestures and vocal language share the same control system. Studies of primate premotor cortex and, in particular, of the so-called "mirror system", including humans, suggest the existence of a dual hand/mouth motor command system involved in ingestion activities. This may be the platform on which a combined manual and vocal communication system was constructed. In humans, speech is typically accompanied by manual gesture, speech production itself is influenced by executing or observing transitive hand actions, and manual actions play an important role in the development of speech, from the babbling stage onwards. Behavioural data also show reciprocal influence between word and symbolic gestures. Neuroimaging and repetitive transcranial magnetic stimulation (rTMS) data suggest that the system governing both speech and gesture is located in Broca's area. In general, the presented data support the hypothesis that the hand motor-control system is involved in higher order cognition.

Laughter among deaf signers.

PubMed

Provine, Robert R; Emmorey, Karen

2006-01-01

The placement of laughter in the speech of hearing individuals is not random but "punctuates" speech, occurring during pauses and at phrase boundaries where punctuation would be placed in a transcript of a conversation. For speakers, language is dominant in the competition for the vocal tract since laughter seldom interrupts spoken phrases. For users of American Sign Language, however, laughter and language do not compete in the same way for a single output channel. This study investigated whether laughter occurs simultaneously with signing, or punctuates signing, as it does speech, in 11 signed conversations (with two to five participants) that had at least one instance of audible, vocal laughter. Laughter occurred 2.7 times more often during pauses and at phrase boundaries than simultaneously with a signed utterance. Thus, the production of laughter involves higher order cognitive or linguistic processes rather than the low-level regulation of motor processes competing for a single vocal channel. In an examination of other variables, the social dynamics of deaf and hearing people were similar, with "speakers" (those signing) laughing more than their audiences and females laughing more than males.

A Developmental Study of Word Order and Casemarking in an Ergative Language. Papers and Reports on Child Language Development, No. 17.

ERIC Educational Resources Information Center

Schieffelin, Bambi B.

An 18-month study of the development of communicative competence in three Kaluli children from Papua, New Guinea, shows that Kaluli children use pragmatically appropriate word order before they correctly indicate "agent" by casemarking. In Kaluli, pragmatic concerns determine word order. The noun which the speaker intends to focus on is…

Improving the Academic Performance of Non-Native English-Speaking Students: The Contribution of Pre-Sessional English Language Programmes

ERIC Educational Resources Information Center

Thorpe, Andy; Snell, Martin; Davey-Evans, Sue; Talman, Richard

2017-01-01

There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre-sessional English courses to…

Language Policies and Practices in the Internationalisation of Higher Education on the European Margins: An Introduction

ERIC Educational Resources Information Center

Cots, Josep M.; Llurda, Enric; Garrett, Peter

2014-01-01

Following Spolsky's definition of language policy, this introductory paper offers a brief reflection on the three main lines of research that are represented in this special issue regarding the relationship between internationalisation and language policies in higher education: management and planning, practices, and beliefs. In the first part, we…

Establishing a Korean Language Programme in a European Higher Education Context: Rationale, Curriculum and Assessment Procedures

ERIC Educational Resources Information Center

Carson, Lorna; Do, Eunjee

2013-01-01

A growth in interest in Korean contemporary culture in Europe has benefitted Korean language studies in Higher Education. This article describes an innovative Korean language programme in the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin, Ireland. Since its establishment as a pilot project in 2010, the Korean…

Enrollments in Languages Other than English in United States Institutions of Higher Education, Fall 2006

ERIC Educational Resources Information Center

Furman, Nelly; Goldberg, David; Lusin, Natalia

2007-01-01

With the continuous support of grants from the Department of Education, the Modern Language Association (MLA) has since 1958 gathered and analyzed information on enrollments in languages other than English as reported to them by United States institutions of higher education. This latest and twenty-first survey examines trends in enrollments for…

Creating and Nurturing a Community of Practice for Language Teachers in Higher Education

ERIC Educational Resources Information Center

MacKinnon, Teresa

2013-01-01

This case study investigates the implementation of a virtual learning environment designed for language teachers for an institution-wide language programme in a UK higher education institution. This development has taken place over a 3 year period and included a pilot virtual learning environment for 300, followed by a full implementation to more…

The Implications of Business English Mock Exams on Language Progress at Higher Education

ERIC Educational Resources Information Center

González Romero, Rocío

2016-01-01

Language learning has been increasingly influenced by technology over the last decades thanks to its positive effects on language acquisition. It is thanks to the technology's supportive role towards language learning that an increasing number of online foreign language courses have appeared. Besides, foreign language courses are more and more…

Language Diversity & Practice in Higher Education: Can Discipline-Specific Language Instruction Improve Economics Learning Outcomes?

ERIC Educational Resources Information Center

Nguyen, Trien; Trimarchi, Angela; Williams, Julia

2012-01-01

In the field of second language acquisition, discipline-specific language instruction is becoming widely known as Content and Language Integrated Learning. This method includes any activity that involves teaching a subject in a second language for the purpose of teaching both the subject content and the language. Research has shown that this two…

Development of a test and flight engineering oriented language, phase 3

NASA Technical Reports Server (NTRS)

Kamsler, W. F.; Case, C. W.; Kinney, E. L.; Gyure, J.

1970-01-01

Based on an analysis of previously developed test oriented languages and a study of test language requirements, a high order language was designed to enable test and flight engineers to checkout and operate the proposed space shuttle and other NASA vehicles and experiments. The language is called ALOFT (a language oriented to flight engineering and testing). The language is described, its terminology is compared to similar terms in other test languages, and its features and utilization are discussed. The appendix provides the specifications for ALOFT.

Language comprehension profiles of young adolescents with fragile X syndrome.

PubMed

Oakes, Ashley; Kover, Sara T; Abbeduto, Leonard

2013-11-01

In this study, the authors sought to characterize the language phenotype of fragile X syndrome (FXS), focusing on the extent of impairment in receptive syntax, within-syndrome variability in those impairments in relation to gender, and the syndrome specificity of those impairments. The Test for Reception of Grammar, Version 2 ( Bishop, 2003), was used to examine the overall receptive syntactic skills of adolescents with FXS ( n = 35; 30 males, 5 females), adolescents with Down syndrome (DS; n = 28; 18 males, 10 females), and younger typically developing (TD) children ( n = 23; 14 males, 9 females) matched on nonverbal cognition. Performance on specific grammatical constructions and error types was examined for a subset of matched participants. Participants with FXS had overall receptive syntax scores that were lower than those of the TD participants but higher than those of the participants with DS; however, there was no difference in performance between the FXS and DS groups when females were excluded. Grammatical constructions that were especially difficult for participants with FXS and those with DS were identified, especially relative clause constructions and reversible constructions requiring attention to word order encoded by syntactic features. The current findings have implications for understanding the nature of the language learning difficulties of individuals with FXS and for language interventions.

Proficiency Differences in Syntactic Processing of Monolingual Native Speakers Indexed by Event-related Potentials

PubMed Central

Pakulak, Eric; Neville, Helen J.

2010-01-01

While anecdotally there appear to be differences in the way native speakers use and comprehend their native language, most empirical investigations of language processing study university students and none have studied differences in language proficiency which may be independent of resource limitations such as working memory span. We examined differences in language proficiency in adult monolingual native speakers of English using an event-related potential (ERP) paradigm. ERPs were recorded to insertion phrase structure violations in naturally spoken English sentences. Participants recruited from a wide spectrum of society were given standardized measures of English language proficiency, and two complementary ERP analyses were performed. In between-groups analyses, participants were divided, based on standardized proficiency scores, into Lower Proficiency (LP) and Higher Proficiency (HP) groups. Compared to LP participants, HP participants showed an early anterior negativity that was more focal, both spatially and temporally, and a larger and more widely distributed positivity (P600) to violations. In correlational analyses, we utilized a wide spectrum of proficiency scores to examine the degree to which individual proficiency scores correlated with individual neural responses to syntactic violations in regions and time windows identified in the between-group analyses. This approach also employed partial correlation analyses to control for possible confounding variables. These analyses provided evidence for the effects of proficiency that converged with the between-groups analyses. These results suggest that adult monolingual native speakers of English who vary in language proficiency differ in the recruitment of syntactic processes that are hypothesized to be at least in part automatic as well as of those thought to be more controlled. These results also suggest that in order to fully characterize neural organization for language in native speakers it is necessary to include participants of varying proficiency. PMID:19925188

47 CFR 1.355 - Documents in foreign language.

Code of Federal Regulations, 2010 CFR

2010-10-01

... a language other than English, which shall be filed in any proceeding, or in response to any order, shall be filed in the language in which it is written together with an English translation thereof duly...

Differential Diagnosis of Selective Mutism in Bilingual Children

PubMed Central

TOPPELBERG, CLAUDIO O.; TABORS, PATTON; COGGINS, ALISSA; LUM, KIRK; BURGER, CLAUDIA

2012-01-01

Early diagnosis of selective mutism (SM) is an important concern. SM prevalence is higher than initially thought and at least three times higher in immigrant language minority children. Although the DSM-IV precludes diagnosing SM in immigrant children with limited language proficiency (as children acquiring a second language may normally undergo a “silent period”), specific diagnostic boundaries are not clear. The specific focus of this article is, therefore, the exact circumstances in which a language minority child should be diagnosed with SM. PMID:15908842

A study of the very high order natural user language (with AI capabilities) for the NASA space station common module

NASA Technical Reports Server (NTRS)

Gill, E. N.

1986-01-01

The requirements are identified for a very high order natural language to be used by crew members on board the Space Station. The hardware facilities, databases, realtime processes, and software support are discussed. The operations and capabilities that will be required in both normal (routine) and abnormal (nonroutine) situations are evaluated. A structure and syntax for an interface (front-end) language to satisfy the above requirements are recommended.

Word Naming in the L1 and L2: A Dynamic Perspective on Automatization and the Degree of Semantic Involvement in Naming.

PubMed

Plat, Rika; Lowie, Wander; de Bot, Kees

2017-01-01

Reaction time data have long been collected in order to gain insight into the underlying mechanisms involved in language processing. Means analyses often attempt to break down what factors relate to what portion of the total reaction time. From a dynamic systems theory perspective or an interaction dominant view of language processing, it is impossible to isolate discrete factors contributing to language processing, since these continually and interactively play a role. Non-linear analyses offer the tools to investigate the underlying process of language use in time, without having to isolate discrete factors. Patterns of variability in reaction time data may disclose the relative contribution of automatic (grapheme-to-phoneme conversion) processing and attention-demanding (semantic) processing. The presence of a fractal structure in the variability of a reaction time series indicates automaticity in the mental structures contributing to a task. A decorrelated pattern of variability will indicate a higher degree of attention-demanding processing. A focus on variability patterns allows us to examine the relative contribution of automatic and attention-demanding processing when a speaker is using the mother tongue (L1) or a second language (L2). A word naming task conducted in the L1 (Dutch) and L2 (English) shows L1 word processing to rely more on automatic spelling-to-sound conversion than L2 word processing. A word naming task with a semantic categorization subtask showed more reliance on attention-demanding semantic processing when using the L2. A comparison to L1 English data shows this was not only due to the amount of language use or language dominance, but also to the difference in orthographic depth between Dutch and English. An important implication of this finding is that when the same task is used to test and compare different languages, one cannot straightforwardly assume the same cognitive sub processes are involved to an equal degree using the same task in different languages.

Socioeconomic (SES) differences in language are evident in female infants at 7months of age.

PubMed

Betancourt, Laura M; Brodsky, Nancy L; Hurt, Hallam

2015-12-01

Language skills, strongly linked to academic success, are known to differ by socioeconomic status (SES), with lower SES individuals performing less well than higher SES. To examine the effect of SES on infant language at 7months of age and the relationship between maternal vocabulary skills and infant language function. To determine if the relationships between SES and infant language are mediated by maternal vocabulary skills. Longitudinal follow-up of healthy term female African American infants born to mothers in two SES groups: Low SES (income-to-needs≤1, no education beyond high school) and Higher SES (Income-to-Needs >1, at least a high school diploma). 54 infants tested at 7months of age; 54 mothers tested at infant age 7months. Preschool Language Scale-5 (PLS-5), Vocabulary and Matrix Reasoning subtests of the Wechsler Adult Intelligence Scale-IV. Low SES infants (n=29) performed less well than Higher SES (n=25) on PLS-5 Total Language, Auditory Comprehension, and Expressive Communication (p≤0.012). Maternal Vocabulary subtest scores were lower in Low SES than Higher SES (p=0.002), but not related to infant PLS Language scores (p≥0.17). Maternal vocabulary did not mediate the relationship between SES and infant language skills at age 7months. In this single sex and race cohort of healthy, term, female infants, lower SES exerted negative effects on infant language by 7months of age. While maternal vocabulary scores showed no relation with infant language skills at 7months, continued study of the relations between SES, infant outcomes and maternal characteristics is needed to determine how low SES conditions impact early language. These findings underscore the importance of early interventions, as well as policies designed to improve socioeconomic conditions for infants and families. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

The Use of First Language in the Second-Language Classroom: A Support for Second Language Acquisition

ERIC Educational Resources Information Center

Salmona Madriñan, Mara

2014-01-01

This action research project was carried out in order to identify the role of first language in the second-language classroom. This study was conducted in a Colombian international school with an English immersion program for kindergarten students attending their first year of school. The purpose of this study was to identify if the use of the…

Teachers' Language Use in University Foreign Language Classrooms: A Qualitative Analysis of English and Target Language Alternation.

ERIC Educational Resources Information Center

Polio, Charlene G.; Duff, Patricia A.

1994-01-01

In a follow-up project, this study examined how and when six university language teachers actually used English and the target language in the classroom. Results suggest that switches to English may be made to help maintain classroom order, to create solidarity or empathy, to cover lack of experience or strategies, or to rephrase or modify their…

A Study on Language Attitudes towards Regional and Foreign Languages by School Children in Aragon, Spain

ERIC Educational Resources Information Center

Huguet, Angel; Lapresta, Cecilio; Madariaga, Jose M.

2008-01-01

The study of language attitudes has proved vital in order to guarantee the success of any proposal for language teaching in schools. Nevertheless, in Aragon, a region of Northern Spain close to the Pyrenees, three regional languages coexist. The number of studies on this phenomenon is scarce, and we can only associate this lack of research with…

The Unified Phonetic Transcription for Teaching and Learning Chinese Languages

ERIC Educational Resources Information Center

Shieh, Jiann-Cherng

2011-01-01

In order to preserve distinctive cultures, people anxiously figure out writing systems of their languages as recording tools. Mandarin, Taiwanese and Hakka languages are three major and the most popular dialects of Han languages spoken in Chinese society. Their writing systems are all in Han characters. Various and independent phonetic…

Travelling Languages? Land, Languaging and Translation

ERIC Educational Resources Information Center

Phipps, Alison

2011-01-01

What does translation become if we uncouple language from culture and link language to perception and experience of the land? What would happen to translation if the culture concept was not the starting point for theorizing? In order to answer this question I examine the contributions of Eagleton, Keesing, Cronin and, most particularly, of the…

Lexical Choice and Language Selection in Bilingual Preschoolers

ERIC Educational Resources Information Center

Greene, Kai J.; Pena, Elizabeth D.; Bedore, Lisa M.

2013-01-01

This study examined single-word code-mixing produced by bilingual preschoolers in order to better understand lexical choice patterns in each language. Analysis included item-level code-mixed responses of 606 five-year-old children. Per parent report, children were separated by language dominance based on language exposure and use. Children were…

Operationalization of Sign Language Phonological Similarity and Its Effects on Lexical Access

ERIC Educational Resources Information Center

Williams, Joshua T.; Stone, Adam; Newman, Sharlene D.

2017-01-01

Cognitive mechanisms for sign language lexical access are fairly unknown. This study investigated whether phonological similarity facilitates lexical retrieval in sign languages using measures from a new lexical database for American Sign Language. Additionally, it aimed to determine which similarity metric best fits the present data in order to…

Context, Content, and Teacher Education: Six Language Teachers in a New Zealand Primary School Setting Discuss Their Language Teaching Identity

ERIC Educational Resources Information Center

Daly, Nicola

2011-01-01

Researchers have identified the importance of understanding language teacher identity in order to understand more about language teacher education (Johnson, Pawan, & Mahan-Taylor, 2005; Varghese, Morgan, Johnston, & Johnson, 2005). This paper reports on themes from semistructured interviews conducted individually with six inservice…

Legal Language: What Is It and What Can We Do About It?

ERIC Educational Resources Information Center

Charrow, Veda R.; Crandall, Jo Ann

The simplification of legal language is required by President Carter's Executive Order requiring "clear and simple English" in government regulations. A major problem in the simplification process is the absence of any adequate description or classification of legal language. This paper defines some specific features of legal language,…

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

ERIC Educational Resources Information Center

Jung, Karl Gerhard

2017-01-01

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage…

47 CFR 1.355 - Documents in foreign language.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 1 2011-10-01 2011-10-01 false Documents in foreign language. 1.355 Section 1... Proceedings Evidence § 1.355 Documents in foreign language. Every document, exhibit, or other paper written in a language other than English, which shall be filed in any proceeding, or in response to any order...

Foreign Language Students' Conversational Negotiations in Different Task Environments

ERIC Educational Resources Information Center

Hardy, Ilonca M.; Moore, Joyce L.

2004-01-01

This study examined the effect of structural and content characteristics of language tasks on foreign language learners' conversational negotiations. In a 2x2 Greco-Latin square design, degree of structural support of language tasks, students' degree of familiarity with German video segments, and task order were varied. Twenty-eight pairs of…

Connecting Language Proficiency to (Self-Reported) Teaching Ability: A Review and Analysis of Research

ERIC Educational Resources Information Center

Faez, Farahnaz; Karas, Michael

2017-01-01

This article provides a review and analysis of current research examining the connection between teacher language proficiency and their self-reported beliefs about their pedagogical abilities. Generally speaking, (English) language teachers require an advanced level of proficiency in order to be successful language teachers, but pedagogical skills…

Tracking the Progress of English Language Learners

ERIC Educational Resources Information Center

Murphy, Audrey F.

2009-01-01

Educators need to document progress for English language learners, and the best structures to put into place in order to record their growth. Beginning with the stages of language proficiency, student progress can be tracked through the use of a baseline in all four language strands and the creation of rubrics to monitor performance. Language…

Conflicting Views on Language Policy and Planning at a Colombian University

ERIC Educational Resources Information Center

Miranda, Norbella; Berdugo, Martha; Tejada, Harvey

2016-01-01

The current internationalization trends in higher education and educational language policies impel universities to plan their provision of foreign languages. Often, universities are developing language policies, redesigning their foreign language programs and seeking to foster bilingual or multilingual strategies within graduate and undergraduate…

Language experience changes subsequent learning

PubMed Central

Onnis, Luca; Thiessen, Erik

2013-01-01

What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

Corpus Callosum Diffusion and Language Lateralization in Patients with Brain Tumors: A DTI and fMRI Study.

PubMed

Tantillo, Gabriella; Peck, Kyung K; Arevalo-Perez, Julio; Lyo, John K; Chou, Joanne F; Young, Robert J; Brennan, Nicole Petrovich; Holodny, Andrei I

2016-01-01

Examining how left-hemisphere brain tumors might impact both the microstructure of the corpus callosum (CC) as measured by fractional anisotropy (FA) values in diffusion tensor imaging (DTI) as well as cortical language lateralization measured with functional MRI (fMRI). fMRI tasks (phonemic fluency and verb generation) were performed in order to detect activation in Broca's and Wernicke's area. Twenty patients with left-hemisphere brain tumors were investigated. fMRI results were divided into left dominant (LD), right dominant (RD), or codominant (CD) for language function. DTI was performed to generate FA maps in the anterior and posterior CC. FA values were correlated with the degree of language dominance. Patients who were LD or RD for language in Broca's area had lower FA in the anterior CC than those who were CD for language (median for CD = .72, LD = .66, RD = .65, P < .09). Lateralized versus CD group level analysis also showed that CD patients had higher FA in the anterior CC than patients who displayed strong lateralization in either hemisphere (median for CD = .72, lateralized = .65, P < .05). Our preliminary observations indicate that the greater FA in CD patients may reflect a more directional microstructure for the CC in this region, suggesting a greater need for interhemispheric transfer of information. Because brain tumors can cause compensatory codominance, our findings may suggest a mechanism by which interhemispheric transfer is facilitated during plasticity in the presence of a tumor. Copyright © 2015 by the American Society of Neuroimaging.

Joint attention and language evolution

NASA Astrophysics Data System (ADS)

Kwisthout, Johan; Vogt, Paul; Haselager, Pim; Dijkstra, Ton

2008-06-01

This study investigates how more advanced joint attentional mechanisms, rather than only shared attention between two agents and an object, can be implemented and how they influence the results of language games played by these agents. We present computer simulations with language games showing that adding constructs that mimic the three stages of joint attention identified in children's early development (checking attention, following attention, and directing attention) substantially increase the performance of agents in these language games. In particular, the rates of improved performance for the individual attentional mechanisms have the same ordering as that of the emergence of these mechanisms in infants' development. These results suggest that language evolution and joint attentional mechanisms have developed in a co-evolutionary way, and that the evolutionary emergence of the individual attentional mechanisms is ordered just like their developmental emergence.

Lower- and higher-level models of right hemisphere language. A selective survey.

PubMed

Gainotti, Guido

2016-01-01

The models advanced to explain right hemisphere (RH) language function can be divided into two main types. According to the older (lower-level) models, RH language reflects the ontogenesis of conceptual and semantic-lexical development; the more recent models, on the other hand, suggest that the RH plays an important role in the use of higher-level language functions, such as metaphors, to convey complex, abstract concepts. The hypothesis that the RH may be preferentially involved in processing the semantic-lexical components of language was advanced by Zaidel in splitbrain patients and his model was confirmed by neuropsychological investigations, proving that right brain-damaged patients show selective semanticlexical disorders. The possible links between lower and higher levels of RH language are discussed, as is the hypothesis that the RH may have privileged access to the figurative aspects of novel metaphorical expressions, whereas conventionalization of metaphorical meaning could be a bilaterally-mediated process involving abstract semantic-lexical codes.

Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups

ERIC Educational Resources Information Center

Xiong, Weiyan; Jacob, W. James; Ye, Huiyuan

2016-01-01

The purpose of this study is to compare Korean and Mongol minorities in the People's Republic of China in terms of their native language preservation and educational experiences at the higher education level, and to investigate differences and similarities between Korean and Mongol minorities' language issues. Content area experts on Chinese…

Language Policies in Puerto Rican Higher Education: Conflicting Assumptions of Bilingualism

ERIC Educational Resources Information Center

Carroll, Kevin S.

2016-01-01

This paper describes the language policies at 38 institutions of higher education on the Caribbean island of Puerto Rico. As a commonwealth of the US, Spanish and English hold co-official status on Puerto Rico despite the fact that majority of islanders use Spanish as their first language. Given the colonial status of the island, English has held…

Cognitive constraints on constituent order: Evidence from elicited pantomime

PubMed Central

Hall, Matthew L.; Mayberry, Rachel I.; Ferreira, Victor S.

2014-01-01

To what extent does human cognition influence the structure of human language? Recent experiments using elicited pantomime suggest that the prevalence of Subject-Object-Verb (SOV) order across the world's languages may arise in part because SOV order is most compatible with how we conceptually represent transitive events (Goldin-Meadow, So, Özyürek, & Mylander, 2008). However, this raises the question as to why non-SOV orders exist. Two recent studies (Meir, Lifshitz, Ilkbasaran, & Padden, 2010; Gibson et al., 2013) suggest that SOV might be suboptimal for describing events in which both the agent and patient are plausible agents (e.g. a woman pushing a boy); we call these “reversible” events. We replicate these findings using elicited pantomime and offer a new interpretation. Meir et al.'s (2010) account is framed largely in terms of constraints on comprehension, while Gibson et al.'s (2013) account involves minimizing the risk of information loss or memory degradation. We offer an alternative hypothesis that is grounded in constraints on production. We consider the implications of these findings for the distribution of constituent order in the world's spoken languages and for the structure of emerging sign languages. PMID:23792806

The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition

PubMed Central

Van Rinsveld, Amandine; Brunner, Martin; Landerl, Karin; Schiltz, Christine; Ugen, Sonja

2015-01-01

Solving arithmetic problems is a cognitive task that heavily relies on language processing. One might thus wonder whether this language-reliance leads to qualitative differences (e.g., greater difficulties, error types, etc.) in arithmetic for bilingual individuals who frequently have to solve arithmetic problems in more than one language. The present study investigated how proficiency in two languages interacts with arithmetic problem solving throughout language acquisition in adolescents and young adults. Additionally, we examined whether the number word structure that is specific to a given language plays a role in number processing over and above bilingual proficiency. We addressed these issues in a German–French educational bilingual setting, where there is a progressive transition from German to French as teaching language. Importantly, German and French number naming structures differ clearly, as two-digit number names follow a unit-ten order in German, but a ten-unit order in French. We implemented a transversal developmental design in which bilingual pupils from grades 7, 8, 10, 11, and young adults were asked to solve simple and complex additions in both languages. The results confirmed that language proficiency is crucial especially for complex addition computation. Simple additions in contrast can be retrieved equally well in both languages after extended language practice. Additional analyses revealed that over and above language proficiency, language-specific number word structures (e.g., unit-ten vs. ten-unit) also induced significant modulations of bilinguals' arithmetic performances. Taken together, these findings support the view of a strong relation between language and arithmetic in bilinguals. PMID:25821442

How language production shapes language form and comprehension

PubMed Central

MacDonald, Maryellen C.

2012-01-01

Language production processes can provide insight into how language comprehension works and language typology—why languages tend to have certain characteristics more often than others. Drawing on work in memory retrieval, motor planning, and serial order in action planning, the Production-Distribution-Comprehension (PDC) account links work in the fields of language production, typology, and comprehension: (1) faced with substantial computational burdens of planning and producing utterances, language producers implicitly follow three biases in utterance planning that promote word order choices that reduce these burdens, thereby improving production fluency. (2) These choices, repeated over many utterances and individuals, shape the distributions of utterance forms in language. The claim that language form stems in large degree from producers' attempts to mitigate utterance planning difficulty is contrasted with alternative accounts in which form is driven by language use more broadly, language acquisition processes, or producers' attempts to create language forms that are easily understood by comprehenders. (3) Language perceivers implicitly learn the statistical regularities in their linguistic input, and they use this prior experience to guide comprehension of subsequent language. In particular, they learn to predict the sequential structure of linguistic signals, based on the statistics of previously-encountered input. Thus, key aspects of comprehension behavior are tied to lexico-syntactic statistics in the language, which in turn derive from utterance planning biases promoting production of comparatively easy utterance forms over more difficult ones. This approach contrasts with classic theories in which comprehension behaviors are attributed to innate design features of the language comprehension system and associated working memory. The PDC instead links basic features of comprehension to a different source: production processes that shape language form. PMID:23637689

Research Collaboration across Higher Education Systems: Maturity, Language Use, and Regional Differences

ERIC Educational Resources Information Center

Shin, Jung Cheol; Lee, Soo Jeung; Kim, Yangson

2013-01-01

This study analyzed whether research collaboration patterns differ across higher education systems based on maturity of the systems, their language, and their geographical region. This study found that collaboration patterns differ across higher education systems: academics in developed systems are more collaborative than their colleagues in…

The role of language in Concern and Disregard for others in the first years of life

PubMed Central

Rhee, Soo Hyun; Boeldt, Debra L.; Friedman, Naomi P.; Corley, Robin P.; Hewitt, John K.; Young, Susan E.; Knafo, Ariel; Robinson, JoAnn; Waldman, Irwin D.; Van Hulle, Carol A.; Zahn-Waxler, Carolyn

2012-01-01

We examined the associations between language skills and Concern and Disregard for Others in young children assessed longitudinally at ages 14, 20, 24, and 36 months, testing the hypothesis that language skills have a specific role (distinct from that of general cognitive ability) in the development of Concern and Disregard for Others. We found that higher language skills predicted higher Concern for Others and lower Disregard for Others even after controlling for general cognitive ability, whereas the association between general cognitive ability and Concern/Disregard for Others was not significant after controlling for language skills. Language skills at 14 months predicted Concern for Others at 36 months, and results suggested that the relations between language skills and Concern and Disregard for Others begin early in development. Gender differences in Concern and Disregard for Others were at least partially explained by differences in language skills. These results support the specific role of language skills in Concern and Disregard for Others. PMID:22545842

The role of language in concern and disregard for others in the first years of life.

PubMed

Rhee, Soo Hyun; Boeldt, Debra L; Friedman, Naomi P; Corley, Robin P; Hewitt, John K; Young, Susan E; Knafo, Ariel; Robinson, Joann; Waldman, Irwin D; Van Hulle, Carol A; Zahn-Waxler, Carolyn

2013-02-01

We examined the associations between language skills and concern and disregard for others in young children assessed longitudinally at ages 14, 20, 24, and 36 months, testing the hypothesis that language skills have a specific role (distinct from that of general cognitive ability) in the development of concern and disregard for others. We found that higher language skills predicted higher concern for others and lower disregard for others even after controlling for general cognitive ability, whereas the association between general cognitive ability and concern/disregard for others was not significant after controlling for language skills. Language skills at 14 months predicted concern for others at 36 months, and results suggested that the relations between language skills and concern and disregard for others begin early in development. Gender differences in concern and disregard for others were at least partially explained by differences in language skills. These results support the specific role of language skills in concern and disregard for others. (c) 2013 APA, all rights reserved.

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

NASA Astrophysics Data System (ADS)

Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This lends support to Cummins' theoretical framework, which indicates that learning science content subject matter requires cognitive academic language proficiency (CALP). The study also indicates that CALP maybe the combination of high order English language proficiency and high levels of reasoning skills. (Abstract shortened by UMI.)

How Does the First Language Have an Influence on Language Learning? A Case Study in an English ESL Classroom

ERIC Educational Resources Information Center

Romero, Yanilis; Manjarres, Milton Pájaro

2017-01-01

This article presents a case study which aims at analyzing the influence that the first language has on the learning of a foreign language. This research was conducted in an ESL classroom from a Language Center in England and was carried out with a Saudi Arabian student during a two-month period. In order to conduct this research, theoretical…

Iconic Factors and Language Word Order

ERIC Educational Resources Information Center

Moeser, Shannon Dawn

1975-01-01

College students were presented with an artificial language in which spoken nonsense words were correlated with visual references. Inferences regarding vocabulary acquisition were drawn, and it was suggested that the processing of the language was mediated through a semantic memory system. (CK)

Foxp2 mediates sex differences in ultrasonic vocalization by rat pups and directs order of maternal retrieval.

PubMed

Bowers, J Michael; Perez-Pouchoulen, Miguel; Edwards, N Shalon; McCarthy, Margaret M

2013-02-20

The FOXP2 gene is central to acquisition of speech and language in humans and vocal production in birds and mammals. Rodents communicate via ultrasonic vocalizations (USVs) and newborn pups emit distress USVs when separated from their dam, thereby facilitating their retrieval. We observed that isolated male rat pups emitted substantially more USV calls and these were characterized by a significantly lower frequency and amplitude compared with female rat pups. Moreover, the dam was more likely to first retrieve male pups back to the nest, then females. The amount of Foxp2 protein was significantly higher in multiple regions of the developing male brain compared with females and a reduction of brain Foxp2 by siRNA eliminated the sex differences in USVs and altered the order of pup retrieval. Our results implicate Foxp2 as a component of the neurobiological basis of sex differences in vocal communication in mammals. We extended these observations to humans, a species reported to have gender differences in language acquisition, and found the amount of FOXP2 protein in the left hemisphere cortex of 4-year-old boys was significantly lower than in age-matched girls.

Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test.

PubMed

Brebner, Chris; McCormack, Paul; Liow, Susan Rickard

2016-01-01

The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this population. To examine the marking of verb tense in the English of two groups of bilingual pre-schoolers learning these languages in a multilingual setting where the main educational language is English. The main research question addressed was: are there differences in the rate and pattern of acquisition of verb-tense marking for English-language 1 children compared with Mandarin-language 1 children? Spoken language samples in English from 481 English-Mandarin bilingual children were elicited using a 10-item action picture test and analysed for each child's use of verb tense markers: present progressive '-ing', regular past tense '-ed', third-person singular '-s', and irregular past tense and irregular past-participle forms. For 4-6 year olds the use of inflectional markers by the different language dominance groups was compared statistically using non-parametric tests. This study provides further evidence that bilingual language development is not the same as monolingual language development. The results show that there are very different rates and patterns of verb-tense marking in English for English-language 1 and Mandarin-language 1 children. Furthermore, they show that bilingual language development in English in Singapore is not the same as monolingual language development in English, and that there are differences in development depending on language dominance. Valid and reliable assessment of bilingual children's language skills needs to consider the characteristics of all languages spoken, obtaining accurate information on language use over time and accurately establishing language dominance is essential in order to make a differential diagnosis between language difference and impairment. © 2015 Royal College of Speech and Language Therapists.

Fish. A Language Development Unit for Science. Life and the Environment: Populations. Grade Three.

ERIC Educational Resources Information Center

Gilmour, Margy; McGregor, Cathy, Ed.

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals…

Popcorn. A Language Development Unit for Science. Matter and Energy. Grade One.

ERIC Educational Resources Information Center

Gilmour, Margy; McGregor, Cathy, Ed.

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals…

Learning "about" and Learning "through" Technology: An Analysis of Syllabi from Foreign Language Teaching Methods Courses

ERIC Educational Resources Information Center

Angus, Katie B.

2017-01-01

The 2007 Modern Language Association (MLA) report recommended that foreign language (FL) graduate students be provided with "substantive training in language teaching and in the use of new technologies". In the present study, I examined teaching methodology ("methods") course syllabi in order to gauge the extent of professional…

Modern Greek Language: Acquisition of Morphology and Syntax by Non-Native Speakers

ERIC Educational Resources Information Center

Andreou, Georgia; Karapetsas, Anargyros; Galantomos, Ioannis

2008-01-01

This study investigated the performance of native and non native speakers of Modern Greek language on morphology and syntax tasks. Non-native speakers of Greek whose native language was English, which is a language with strict word order and simple morphology, made more errors and answered more slowly than native speakers on morphology but not…

Using the School Setting to Map Community Languages: A Pilot Study in Manchester, England

ERIC Educational Resources Information Center

Matras, Yaron; Robertson, Alex; Jones, Charlotte

2016-01-01

Recording the home languages of schoolchildren has long been acknowledged as a useful way of mapping community multilingualism. However, the need to process large quantities of data on many different languages has meant that in order to assess the vitality of community languages, researchers have had to rely on schoolchildren's self-reported…

Approaching Sign Language Test Construction: Adaptation of the German Sign Language Receptive Skills Test

ERIC Educational Resources Information Center

Haug, Tobias

2011-01-01

There is a current need for reliable and valid test instruments in different countries in order to monitor deaf children's sign language acquisition. However, very few tests are commercially available that offer strong evidence for their psychometric properties. A German Sign Language (DGS) test focusing on linguistic structures that are acquired…

Listening in a Multilingual World: The Challenges of Second Language (L2) Listening

ERIC Educational Resources Information Center

Rost, Michael

2014-01-01

Research into language acquisition and oral language use was examined in order to identify key factors that contribute to the successful acquisition of second language (L2) listening ability. The factors were grouped into three major domains: affective, cognitive, and interpersonal. It is claimed that in each domain, proficient L2 listeners have…

Closing the Gap: Student Attitudes toward First Language Use in Monolingual EFL Classrooms

ERIC Educational Resources Information Center

Neokleous, Georgios

2017-01-01

This article challenges the widely held assumption in monolingual English as a foreign language (EFL) settings that students prefer their teachers to rarely use their mother tongue (MT)--the language children initially learn in order to communicate. Through an examination of data derived from eight classrooms in four private language schools in…

High School Student Perceptions of First Language Literacy Instruction: Implications for Second Language Writing.

ERIC Educational Resources Information Center

Kobayashi, Hiroe; Rinnert, Carol

2002-01-01

Investigated Japanese students' first language (L1) writing experience and instruction received in high school in order to help their university English-as-a-Second-Language writing teachers understand their needs. Analysis of interview data suggests ways teachers can draw on students' strengths in terms of their literacy background to help them…

"Use Your Words:" Reconsidering the Language of Conflict in the Early Years

ERIC Educational Resources Information Center

Blank, Jolyn; Schneider, Jenifer Jasinski

2011-01-01

This article explores the nature of classroom conflict as language practice. The authors describe the enactment of conflict events in one kindergarten classroom and analyze the events in order to identify the language practices teachers use, considering teachers' desires for language use in relation to conflict and exploring the nature of the…

Language Politics in the Republic of Kazakhstan: History, Problems and Prospect

ERIC Educational Resources Information Center

Zhumanova, Aiman Z.; Dosova, Bibigul A.; Imanbetov, Amanbek N.; Zhumashev, Rymbek M.

2016-01-01

The research aims at global analysis of language politics in the Republic of Kazakhstan. Using comparative historical method and method of actualization, the authors examine achievements and shortcomings of the language politics of the Soviet state in order to understand the modern language situation in the Republic. The results show that one of…

Language Learning: The Merge of Teletandem and Web 2.0 Tools

ERIC Educational Resources Information Center

Abreu-Ellis, Carla; Ellis, Jason Brent; Carle, Abbie; Blevens, Jared; Decker, Aline; Carvalho, Leticia; Macedo, Patricia

2013-01-01

The following action research provides an overview of student's perceptions of the incorporation of Web 2.0 technologies into in-tandem language learning activities. American and Brazilian college students were partnered in order to work in-tandem through pre-determined language activities using Web 2.0 technologies to learn a second language,…

Second Language Acquisition across Modalities: Production Variability in Adult L2 Learners of American Sign Language

ERIC Educational Resources Information Center

Hilger, Allison I.; Loucks, Torrey M. J.; Quinto-Pozos, David; Dye, Matthew W. G.

2015-01-01

A study was conducted to examine production variability in American Sign Language (ASL) in order to gain insight into the development of motor control in a language produced in another modality. Production variability was characterized through the spatiotemporal index (STI), which represents production stability in whole utterances and is a…

Practitioners' Evaluation on the Procedural Aspects of an English Language Portfolio

ERIC Educational Resources Information Center

Karababa, Canan; Suzer, Sezgi Sarac

2010-01-01

This study aims to share English language practitioners' reflections on the adaptation of teaching methods and materials during the pre-validation period of the European Language Portfolio (ELP). In order to achieve this aim, a high school was selected as the scope of research, since it has started to adapt the English language teaching…

ECoG Gamma Activity during a Language Task: Differentiating Expressive and Receptive Speech Areas

ERIC Educational Resources Information Center

Towle, Vernon L.; Yoon, Hyun-Ah; Castelle, Michael; Edgar, J. Christopher; Biassou, Nadia M.; Frim, David M.; Spire, Jean-Paul; Kohrman, Michael H.

2008-01-01

Electrocorticographic (ECoG) spectral patterns obtained during language tasks from 12 epilepsy patients (age: 12-44 years) were analyzed in order to identify and characterize cortical language areas. ECoG from 63 subdural electrodes (500 Hz/channel) chronically implanted over frontal, parietal and temporal lobes were examined. Two language tasks…

Re-Examining Language Shift Cases in Malawi in the Context of Fishman's GIDS

ERIC Educational Resources Information Center

Matiki, Alfred Jana

2009-01-01

This paper explores language shift cases in three Malawian languages using Fishman's Graded Intergenerational Disruption Scale (GIDS) in order to gain some insight into the extent to which these languages should be regarded as threatened and therefore in need of reversal support. The paper shows that Chingoni, in its current state of attrition, is…

PALM: Pacific Area Language Materials. [CD-ROM].

ERIC Educational Resources Information Center

Pacific Resources for Education and Learning, Honolulu, HI.

This CD-ROM provides a resource for anyone interested in the diverse languages of the Pacific. It contains a digital archive of approximately 700 booklets in 11 Pacific languages. The original booklets were produced several years ago by the PALM project in order to record Pacific regional languages and to serve as teaching tools. This digital PALM…

The Regression Hypothesis as a Framework for First Language Attrition

ERIC Educational Resources Information Center

Keijzer, Merel

2010-01-01

In an attempt to explain first language attrition in emigrant populations, this paper investigates the explanatory power of a framework that has--until now--received little attention: the regression hypothesis (Jakobson, 1941). This hypothesis predicts that the order of attrition is the reverse of the order of acquisition. The regression…

Language Production and Reception: A Processability Theory Study

ERIC Educational Resources Information Center

Spinner, Patti

2013-01-01

Pienemann's Processability Theory (PT) predicts an order of emergence of morphosyntactic elements in second language (L2) production data. This research investigates whether the same order of emergence can be detected in L2 reception data, specifically, data from a timed audio grammaticality judgment task (GJT). The results from three related…

Order Short-Term Memory Capacity Predicts Nonword Reading and Spelling in First and Second Grade

ERIC Educational Resources Information Center

Binamé, Florence; Poncelet, Martine

2016-01-01

Recent theories of short-term memory (STM) distinguish between item information, which reflects the temporary activation of long-term representations stored in the language system, and serial-order information, which is encoded in a specific representational system that is independent of the language network. Some studies examining the…

From SOV to SVO: The Grammar of Interlanguage Word Order.

ERIC Educational Resources Information Center

Camacho, Jose

1999-01-01

Analyzes the grammatical outcome of the conflict speakers of a head-final first language (L1) (Southern Quechua) face when learning a head-initial target (Standard Spanish) language in a naturalistic setting. Proposes that interlanguage sentential word orders reflect a transfer of two independent parameters from the L1: the possibility of having…

Bootstrapping Word Order in Prelexical Infants: A Japanese-Italian Cross-Linguistic Study

ERIC Educational Resources Information Center

Gervain, Judit; Nespor, Marina; Mazuka, Reiko; Horie, Ryota; Mehler, Jacques

2008-01-01

Learning word order is one of the earliest feats infants accomplish during language acquisition [Brown, R. (1973). "A first language: The early stages", Cambridge, MA: Harvard University Press.]. Two theories have been proposed to account for this fact. Constructivist/lexicalist theories [Tomasello, M. (2000). Do young children have adult…

Toward customer-centric organizational science: A common language effect size indicator for multiple linear regressions and regressions with higher-order terms.

PubMed

Krasikova, Dina V; Le, Huy; Bachura, Eric

2018-06-01

To address a long-standing concern regarding a gap between organizational science and practice, scholars called for more intuitive and meaningful ways of communicating research results to users of academic research. In this article, we develop a common language effect size index (CLβ) that can help translate research results to practice. We demonstrate how CLβ can be computed and used to interpret the effects of continuous and categorical predictors in multiple linear regression models. We also elaborate on how the proposed CLβ index is computed and used to interpret interactions and nonlinear effects in regression models. In addition, we test the robustness of the proposed index to violations of normality and provide means for computing standard errors and constructing confidence intervals around its estimates. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education

ERIC Educational Resources Information Center

Niño, Ana

2015-01-01

With the widespread use of mobile phones and portable devices it is inevitable to think of Mobile Assisted Language Learning as a means of independent learning in Higher Education. Nowadays many learners are keen to explore the wide variety of applications available in their portable and always readily available mobile phones and tablets. The fact…

Top down, bottom up structured programming and program structuring

NASA Technical Reports Server (NTRS)

Hamilton, M.; Zeldin, S.

1972-01-01

New design and programming techniques for shuttle software. Based on previous Apollo experience, recommendations are made to apply top-down structured programming techniques to shuttle software. New software verification techniques for large software systems are recommended. HAL, the higher order language selected for the shuttle flight code, is discussed and found to be adequate for implementing these techniques. Recommendations are made to apply the workable combination of top-down, bottom-up methods in the management of shuttle software. Program structuring is discussed relevant to both programming and management techniques.

Student Enrollment in World Languages: "L'égalité Des Chances?"

ERIC Educational Resources Information Center

Baggett, Hannah Carson

2016-01-01

Students enrolled in world language classes experience many positive academic and developmental outcomes, and world language classes are often gateways to institutions of higher education in the United States. However, not all learners have access to world language classes. Differences in language class availability exist not only between school…

Maternal Language and Adverse Birth Outcomes in a Statewide Analysis

PubMed Central

Sentell, Tetine; Chang, Ann; Jun Ahn, Hyeong; Miyamura, Jill

2016-01-01

Background Limited English proficiency is associated with disparities across diverse health outcomes. However, evidence regarding adverse birth outcomes across languages is limited, particularly among US Asian and Pacific Islander populations. The study goal was to consider the relationship of maternal language to birth outcomes using statewide hospitalization data. Methods Detailed discharge data from Hawai‘i childbirth hospitalizations from 2012 (n=11,419) were compared by maternal language (English language or not) for adverse outcomes using descriptive and multivariable log-binomial regression models, controlling for race/ethnicity, age group, and payer. Results Ten percent of mothers spoke a language other than English; 93% of these spoke an Asian or Pacific Islander language. In multivariable models, compared to English speakers non-English speakers had significantly higher risk (adjusted relative risk [ARR]: 2.02; 95% Confidence Interval [CI]: 1.34–3.04) of obstetric trauma in vaginal deliveries without instrumentation. Some significant variation was seen by language for other birth outcomes, including an increased rate of primary Caesarean sections and vaginal births after Caesarean among non-English speakers. Conclusions Non-English speakers had approximately two times higher risk of having an obstetric trauma during a vaginal birth when other factors, including race/ethnicity, were controlled. Non-English speakers also had higher rates of potentially high-risk deliveries. PMID:26361937

Maternal language and adverse birth outcomes in a statewide analysis.

PubMed

Sentell, Tetine; Chang, Ann; Ahn, Hyeong Jun; Miyamura, Jill

2016-01-01

Limited English proficiency is associated with disparities across diverse health outcomes. However, evidence regarding adverse birth outcomes across languages is limited, particularly among U.S. Asian and Pacific Islander populations. The study goal was to consider the relationship of maternal language to birth outcomes using statewide hospitalization data. Detailed discharge data from Hawaii childbirth hospitalizations from 2012 (n = 11,419) were compared by maternal language (English language or not) for adverse outcomes using descriptive and multivariable log-binomial regression models, controlling for race/ethnicity, age group, and payer. Ten percent of mothers spoke a language other than English; 93% of these spoke an Asian or Pacific Islander language. In multivariable models, compared to English speakers, non-English speakers had significantly higher risk (adjusted relative risk [ARR]: 2.02; 95% confidence interval [CI]: 1.34-3.04) of obstetric trauma in vaginal deliveries without instrumentation. Some significant variation was seen by language for other birth outcomes, including an increased rate of primary Caesarean sections and vaginal births after Caesarean, among non-English speakers. Non-English speakers had approximately two times higher risk of having an obstetric trauma during a vaginal birth when other factors, including race/ethnicity, were controlled. Non-English speakers also had higher rates of potentially high-risk deliveries.

Disparities in Rates of Inpatient Mortality and Adverse Events: Race/Ethnicity and Language as Independent Contributors

PubMed Central

Hines, Anika L.; Andrews, Roxanne M.; Moy, Ernest; Barrett, Marguerite L.; Coffey, Rosanna M.

2014-01-01

Patients with limited English proficiency have known limitations accessing health care, but differences in hospital outcomes once access is obtained are unknown. We investigate inpatient mortality rates and obstetric trauma for self-reported speakers of English, Spanish, and languages of Asia and the Pacific Islands (API) and compare quality of care by language with patterns by race/ethnicity. Data were from the United States Agency for Healthcare Research and Quality, Healthcare Cost and Utilization Project, 2009 State Inpatient Databases for California. There were 3,757,218 records. Speaking a non-English principal language and having a non-White race/ethnicity did not place patients at higher risk for inpatient mortality; the exception was significantly higher stroke mortality for Japanese-speaking patients. Patients who spoke API languages or had API race/ethnicity had higher risk for obstetric trauma than English-speaking White patients. Spanish-speaking Hispanic patients had more obstetric trauma than English-speaking Hispanic patients. The influence of language on obstetric trauma and the potential effects of interpretation services on inpatient care are discussed. The broader context of policy implications for collection and reporting of language data is also presented. Results from other countries with and without English as a primary language are needed for the broadest interpretation and generalization of outcomes. PMID:25514153

Multilingualism in Southern Africa.

ERIC Educational Resources Information Center

Peirce, Bonny Norton; Ridge, Stanley G. M.

1997-01-01

Reviews recent research in multilingualism in Southern Africa, focusing on the role of languages in education, sociolinguistics, and language policy. Much of the research is on South Africa. Topics discussed include language of instruction in schools, teacher education, higher education, adult literacy, language contact, gender and linguistic…

Language Policy and the Internationalization of Higher Education in the Baltic Countries

ERIC Educational Resources Information Center

Kaša, Rita; Mhamed, Ali Ait Si

2013-01-01

In the framework of the internationalization and globalization of higher education and competition for international students, the paper examines how language policy in higher education shapes the provision of study programs in Estonia, Latvia, and Lithuania. It concludes that study programs in the Baltic states mostly follow the convention of a…

Graduating as a "Native Speaker": International Students and English Language Proficiency in Higher Education

ERIC Educational Resources Information Center

Benzie, Helen Joy

2010-01-01

The current concern about low levels of English proficiency among international students who graduate from degree courses--that students' English language skills are not being developed during their higher education experience--reflects negatively on the quality of Australian higher education and its graduates. More careful selection of students…

Sleep Disorders as a Risk to Language Learning and Use.

PubMed

McGregor, Karla K; Alper, Rebecca M

2015-05-01

Are people with sleep disorders at higher risk for language learning deficits than healthy sleepers? Scoping Review. PubMed, Google Scholar, Trip Database, ClinicalTrials.gov. sleep disorders AND language AND learning; sleep disorders language learning -deprivation -epilepsy; sleep disorders AND verbal learning. 36. Children and adults with sleep disorders were at a higher risk for language problems than healthy sleepers. The language problems typically co-occurred with problems of attention and executive function (in children and adults), behavior (in children), and visual-spatial processing (in adults). Effects were typically small. Language problems seldom rose to a level of clinical concern but there were exceptions involving phonological deficits in children with sleep-disordered breathing and verbal memory deficits among adults with sleep-disordered breathing or idiopathic REM sleep behavior disorder. Case history interviews should include questions about limited sleep, poor-quality sleep, snoring, and excessive daytime sleepiness. Medical referrals for clients with suspected sleep disorders are prudent.

The Influence of Maternal Pragmatics on the Language Skills of Children with Autism.

PubMed

Stern, Yael S; Maltman, Nell; Roberts, Megan Y

2017-06-01

This study examined the relationship between mothers' pragmatics and child language in autism spectrum disorder (ASD) and non-ASD language delay (LD) mother-child dyads. Participants consisted of 20 dyads of mothers and their toddlers aged 24 to 48 months, with ASD (n = 10) or non-ASD LD (n = 10). Groups were matched on child chronological age, language, and cognition. Maternal pragmatic language was qualified based on the degree of pragmatic violations during a semistructured interview, and was examined in relation to both child language, as measured by the Preschool Language Scale-4 and maternal use of language facilitation strategies during play. Lower rates of maternal pragmatic violations were associated with higher expressive language scores in children with ASD, and with higher receptive language scores for children with non-ASD LD. Within ASD dyads, maternal pragmatic violations were negatively related to mothers' use of linguistic expansions. These findings indicate that parental pragmatics likely contribute to early language learning, and that the effects of maternal pragmatics on early language in ASD may be indirect (e.g., through parents' use of facilitative strategies). Parent-mediated language interventions for ASD should therefore consider parent pragmatics, especially given that pragmatic differences have been identified in unaffected family members of individuals with ASD.

The Influence of Maternal Pragmatics on the Language Skills of Children with Autism

PubMed Central

Stern, Yael S.; Maltman, Nell; Roberts, Megan Y.

2017-01-01

Objective This study examined the relationship between mothers’ pragmatics and child language in autism spectrum disorder (ASD) and non-ASD language delay (LD) mother-child dyads. Methods Participants consisted of 20 dyads of mothers and their toddlers aged 24 to 48 months, with ASD (n = 10) or non-ASD LD (n = 10). Groups were matched on child chronological age, language, and cognition. Maternal pragmatic language was qualified based on the degree of pragmatic violations during a semistructured interview, and was examined in relation to both child language, as measured by the Preschool Language Scale-4 and maternal use of language facilitation strategies during play. Results Lower rates of maternal pragmatic violations were associated with higher expressive language scores in children with ASD, and with higher receptive language scores for children with non-ASD LD. Within ASD dyads, maternal pragmatic violations were negatively related to mothers’ use of linguistic expansions. Conclusion These findings indicate that parental pragmatics likely contribute to early language learning, and that the effects of maternal pragmatics on early language in ASD may be indirect (e.g., through parents’ use of facilitative strategies). Parent-mediated language interventions for ASD should therefore consider parent pragmatics, especially given that pragmatic differences have been identified in unaffected family members of individuals with ASD. PMID:28514238

Acoustic Correlates of Focus Marking in Czech and Polish.

PubMed

Hamlaoui, Fatima; Żygis, Marzena; Engelmann, Jonas; Wagner, Michael

2018-05-01

Languages vary in the type of contexts that affect prosodic prominence. This paper reports on a production study investigating how different types of foci influence prosody in Polish and Czech noun phrases. The results show that in both languages, focus and givenness are marked prosodically, with pitch and intensity as the main acoustic correlates. Like Germanic languages, Polish and Czech patterns show prosodic focus marking in a broad range of contexts and differ in this regard from other fixed-word-stress languages such as French. This suggests that (a) Polish and Czech are similar to Germanic languages and are unlike Romance languages in marking a variety of types of focus prosodically; (b) there is no close correlation between fixed word stress and lack of prosodic focus marking because Polish, which has fixed stress on the penult, shows prosodic focus marking for all types of focus; and (c) there is no straightforward relationship between flexible word order and whether focus and givenness are prosodically marked, contrary to earlier claims, because both Czech and Polish, with their relatively flexible word order, are more similar to English than Romance languages.

Relating Language and Music Skills in Young Children: A First Approach to Systemize and Compare Distinct Competencies on Different Levels

PubMed Central

Cohrdes, Caroline; Grolig, Lorenz; Schroeder, Sascha

2016-01-01

Children in transition from kindergarten to school develop fundamental skills important for the acquisition of reading and writing. Previous research pointed toward substantial correlations between specific language- and music-related competencies as well as positive transfer effects from music on pre-literacy skills. However, until now the relationship between diverse music and language competencies remains unclear. In the present study, we used a comprehensive approach to clarify the relationships between a broad variety of language and music skills on different levels, not only between but also within domains. In order to do so, we selected representative language- and music-related competencies and systematically compared the performance of N = 44 5- to 7-year-old children with a control group of N = 20 young adults aged from 20 to 30. Competencies were organized in distinct levels according to varying units of vowels/sounds, words or syllables/short melodic or rhythmic phrases, syntax/harmony and context of a whole story/song to test for their interrelatedness within each domain. Following this, we conducted systematic correlation analyses between the competencies of both domains. Overall, selected competencies appeared to be appropriate for the measurement of language and music skills in young children with reference to comprehension, difficulty and a developmental perspective. In line with a hierarchical model of skill acquisition, performance on lower levels was predictive for the performance on higher levels within domains. Moreover, correlations between domains were stronger for competencies reflecting a similar level of cognitive processing, as expected. In conclusion, a systematic comparison of various competencies on distinct levels according to varying units turned out to be appropriate regarding comparability and interrelatedness. Results are discussed with regard to similarities and differences in the development of language and music skills as well as in terms of implications for further research on transfer effects from music on language. PMID:27826266

Relating Language and Music Skills in Young Children: A First Approach to Systemize and Compare Distinct Competencies on Different Levels.

PubMed

Cohrdes, Caroline; Grolig, Lorenz; Schroeder, Sascha

2016-01-01

Children in transition from kindergarten to school develop fundamental skills important for the acquisition of reading and writing. Previous research pointed toward substantial correlations between specific language- and music-related competencies as well as positive transfer effects from music on pre-literacy skills. However, until now the relationship between diverse music and language competencies remains unclear. In the present study, we used a comprehensive approach to clarify the relationships between a broad variety of language and music skills on different levels, not only between but also within domains. In order to do so, we selected representative language- and music-related competencies and systematically compared the performance of N = 44 5- to 7-year-old children with a control group of N = 20 young adults aged from 20 to 30. Competencies were organized in distinct levels according to varying units of vowels/sounds, words or syllables/short melodic or rhythmic phrases, syntax/harmony and context of a whole story/song to test for their interrelatedness within each domain. Following this, we conducted systematic correlation analyses between the competencies of both domains. Overall, selected competencies appeared to be appropriate for the measurement of language and music skills in young children with reference to comprehension, difficulty and a developmental perspective. In line with a hierarchical model of skill acquisition, performance on lower levels was predictive for the performance on higher levels within domains. Moreover, correlations between domains were stronger for competencies reflecting a similar level of cognitive processing, as expected. In conclusion, a systematic comparison of various competencies on distinct levels according to varying units turned out to be appropriate regarding comparability and interrelatedness. Results are discussed with regard to similarities and differences in the development of language and music skills as well as in terms of implications for further research on transfer effects from music on language.

Language Proficiency and Socio-Cultural Orientation of Turkish and Moroccan Youngsters in the Netherlands

ERIC Educational Resources Information Center

Extra, Guus; Yagmur, Kutlay

2010-01-01

In this study, data and discourses on immigrant minority groups and languages other than Dutch at home and at school are presented in order to contextualise the status of Turkish and Moroccan communities and their languages in the Netherlands. Patterns of language use, choice and attitudes of Turkish (n = 63) and Moroccan (n = 64) youngsters in…

When Bilinguals Choose a Single Word to Speak: Electrophysiological Evidence for Inhibition of the Native Language

ERIC Educational Resources Information Center

Misra, Maya; Guo, Taomei; Bobb, Susan C.; Kroll, Judith F.

2012-01-01

Behavioral and event-related potential (ERP) measures are reported for a study in which relatively proficient Chinese-English bilinguals named identical pictures in each of their two languages. Production occurred only in Chinese (the first language, L1) or only in English (the second language, L2) in a given block with the order counterbalanced…

The Effects of Teaching Songs during Foreign Language Classes on Students' Foreign Language Anxiety

ERIC Educational Resources Information Center

Dolean, Dacian Dorin

2016-01-01

Foreign language classroom anxiety (FLCA) has been the subject of several studies aimed to optimize learning of a foreign language in the classroom. However, few studies provide specific curriculum-based methodological strategies to be used in the classroom in order to lower the anxiety level. In this article, two experimental classes of 8th-grade…

Medical Signbank as a Model for Sign Language Planning? A Review of Community Engagement

ERIC Educational Resources Information Center

Napier, Jemina; Major, George; Ferrara, Lindsay; Johnston, Trevor

2015-01-01

This paper reviews a sign language planning project conducted in Australia with deaf Auslan users. The Medical Signbank project utilised a cooperative language planning process to engage with the Deaf community and sign language interpreters to develop an online interactive resource of health-related signs, in order to address a gap in the health…

The Learning of Grammar: An Experimental Study. Experimental Studies on the Learning of Language, Progress Report II, Revised.

ERIC Educational Resources Information Center

Torrey, Jane W.

An experiment in language behavior comparing two methods of learning grammatical word order in a new language presents scientific evidence supporting the use of pattern drills in foreign language teaching. The experiment reviews the performance of three groups attempting to learn small segments of Russian "microlanguage": (1) a drill group learned…

Plants. A Language Development Unit for Science. Life and the Environment. Grades One, Two and Three.

ERIC Educational Resources Information Center

Gilmour, Margy; McGregor, Cathy, Ed.

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals…

29 CFR 37.35 - What are a recipient's responsibilities to provide services and information in languages other...

Code of Federal Regulations, 2011 CFR

2011-07-01

... and information in languages other than English? 37.35 Section 37.35 Labor Office of the Secretary of... Communication § 37.35 What are a recipient's responsibilities to provide services and information in languages... services or information in a language other than English in order to be effectively informed about, or able...

The Exploring Nature of Definitions and Classifications of Language Learning Strategies (LLSs) in the Current Studies of Second/Foreign Language Learning

ERIC Educational Resources Information Center

Fazeli, Seyed Hossein

2011-01-01

This study aims to explore the nature of definitions and classifications of Language Learning Strategies (LLSs) in the current studies of second/foreign language learning in order to show the current problems regarding such definitions and classifications. The present study shows that there is not a universal agreeable definition and…

Multicompetence in L2 Language Play: A Longitudinal Case Study

ERIC Educational Resources Information Center

Bell, Nancy; Skalicky, Stephen; Salsbury, Tom

2014-01-01

Humor and language play have been recognized as important aspects of second language (L2) development. Qualitative studies that have documented the forms and functions of language play for adult and child L2 users have taken place largely in classroom settings. In order to gain a fuller understanding of such creative manipulations by L2 users, it…

A Report on the Development of Negation in English by a Second Language Learner--Some Implications.

ERIC Educational Resources Information Center

Milon, Jack

The question asked in this paper is whether children below the age of puberty who acquire a second language within the cultural context of that language acquire it in anything resembling the same developmental order that native speakers of the language acquire it. A seven-year-old Japanese boy's development in English negation structure provides…

Language experience changes subsequent learning.

PubMed

Onnis, Luca; Thiessen, Erik

2013-02-01

What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. Copyright © 2012 Elsevier B.V. All rights reserved.

Evolutionary Intelligence and Communication in Societies of Virtually Embodied Agents

NASA Astrophysics Data System (ADS)

Nguyen, Binh; Skabar, Andrew

In order to overcome the knowledge bottleneck problem, AI researchers have attempted to develop systems that are capable of automated knowledge acquisition. However, learning in these systems is hindered by context (i.e., symbol-grounding) problems, which are caused by the systems lacking the unifying structure of bodies, situations and needs that typify human learning. While the fields of Embodied Artificial Intelligence and Artificial Life have come a long way towards demonstrating how artificial systems can develop knowledge of the physical and social worlds, the focus in these areas has been on low level intelligence, and it is not clear how, such systems can be extended to deal with higher-level knowledge. In this paper, we argue that we can build towards a higher level intelligence by framing the problem as one of stimulating the development of culture and language. Specifically, we identify three important limitations that face the development of culture and language in AI systems, and propose how these limitations can be overcome. We will do this through borrowing ideas from the evolutionary sciences, which have explored how interactions between embodiment and environment have shaped the development of human intelligence and knowledge.

Language and Brain Volumes in Children with Epilepsy

PubMed Central

Caplan, Rochelle; Levitt, Jennifer; Siddarth, Prabha; Wu, Keng Nei; Gurbani, Suresh; Shields, W. Donald; Sankar, Raman

2010-01-01

This study compared the relationship of language skill with fronto-temporal volumes in 69 medically treated epilepsy subjects and 34 healthy children, aged 6.1-16.6 years. It also determined if the patients with linguistic deficits had abnormal volumes and atypical associations between volumes and language skills in these brain regions. The children underwent language testing and magnetic resonance imaging scans at 1.5 Tesla. Brain tissue was segmented and fronto-temporal volumes were computed. Higher mean language scores were significantly associated with larger inferior frontal gyrus, temporal lobe, and posterior superior temporal gyrus gray matter volumes in the epilepsy group and in the children with epilepsy with average language scores. Increased total brain and dorsolateral prefrontal gray and white matter volumes, however, were associated with higher language scores in the healthy controls. Within the epilepsy group, linguistic deficits were related to smaller anterior superior temporal gyrus gray matter volumes and a negative association between language scores and dorsolateral prefrontal gray matter volumes. These findings demonstrate abnormal development of language related brain regions, and imply differential reorganization of brain regions subserving language in children with epilepsy with normal linguistic skills and in those with impaired language. PMID:20149755

Semantic facilitation in bilingual first language acquisition.

PubMed

Bilson, Samuel; Yoshida, Hanako; Tran, Crystal D; Woods, Elizabeth A; Hills, Thomas T

2015-07-01

Bilingual first language learners face unique challenges that may influence the rate and order of early word learning relative to monolinguals. A comparison of the productive vocabularies of 435 children between the ages of 6 months and 7 years-181 of which were bilingual English learners-found that monolinguals learned both English words and all-language concepts faster than bilinguals. However, bilinguals showed an enhancement of an effect previously found in monolinguals-the preference for learning words with more associative cues. Though both monolinguals and bilinguals were best fit by a similar model of word learning, semantic network structure and growth indicated that the two groups were learning English words in a different order. Further, in comparison with a model of two-monolinguals-in-one-mind, bilinguals overproduced translational equivalents. Our results support an emergent account of bilingual first language acquisition, where learning a word in one language facilitates its acquisition in a second language. Copyright © 2015 Elsevier B.V. All rights reserved.

Using an e-Portfolio to Facilitate the Self-Assessment of Both Language and Intercultural Learning in Higher Education: A Case-Study Approach

ERIC Educational Resources Information Center

Kennedy, Fionnuala; Bruen, Jenny; Péchenart, Juliette

2012-01-01

The focus of this paper is twofold: first, on the development of an electronic version of a European Language Portfolio (ELP), known as the LOLIPOP (Language On-line Portfolio Project) ELP, and second on its integration into an undergraduate module on Intercultural Communication in an institute of higher education in Ireland. The paper begins by…

The Design of Video Games in the Implementation of Malay Language Learning among Foreign Students in an Institution of Higher Learning

ERIC Educational Resources Information Center

Rosman, Fuziah; Alias, Norlidah; Rahman, Mohd Nazri Abdul; Dewitt, Dorothy

2015-01-01

This study aims at reviewing the curriculum design by including video games in the implementation of the Malay language course at an Institute of Higher Learning. The objective of this study is to obtain expert opinion on the expected manner of implementation of video games in learning the Malay language. The Fuzzy Delphi technique (FDM) is used…

Word Order in Russian Sign Language

ERIC Educational Resources Information Center

Kimmelman, Vadim

2012-01-01

In this paper the results of an investigation of word order in Russian Sign Language (RSL) are presented. A small corpus of narratives based on comic strips by nine native signers was analyzed and a picture-description experiment (based on Volterra et al. 1984) was conducted with six native signers. The results are the following: the most frequent…

Twenty-One Ways to Use Music in Teaching the Language Arts.

ERIC Educational Resources Information Center

Cardarelli, Aldo F.

Twenty-one activities that integrate music and the language arts in order to capitalize on children's interests are described in this paper. Topics of the activities are as follows: alphabetical order, pantomime, vocabulary building from words of a favorite song, words that are "the most (whatever)" from songs, mood words, a configuration clue…

Formal and Informal Experiential Realms in German as a Foreign Language: A Preliminary Investigation

ERIC Educational Resources Information Center

Moyer, Alene

2005-01-01

In this study of German as a foreign language, formal classroom experience is compared with informal use of German outside the classroom focusing on three syntactic features: main clause word order (subject-verb-object, or SVO), topicalization (subject-verb inversion), and subordinate word order (subject-object-verb, or SOV). T tests and…

Punjabis Learning English: Word Order. TEAL Occasional Papers, Vol. l, 1977.

ERIC Educational Resources Information Center

Seesahai, Maureen

When teaching English as a second language to speakers of Punjabi, it is useful for the teacher to have some knowledge of the students' native language. This paper analyzes the differences in word order between English and Punjabi. The five basic sentence patterns in English are contrasted with the equivalent sentence patterns in Punjabi.…

Constraining Second Language Word Order Optionality: Scrambling in Advanced English?German and Japanese?German Interlanguage

ERIC Educational Resources Information Center

Hopp, Holger

2005-01-01

This study documents knowledge of UG-mediated aspects of optionality in word order in the second language (L2) German of advanced English and Japanese speakers (n = 39). A bimodal grammaticality judgement task, which controlled for context and intonation, was administered to probe judgements on a set of scrambling, topicalization and remnant…

Acquiring Complex Focus-Marking: Finnish 4- to 5-Year-Olds Use Prosody and Word Order in Interaction

PubMed Central

Arnhold, Anja; Chen, Aoju; Järvikivi, Juhani

2016-01-01

Using a language game to elicit short sentences in various information structural conditions, we found that Finnish 4- to 5-year-olds already exhibit a characteristic interaction between prosody and word order in marking information structure. Providing insights into the acquisition of this complex system of interactions, the production data showed interesting parallels to adult speakers of Finnish on the one hand and to children acquiring other languages on the other hand. Analyzing a total of 571 sentences produced by 16 children, we found that children rarely adjusted input word order, but did systematically avoid marked OVS order in contrastive object focus condition. Focus condition also significantly affected four prosodic parameters, f0, duration, pauses and voice quality. Differing slightly from effects displayed in adult Finnish speech, the children produced larger f0 ranges for words in contrastive focus and smaller ones for unfocused words, varied only the duration of object constituents to be longer in focus and shorter in unfocused condition, inserted more pauses before and after focused constituents and systematically modified their use of non-modal voice quality only in utterances with narrow focus. Crucially, these effects were modulated by word order. In contrast to comparable data from children acquiring Germanic languages, the present findings reflect the more central role of word order and of interactions between word order and prosody in marking information structure in Finnish. Thus, the study highlights the role of the target language in determining linguistic development. PMID:27990130

Reflections on the Language Issues in Macau: Policies, Realities, and Prospects.

ERIC Educational Resources Information Center

Ieong, Sylvia S. L.

Discussion of the role of languages in Macau focuses on three areas: forces in determination of language policy; actual language use in Macau; and prospects beyond 1999. Four main forces for language policy are identified: emergence of a middle class due to economic progress and access to higher education; arrival of well-educated, liberal…

Language Learning and the Raising of Cultural Awareness through Internet Telephony: A Case Study

ERIC Educational Resources Information Center

Polisca, Elena

2011-01-01

This article seeks to assess the impact of V-Pal (Virtual Partnerships for All Languages) on the student language learning experience within a conventional UK higher education (HE) curriculum. V-Pal is an innovative computer-mediated language scheme, based on a reciprocal, distance-learning language project, run by the University of Manchester in…

Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective

NASA Astrophysics Data System (ADS)

Seah, Lay Hoon; Clarke, David John; Hart, Christina Eugene

2014-04-01

This case study of a science lesson, on the topic thermal expansion, examines the language demands on students from an integrated science and language perspective. The data were generated during a sequence of 9 lessons on the topic of 'States of Matter' in a Grade 7 classroom (12-13 years old students). We identify the language demands by comparing students' writings with the scientific account of expansion that the teacher intended the students to learn. The comparison involved both content analysis and lexicogrammatical (LG) analysis. The framework of Systemic Functional Linguistics was adopted for the LG analysis. Our analysis reveals differences in the meaning and the way LG resources were employed between the students' writings and the scientific account. From these differences, we found the notion of condition-of-use for LG resources to be a significant aspect of the language that students need to appropriate in order to employ the language of school science appropriately. This notion potentially provides a means by which teachers could concurrently address the conceptual and representational demands of science learning. Finally, we reflect on how the complementary use of content analysis and LG analysis provides a way for integrating the science and language perspectives in order to understand the demands of learning science through language.

A simple branching model that reproduces language family and language population distributions

NASA Astrophysics Data System (ADS)

Schwämmle, Veit; de Oliveira, Paulo Murilo Castro

2009-07-01

Human history leaves fingerprints in human languages. Little is known about language evolution and its study is of great importance. Here we construct a simple stochastic model and compare its results to statistical data of real languages. The model is based on the recent finding that language changes occur independently of the population size. We find agreement with the data additionally assuming that languages may be distinguished by having at least one among a finite, small number of different features. This finite set is also used in order to define the distance between two languages, similarly to linguistics tradition since Swadesh.

Psycholinguistics: a cross-language perspective.

PubMed

Bates, E; Devescovi, A; Wulfeck, B

2001-01-01

Cross-linguistic studies are essential to the identification of universal processes in language development, language use, and language breakdown. Comparative studies in all three areas are reviewed, demonstrating powerful differences across languages in the order in which specific structures are acquired by children, the sparing and impairment of those structures in aphasic patients, and the structures that normal adults rely upon most heavily in real-time word and sentence processing. It is proposed that these differences reflect a cost-benefit trade-off among universal mechanisms for learning and processing (perception, attention, motor planning, memory) that are critical for language, but are not unique to language.

Adult Learning in the Language Classroom

ERIC Educational Resources Information Center

Johnson, Stacey Margarita

2015-01-01

This book explores connections between the fields of foreign/second language teaching and adult learning. This interdisciplinary approach serves as a framework in order to: (a) understand the teaching methods that promote the deeper, more critical sort of language learning advocated by scholars and professional organizations, (b) understand how…

Empowering the ESL Worker within the New Work Order.

ERIC Educational Resources Information Center

Moore, Rita A.

1999-01-01

Investigates issues of empowerment and language learning for English-as-a-Second-Language workers (in workplace literacy projects) making the transition from one type of workplace culture to another. Describes the project and participants, how workplace structures and linguistic hierarchies disempowered second-language learners, benefits of…

Studies in First and Second Language Acquisition.

ERIC Educational Resources Information Center

Eckman, Fred R., Ed.; Hastings, Ashley J., Ed.

Papers presented at a 1977 symposium on language acquisition held at the University of Wisconsin/Milwaukee are included. Contents are as follows: "Assumptions, Methods and Goals in Language Acquisition Research" (Sheldon); "The Mother as LAD: Interaction between Order and Frequency of Parental Input and Child Production"…

Teacher Educators' Personal Practical Knowledge of Language

ERIC Educational Resources Information Center

Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knezic, Dubravka

2018-01-01

This paper describes teacher educators' understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students' language use and provide better support for knowledge construction. Personal practical…

Diagnostic English Language Needs Assessment (DELNA)

ERIC Educational Resources Information Center

Doe, Christine

2014-01-01

Tests measuring academic language are traditionally associated with visible, high-stakes decisions of whether or not English language learners are admitted to post-secondary institutions. However, a new form of assessment in higher education is now gaining prominence. Post-entry (or post-enrolment) language assessments (PELA) determine the…

Language Anxiety: Experiences of Chinese Graduate Students at U.S. Higher Institutions

ERIC Educational Resources Information Center

Cheng, Rui; Erben, Antony

2012-01-01

It is very common for Chinese graduate students to experience language anxiety in the U.S. higher institutions, yet the literature on this topic is limited. This research study focused on the influence of the length of stay in U.S. higher institutions, various programs, gender, and acculturation process on Chinese graduate students' language…

Integrating Content and Language in Higher Education: Perspectives on Professional Practice

ERIC Educational Resources Information Center

Valcke, Jennifer, Ed.; Wilkinson, Robert, Ed.

2017-01-01

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one…

How bilingualism protects the brain from aging: Insights from bimodal bilinguals.

PubMed

Li, Le; Abutalebi, Jubin; Emmorey, Karen; Gong, Gaolang; Yan, Xin; Feng, Xiaoxia; Zou, Lijuan; Ding, Guosheng

2017-08-01

Bilingual experience can delay cognitive decline during aging. A general hypothesis is that the executive control system of bilinguals faces an increased load due to controlling two languages, and this increased load results in a more "tuned brain" that eventually creates a neural reserve. Here we explored whether such a neuroprotective effect is independent of language modality, i.e., not limited to bilinguals who speak two languages but also occurs for bilinguals who use a spoken and a signed language. We addressed this issue by comparing bimodal bilinguals to monolinguals in order to detect age-induced structural brain changes and to determine whether we can detect the same beneficial effects on brain structure, in terms of preservation of gray matter volume (GMV), for bimodal bilinguals as has been reported for unimodal bilinguals. Our GMV analyses revealed a significant interaction effect of age × group in the bilateral anterior temporal lobes, left hippocampus/amygdala, and left insula where bimodal bilinguals showed slight GMV increases while monolinguals showed significant age-induced GMV decreases. We further found through cortical surface-based measurements that this effect was present for surface area and not for cortical thickness. Moreover, to further explore the hypothesis that overall bilingualism provides neuroprotection, we carried out a direct comparison of GMV, extracted from the brain regions reported above, between bimodal bilinguals, unimodal bilinguals, and monolinguals. Bilinguals, regardless of language modality, exhibited higher GMV compared to monolinguals. This finding highlights the general beneficial effects provided by experience handling two language systems, whether signed or spoken. Hum Brain Mapp 38:4109-4124, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Musical training shapes neural responses to melodic and prosodic expectation.

PubMed

Zioga, Ioanna; Di Bernardi Luft, Caroline; Bhattacharya, Joydeep

2016-11-01

Current research on music processing and syntax or semantics in language suggests that music and language share partially overlapping neural resources. Pitch also constitutes a common denominator, forming melody in music and prosody in language. Further, pitch perception is modulated by musical training. The present study investigated how music and language interact on pitch dimension and whether musical training plays a role in this interaction. For this purpose, we used melodies ending on an expected or unexpected note (melodic expectancy being estimated by a computational model) paired with prosodic utterances which were either expected (statements with falling pitch) or relatively unexpected (questions with rising pitch). Participants' (22 musicians, 20 nonmusicians) ERPs and behavioural responses in a statement/question discrimination task were recorded. Participants were faster for simultaneous expectancy violations in the melodic and linguistic stimuli. Further, musicians performed better than nonmusicians, which may be related to their increased pitch tracking ability. At the neural level, prosodic violations elicited a front-central positive ERP around 150ms after the onset of the last word/note, while musicians presented reduced P600 in response to strong incongruities (questions on low-probability notes). Critically, musicians' P800 amplitudes were proportional to their level of musical training, suggesting that expertise might shape the pitch processing of language. The beneficial aspect of expertise could be attributed to its strengthening effect of general executive functions. These findings offer novel contributions to our understanding of shared higher-order mechanisms between music and language processing on pitch dimension, and further demonstrate a potential modulation by musical expertise. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Validating the Riverside Acculturation Stress Inventory with Asian Americans.

PubMed

Miller, Matthew J; Kim, Jungeun; Benet-Martínez, Verónica

2011-06-01

An emerging body of empirical research highlights the impact of acculturative stress in the lives of culturally diverse populations. Therefore, to facilitate future research in this area, we conducted 3 studies to examine the psychometric properties of the Riverside Acculturation Stress Inventory (RASI; Benet-Martínez & Haritatos, 2005) and its 5 subscales in a total sample of 793 self-identified Asian American participants. The reliability and validity of RASI scores and the hypothesized 1-factor higher order model (with 1st-order factors Language Skills, Work Challenges, Intercultural Relations, Discrimination, and Cultural Isolation) of the RASI were examined in Study 1. The RASI higher order structure and score validity and reliability were examined across different generational groups in Study 2. The stability of RASI scores over a 3-week period was examined in Study 3. Overall, findings from these studies support the hypothesized structure of the RASI and indicate that this brief instrument provides reliable and valid acculturative stress scores. In addition, results suggest that RASI items are interpreted in an equivalent manner across different generations of Asian American individuals. Implications for research and assessment are discussed. 2011 APA, all rights reserved

The role of the left inferior parietal lobule in second language learning: An intensive language training fMRI study.

PubMed

Barbeau, Elise B; Chai, Xiaoqian J; Chen, Jen-Kai; Soles, Jennika; Berken, Jonathan; Baum, Shari; Watkins, Kate E; Klein, Denise

2017-04-01

Research to date suggests that second language acquisition results in functional and structural changes in the bilingual brain, however, in what way and how quickly these changes occur remains unclear. To address these questions, we studied fourteen English-speaking monolingual adults enrolled in a 12-week intensive French language-training program in Montreal. Using functional MRI, we investigated the neural changes associated with new language acquisition. The participants were scanned before the start of the immersion program and at the end of the 12 weeks. The fMRI scan aimed to investigate the brain regions recruited in a sentence reading task both in English, their first language (L1), and in French, their second language (L2). For the L1, fMRI patterns did not change from Time 1 to Time 2, while for the L2, the brain response changed between Time 1 and Time 2 in language-related areas. Of note, for the L2, there was higher activation at Time 2 compared to Time 1 in the left inferior parietal lobule (IPL) including the supramarginal gyrus. At Time 2 this higher activation in the IPL correlated with faster L2 reading speed. Moreover, higher activation in the left IPL at Time 1 predicted improvement in L2 reading speed from Time 1 to Time 2. Our results suggest that learning-induced plasticity occurred as early as 12 weeks into immersive second-language training, and that the IPL appears to play a special role in language learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Perceptual recovery from consonant-cluster simplification in Korean using language-specific phonological knowledge.

PubMed

Cho, Taehong; McQueen, James M

2011-08-01

Two experiments examined whether perceptual recovery from Korean consonant-cluster simplification is based on language-specific phonological knowledge. In tri-consonantal C1C2C3 sequences such as /lkt/ and /lpt/ in Seoul Korean, either C1 or C2 can be completely deleted. Seoul Koreans monitored for C2 targets (/p/ or / k/, deleted or preserved) in the second word of a two-word phrase with an underlying /l/-C2-/t/ sequence. In Experiment 1 the target-bearing words had contextual lexical-semantic support. Listeners recovered deleted targets as fast and as accurately as preserved targets with both Word and Intonational Phrase (IP) boundaries between the two words. In Experiment 2, contexts were low-pass filtered. Listeners were still able to recover deleted targets as well as preserved targets in IP-boundary contexts, but better with physically-present targets than with deleted targets in Word-boundary contexts. This suggests that the benefit of having target acoustic-phonetic information emerges only when higher-order (contextual and phrase-boundary) information is not available. The strikingly efficient recovery of deleted phonemes with neither acoustic-phonetic cues nor contextual support demonstrates that language-specific phonological knowledge, rather than language-universal perceptual processes which rely on fine-grained phonetic details, is employed when the listener perceives the results of a continuous-speech process in which reduction is phonetically complete.

Methodological and Theoretical Issues in the Adaptation of Sign Language Tests: An Example from the Adaptation of a Test to German Sign Language

ERIC Educational Resources Information Center

Haug, Tobias

2012-01-01

Despite the current need for reliable and valid test instruments in different countries in order to monitor the sign language acquisition of deaf children, very few tests are commercially available that offer strong evidence for their psychometric properties. This mirrors the current state of affairs for many sign languages, where very little…

The Impact of Integrating Technology and Social Experience in the College Foreign Language Classroom

ERIC Educational Resources Information Center

Chen, Yulin

2013-01-01

Technology has been used widely in the field of education for a long period of time. It is a useful tool which could be a mediation to help language learners to learn the target language. In order to investigate how technology and social experience can be integrated into courses to promote language learners' desire to learn English, the researcher…

Marking of Verb Tense in the English of Preschool English-Mandarin Bilingual Children: Evidence from Language Development Profiles within Subgroups on the Singapore English Action Picture Test

ERIC Educational Resources Information Center

Brebner, Chris; McCormack, Paul; Rickard Liow, Susan

2016-01-01

Background: The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this…

The Discourse of Language Testing as a Tool for Shaping National, Global, and Transnational Identities

ERIC Educational Resources Information Center

Shohamy, Elana

2013-01-01

While much of the work in language testing is concerned with constructing quality tests in order to measure language knowledge in reliable and valid ways, there has been a significant movement in language testing research that examines tests in the context of their use in education and society. This line of research exits from the notion that…

Language Planning and Education of Adult Immigrants in Canada: Contrasting the Provinces of Quebec and British Columbia, and the Cities of Montreal and Vancouver

ERIC Educational Resources Information Center

Ellyson, Catherine; Andrew, Caroline; Clément, Richard

2016-01-01

Combining policy analysis with language policy and planning analysis, our article comparatively assesses two models of adult immigrants' language education in two very different provinces of the same federal country. In order to do so, we focus specifically on two questions: "'Why' do governments provide language education to adults?"…

Meconium Atazanavir Concentrations and Early Language Outcomes in HIV-Exposed Uninfected Infants With Prenatal Atazanavir Exposure.

PubMed

Himes, Sarah K; Huo, Yanling; Siberry, George K; Williams, Paige L; Rice, Mabel L; Sirois, Patricia A; Frederick, Toni; Hazra, Rohan; Huestis, Marilyn A

2015-06-01

To investigate whether prenatal atazanavir (ATV) exposure, assessed by meconium antiretroviral (ARV) quantification, predicts early child language outcomes. Prenatal ATV exposure previously was associated with poorer language development in 1-year olds. Pregnant women with HIV and their uninfected infants enrolled in the Surveillance Monitoring of Antiretroviral Therapy Toxicities study. Meconium ARV concentrations were quantified by liquid chromatography-tandem mass spectrometry. Language development at 1 year was assessed with MacArthur-Bates Communicative Development Inventory (CDI) and Bayley Scales of Infant and Toddler Development-Third Edition (Bayley-III). Late language emergence was defined as ≥ 1 of 4 CDI scores ≤ 10th percentile for age. Associations between fetal ATV exposure timing and duration, meconium ATV concentration, and language outcomes were evaluated, adjusting for potential confounders. Through 2013, meconium samples were available from 175 of 432 infants with prenatal ATV exposure. Valid Bayley-III (n = 93) and CDI (n = 106) assessments also were available. After adjustment for potential confounders, higher ATV meconium concentrations were associated with lower late language emergence risk (P = 0.04) and cumulative ATV exposure duration also was associated with higher Bayley-III Language scores (P = 0.03). Maternal ATV duration and initiation week correlated with ATV meconium concentrations (positively and negatively, respectively). Higher meconium ATV concentrations were protective against developmental language delays at 1 year, suggesting the importance of fetal ATV detoxification into meconium. This information supports ATV exposure safety for infant language development. ATV is a preferred ARV for pregnant women with HIV, suggesting the importance of ATV safety investigations. Additionally, further pursuit of the influences on language development in HIV-exposed uninfected infants is required.

Mild aphasia: is this the place for an argument?

PubMed

Armstrong, Elizabeth; Fox, Sarah; Wilkinson, Ray

2013-05-01

Individuals with mild aphasia often report significant disruption to their communication despite seemingly minor impairment. This study explored this phenomenon through examining conversations of a person with mild aphasia engaging in argumentation--a skill she felt had significantly deteriorated after her stroke. A person with mild aphasia and her husband recorded 4 conversations involving topical issues. The discourse dynamics and lexical-grammatical content were analyzed using systemic functional linguistic (Halliday & Matthiessen, 2004) and conversation analysis (Sacks, Schegloff, & Jefferson, 1974) frameworks. The couple demonstrated similarities in the types of conversational moves, but the language of the person with aphasia was more nonspecific and simplified, manifesting in difficulties developing a logical argument and responding to the partner's line of argument. In addition, the nonaphasic speaker recurrently overlapped the aphasic speaker in order to request clarification of particular points, highlighting the types of behaviors that can occur in this form of higher level language activity. The complex argument task and the multilevel and multi-approach analysis are useful tools for examining persons with mild aphasia, revealing aspects that are often overlooked in standard tests. Treatment could incorporate more complex notions such as evaluative language and the role of overlap in complex conversations.

A Technique for Removing an Important Class of Trojan Horses from High-Order Languages

DTIC Science & Technology

1988-01-01

A Technique for Removing an Important Class of Trojan Horses from High Order Languages∗ John McDermott Center for Secure Information Technology...Ken Thompson described a sophisticated Trojan horse attack on a compiler, one that is undetectable by any search of the compiler source code. The...object of the compiler Trojan horse is to modify the semantics of the high order language in a way that breaks the security of a trusted system generated

Working with the Bilingual Child Who Has a Language Delay. Meeting Learning Challenges

ERIC Educational Resources Information Center

Greenspan, Stanley I.

2005-01-01

It is very important to determine if a bilingual child's language delay is simply in English or also in the child's native language. Understandably, many children have higher levels of language development in the language spoken at home. To discover if this is the case, observe the child talking with his parents. Sometimes, even without…

Language Specialists' Views on the Academic Language and Learning Abilities of English as an Additional Language Postgraduate Coursework Students: Towards an Adjunct Tutorial Model

ERIC Educational Resources Information Center

Fenton-Smith, Ben; Humphreys, Pamela

2017-01-01

As in other Anglophone nations, a large percentage of Australia's postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the…

Benefits of Multisensory Structured Language Instruction for At-Risk Foreign Language Learners: A Comparison Study of High School Spanish Students.

ERIC Educational Resources Information Center

Sparks, Richard L.; Artzer, Marjorie; Patton, Jon; Ganschow, Leonore; Miller, Karen; Hordubay, Dorothy J.; Walsh, Geri

1998-01-01

A study examined the benefits of multisensory structured language (MSL) instruction in Spanish for 39 high school students at risk for foreign-language learning difficulties and 16 controls. On measures of oral and written foreign-language proficiency, the MSL and control groups scored significantly higher than those instructed using traditional…

Foreign Language Needs of U.S. Businesses.

ERIC Educational Resources Information Center

Kordsmeier, William; Arn, Joe; Rogers, Betty

2000-01-01

Of 171 human resource managers in multicultural corporations, 78.9% indicated the need for employees with second language fluency, especially in Spanish (69.6%). Second language speaking skills were in higher demand than reading or writing. Second language ability is a major consideration in hiring, promotion, and retention. (SK)

Actors and Agency in Academic Language Policy and Planning

ERIC Educational Resources Information Center

Fenton-Smith, Ben; Gurney, Laura

2016-01-01

Nearly two decades have passed since Kaplan and Baldauf [1997. "Language planning from practice to theory." Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a…

Language Profiles of Poor Comprehenders in English and French

ERIC Educational Resources Information Center

D'Angelo, Nadia; Chen, Xi

2017-01-01

This study explored components of language comprehension (vocabulary, grammar, and higher-level language) skills for poor comprehenders in French immersion. We identified three groups of bilingual comprehenders (poor, average, and good) based on English reading performance and compared their language comprehension skills in English L1 and French…

ESL Learners' Online Research and Comprehension Strategies

ERIC Educational Resources Information Center

Sain, Noridah; Bown, Andy; Fluck, Andrew; Kebble, Paul

2017-01-01

In order to enhance second language (L2) acquisition, English as a Second Language (ESL) students are encouraged to exploit the abundant information and opportunities for authentic language use afforded by the Internet. This study investigated the online research and comprehension strategies employed by ESL learners in a public university in…

Normalizing English Language Learner Students: A Foucauldian Analysis of Opposition to Bilingual Education

ERIC Educational Resources Information Center

Bondy, Jennifer M.

2011-01-01

This article uses Foucault's (1977/1995) concept of normalization to analyze contemporary opposition to bilingual education in the United States. These contemporary movements have "normalized" English language learner (ELL) students by appropriating the technology of language in order to become "Americanized." This has become…

Semiotics: Towards Romance and Precision in Language.

ERIC Educational Resources Information Center

Thomas, D. Wilcox

Although grammar has its place in secondary education, teachers have been consistently premature in their zeal to impose order and precision on students' understanding of language through grammar. This paper argues that romance demands and deserves a special place in the language curriculum. Romance encompasses the humanistic aspects of language…

Information Gaps: The Missing Links to Learning.

ERIC Educational Resources Information Center

Adams, Carl R.

Communication takes place when a speaker conveys new information to the listener. In second language teaching, information gaps motivate students to use and learn the target language in order to obtain information. The resulting interactive language use may develop affective bonds among the students. A variety of classroom techniques are available…

Tracking Immanent Language Learning Behavior Over Time in Task-Based Classroom Work

ERIC Educational Resources Information Center

Kunitz, Silvia; Marian, Klara Skogmyr

2017-01-01

In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of "local educational order" (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors,…

Parental Broad Autism Phenotype and the Language Skills of Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Flippin, Michelle; Watson, Linda R.

2018-01-01

Father-child and mother-child interactions were examined in order to investigate concurrent associations between three characteristics of parental broad autism phenotype (i.e., aloofness, rigidity, pragmatic language deficits), parental verbal responsiveness, and language skills of children with ASD. Results for mothers indicated that aloofness…

Significance of Literature in Foreign Language Teaching

ERIC Educational Resources Information Center

Babaee, Ruzbeh; Yahya, Wan Roselezam Bt Wan

2014-01-01

This research aims to consider literature as a significant tool for teaching fundamental language skills including speaking, listening, reading and writing. Reasons for the use of literature in language classrooms and major factors for choosing appropriate kinds of literary texts in such classes should be highlighted in order to make readers aware…

Awareness and Learning under Incidental Learning Conditions

ERIC Educational Resources Information Center

Rogers, John

2017-01-01

Recent years have witnessed a strong and increasing interest in the incidental learning of second language grammar. While much of this research has focused on the acquisition of second language word order or noun-determiner systems, relatively fewer studies have examined the learning of second language morphology. Results of studies that have…

Digital Game-Based Language Learning in Foreign Language Teacher Education

ERIC Educational Resources Information Center

Alyaz, Yunus; Genc, Zubeyde Sinem

2016-01-01

New technologies including digital game-based language learning have increasingly received attention. However, their implementation is far from expected and desired levels due to technical, instructional, financial and sociological barriers. Previous studies suggest that there is a strong need to establish courses in order to support adaptation of…

Out of the Mouths of Babes: Unlocking the Mysteries of Language and Voice.

ERIC Educational Resources Information Center

Thurber, Christopher A.

2003-01-01

Summarizes three studies that have revolutionized child psychology by teaching us that children are biologically programmed to learn language; children's language development is orderly and pragmatic, but grammatically mysterious; and children's linguistic self-expression reveals some disturbing ways in which they have been socialized. Presents…

Culture and Early Language Development: Implications for Assessment and Intervention

ERIC Educational Resources Information Center

Parada, Patricia M.

2013-01-01

The purpose of this qualitative study--"Culture and Early Language Development: Implications for Assessment and Intervention"--was to explore and describe the perceptions and beliefs of Salvadoran mothers of low socioeconomic status regarding the language development of their young children in order to identify cultural variations in…

Interactional Feedback in Naturalistic Interaction between L2 English Learners

ERIC Educational Resources Information Center

Ranaweera, Mahishi

2015-01-01

Theoretical and empirical data support that the feedback given in small group activities promote second language acquisition. There are many studies that have examined the impact of interaction on second language acquisition in controlled language situations. This study examines the small group activity "conversation partner" in order to…

"Working" Knowledge and "Working" Identities: Learning and Teaching the New Word Order of the New Work Order.

ERIC Educational Resources Information Center

Farrell, Lesley

This paper is concerned with the role that enterprise-based teachers play in attempting to induct workers on the periphery of the global economy into the discourses of the global marketplace. It focuses on the micro-politics of language, arguing that economic globalization is a social achievement that generates and requires new language and…

Undergraduate International Studies and Foreign Language Program

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2012

2012-01-01

The Undergraduate International Studies and Foreign Language Program provides funds to institutions of higher education, a consortia of such institutions, or partnerships between nonprofit organizations and institutions of higher education to plan, develop, and implement programs that strengthen and improve undergraduate instruction in…

Early pragmatic language difficulties in siblings of children with autism: implications for DSM-5 social communication disorder?

PubMed

Miller, Meghan; Young, Gregory S; Hutman, Ted; Johnson, Scott; Schwichtenberg, A J; Ozonoff, Sally

2015-07-01

We evaluated early pragmatic language skills in preschool-age siblings of children with autism spectrum disorder (ASD), and examined correspondence between pragmatic language impairments and general language difficulties, autism symptomatology, and clinical outcomes. Participants were younger siblings of children with ASD (high-risk, n = 188) or typical development (low-risk, n = 119) who were part of a prospective study of infants at risk for ASD; siblings without ASD outcomes were included in analyses. Pragmatic language skills were measured via the Language Use Inventory (LUI). At 36 months, the high-risk group had significantly lower parent-rated pragmatic language scores than the low-risk group. When defining pragmatic language impairment (PLI) as scores below the 10(th) percentile on the LUI, 35% of the high-risk group was identified with PLI versus 10% of the low-risk group. Children with PLI had higher rates of general language impairment (16%), defined as scores below the 10(th) percentile on the Receptive or Expressive Language subscales of the Mullen Scales of Early Learning, relative to those without PLI (3%), but most did not evidence general language impairments. Children with PLI had significantly higher ADOS scores than those without PLI and had higher rates of clinician-rated atypical clinical best estimate outcomes (49%) relative to those without PLI (15%). Pragmatic language problems are present in some siblings of children with ASD as early as 36 months of age. As the new DSM-5 diagnosis of Social (Pragmatic) Communication Disorder (SCD) is thought to occur more frequently in family members of individuals with ASD, it is possible that some of these siblings will meet criteria for SCD as they get older. Close monitoring of early pragmatic language development in young children at familial risk for ASD is warranted. © 2014 Association for Child and Adolescent Mental Health.

A Randomized Trial Examining Three Strategies for Supporting Health Insurance Decisions among the Uninsured.

PubMed

Politi, Mary C; Kaphingst, Kimberly A; Liu, Jingxia Esther; Perkins, Hannah; Furtado, Karishma; Kreuter, Matthew W; Shacham, Enbal; McBride, Timothy

2016-10-01

The Affordable Care Act allows uninsured individuals to select health insurance from numerous private plans, a challenging decision-making process. This study examined the effectiveness of strategies to support health insurance decisions among the uninsured. Participants (N = 343) from urban, suburban, and rural areas were randomized to 1 of 3 conditions: 1) a plain language table; 2) a visual condition where participants chose what information to view and in what order; and 3) a narrative condition. We administered measures assessing knowledge (true/false responses about key features of health insurance), confidence in choices (uncertainty subscale of the Decisional Conflict Scale), satisfaction (items from the Health Information National Trends Survey), preferences for insurance features (measured on a Likert scale from not at all important to very important), and plan choice. Although we did not find significant differences in knowledge, confidence in choice, or satisfaction across condition, participants across conditions made value-consistent choices, selecting plans that aligned with their preferences for key insurance features. In addition, those with adequate health literacy skills as measured by the Rapid Estimate of Adult Literacy in Medicine-Short Form (REALM-SF) had higher knowledge overall ([Formula: see text] = 6.1 v. 4.8, P < 0.001) and preferred the plain language table to the visual (P = 0.04) and visual to narrative (P = 0.0002) conditions, while those with inadequate health literacy skills showed no preference for study condition. A similar pattern was seen for those with higher subjective numeracy skills and higher versus lower education with regard to health insurance knowledge. Individuals with higher income felt less confident in their choices ([Formula: see text] = 28.7 v. 10.0, where higher numbers indicate less confidence/more uncertainty; P = 0.004). Those developing materials about the health insurance marketplace to support health insurance decisions might consider starting with plain language tables, presenting health insurance terminology in context, and organizing information according to ways the uninsured might use and value insurance features. Individuals with limited health literacy and numeracy skills and those with lower education face unique challenges selecting health insurance and weighing tradeoffs between cost and coverage. © The Author(s) 2015.

Influence Of Implantation Age On School-Age Language Performance In Pediatric Cochlear Implant Users

PubMed Central

Tobey, Emily A.; Thal, Donna; Niparko, John K.; Eisenberg, Laurie S.; Quittner, Alexandra L.; Wang, Nae-Yuh

2013-01-01

Objective This study examined specific spoken language abilities of 160 children with severe-to-profound sensorineural hearing loss followed prospectively 4, 5, or 6 years after cochlear implantation. Study sample Ninety-eight children received implants before 2.5 years, and 62 children received implants between 2.5 and 5 years of age. Design Language was assessed using four subtests of the Comprehensive Assessment of Spoken Language (CASL). Standard scores were evaluated by contrasting age of implantation and follow-up test time. Results Children implanted under 2.5 years of age achieved higher standard scores than children with older ages of implantation for expressive vocabulary, expressive syntax, and pragmatic judgments. However, in both groups, some children performed more than two standard deviations below the standardization group mean, while some scored at or well above the mean. Conclusions Younger ages of implantation are associated with higher levels of performance, while later ages of implantation are associated with higher probabilities of continued language delays, particularly within subdomains of grammar and pragmatics. Longitudinal data from this cohort study demonstrate that after 6 years of implant experience, there is large variability in language outcomes associated with modifiers of rates of language learning that differ as children with implants age. PMID:23448124

Linear grammar as a possible stepping-stone in the evolution of language.

PubMed

Jackendoff, Ray; Wittenberg, Eva

2017-02-01

We suggest that one way to approach the evolution of language is through reverse engineering: asking what components of the language faculty could have been useful in the absence of the full complement of components. We explore the possibilities offered by linear grammar, a form of language that lacks syntax and morphology altogether, and that structures its utterances through a direct mapping between semantics and phonology. A language with a linear grammar would have no syntactic categories or syntactic phrases, and therefore no syntactic recursion. It would also have no functional categories such as tense, agreement, and case inflection, and no derivational morphology. Such a language would still be capable of conveying certain semantic relations through word order-for instance by stipulating that agents should precede patients. However, many other semantic relations would have to be based on pragmatics and discourse context. We find evidence of linear grammar in a wide range of linguistic phenomena: pidgins, stages of late second language acquisition, home signs, village sign languages, language comprehension (even in fully syntactic languages), aphasia, and specific language impairment. We also find a full-blown language, Riau Indonesian, whose grammar is arguably close to a pure linear grammar. In addition, when subjects are asked to convey information through nonlinguistic gesture, their gestures make use of semantically based principles of linear ordering. Finally, some pockets of English grammar, notably compounds, can be characterized in terms of linear grammar. We conclude that linear grammar is a plausible evolutionary precursor of modern fully syntactic grammar, one that is still active in the human mind.

Real-Time Wavefront Control for the PALM-3000 High Order Adaptive Optics System

NASA Technical Reports Server (NTRS)

Truong, Tuan N.; Bouchez, Antonin H.; Dekany, Richard G.; Guiwits, Stephen R.; Roberts, Jennifer E.; Troy, Mitchell

2008-01-01

We present a cost-effective scalable real-time wavefront control architecture based on off-the-shelf graphics processing units hosted in an ultra-low latency, high-bandwidth interconnect PC cluster environment composed of modules written in the component-oriented language of nesC. The architecture enables full-matrix reconstruction of the wavefront at up to 2 KHz with latency under 250 us for the PALM-3000 adaptive optics systems, a state-of-the-art upgrade on the 5.1 meter Hale Telescope that consists of a 64 x 64 subaperture Shack-Hartmann wavefront sensor and a 3368 active actuator high order deformable mirror in series with a 241 active actuator tweeter DM. The architecture can easily scale up to support much larger AO systems at higher rates and lower latency.

Disparities in Health Care Quality Indicators among US Children with Special Health Care Needs According to Household Language Use.

PubMed

Yu, Stella; Lin, Sue; Strickland, Bonnie

2015-01-01

Lower health care utilization and less favorable health outcomes have been demonstrated in children from Non-English Primary Language households (NEPL) in previous studies. This study examines prevalence of health care quality indicators among US children with special health care needs (CSHCN) and their association with household language use. We used data from the 2009-2010 National Survey of Children with Special Health Care Needs, restricted to an analytic sample of 40,242 children. Logistic regression models were used to examine the effects of primary household language on the attainment of the 6 health care quality indicators for CSHCN. Compared to CSHCN from English primary language households (EPL), CSHCN from NEPL households had 31% higher odds of not feeling like partners in health care decision-making. They had 67% higher odds of lacking care through a medical home and 42% higher odds of reporting inadequate health insurance. NEPL children had 32% higher odds of not receiving early and continuous screening for special health care needs. NEPL youths had 69% higher odds of not receiving services for transition to adulthood. Minority race/ethnicity, lower income and families other than two biological parents all conferred additional risks to not attaining quality indicators. Publicly insured or uninsured CSHCN were also at higher risk. Our study provides compelling evidence that significant disparities exist for CSHCN by primary household language status across all health care quality indicators. Establishment of effective surveillance systems and targeting of outreach programs in both developed and developing countries may lead to improved understanding of health care needs and quality of services and reduction of health disparities for this underserved population.

Crosslinguistic Evidence for the Higher Sentence Analysis: A Review of the Literature. Working Papers on Language Universals, No. 8.

ERIC Educational Resources Information Center

Farwell, Carol

Papers dealing with syntactic evidence in various languages for a higher performative sentence containing information about speaker, addressee and the speech act involved are reviewed and discussed. Arguments for this analysis have the form of showing that overt sentences behave in some way as if they were subordinate to a higher sentence…

Graviton multipoint amplitudes for higher-derivative gravity in anti-de Sitter space

NASA Astrophysics Data System (ADS)

Shawa, M. M. W.; Medved, A. J. M.

2018-04-01

We calculate graviton multipoint amplitudes in an anti-de Sitter black brane background for higher-derivative gravity of arbitrary order in numbers of derivatives. The calculations are performed using tensor graviton modes in a particular regime of comparatively high energies and large scattering angles. The regime simplifies the calculations but, at the same time, is well suited for translating these results into the language of the dually related gauge theory. After considering theories whose Lagrangians consist of contractions of up to four Riemann tensors, we generalize to even higher-derivative theories by constructing a "basis" for the relevant scattering amplitudes. This construction enables one to find the basic form of the n -point amplitude for arbitrary n and any number of derivatives. Additionally, using the four-point amplitudes for theories whose Lagrangians carry contractions of either three or four Riemann tensors, we reexpress the scattering properties in terms of the Mandelstam variables.

GOAL - A test engineer oriented language. [Ground Operations Aerospace Language for coding automatic test

NASA Technical Reports Server (NTRS)

Mitchell, T. R.

1974-01-01

The development of a test engineer oriented language has been under way at the Kennedy Space Center for several years. The result of this effort is the Ground Operations Aerospace Language, GOAL, a self-documenting, high-order language suitable for coding automatic test, checkout and launch procedures. GOAL is a highly readable, writable, retainable language that is easily learned by nonprogramming oriented engineers. It is sufficiently powerful for use at all levels of Space Shuttle ground processing, from line replaceable unit checkout to integrated launch day operations. This paper will relate the language development, and describe GOAL and its applications.

Setting Language Proficiency Score Requirements for English-as-a-Second-Language Placement Decisions in Secondary Education. Research Report. ETS RR-16-17

ERIC Educational Resources Information Center

Baron, Patricia A.; Papageorgiou, Spiros

2016-01-01

The purpose of this study was to collect recommendations for minimum score requirements (cut scores) on the "TOEFL Junior"® English language proficiency test in order to guide decisions on the placement of learners into English as a second language (ESL) support classes. The TOEFL Junior test, intended primarily for students ages 11 and…

Directed Blogging with Community College ESL Students: Its Effects on Awareness of Language Acquisition Processes

ERIC Educational Resources Information Center

Johnson, Cathy

2012-01-01

English as a Second Language (ESL) students often have problems progressing in their acquisition of the language and frequently do not know how to solve this dilemma. Many of them think of their second language studies as just another school subject that they must pass in order to move on to the next level, so few of them realize the metacognitive…

A high-order language for a system of closely coupled processing elements

NASA Technical Reports Server (NTRS)

Feyock, S.; Collins, W. R.

1986-01-01

The research reported in this paper was occasioned by the requirements on part of the Real-Time Digital Simulator (RTDS) project under way at NASA Lewis Research Center. The RTDS simulation scheme employs a network of CPUs running lock-step cycles in the parallel computations of jet airplane simulations. Their need for a high order language (HOL) that would allow non-experts to write simulation applications and that could be implemented on a possibly varying network can best be fulfilled by using the programming language Ada. We describe how the simulation problems can be modeled in Ada, how to map a single, multi-processing Ada program into code for individual processors, regardless of network reconfiguration, and why some Ada language features are particulary well-suited to network simulations.

Discursive Mechanisms and Human Agency in Language Policy Formation: Negotiating Bilingualism and Parallel Language Use at a Swedish University

ERIC Educational Resources Information Center

Källkvist, Marie; Hult, Francis M.

2016-01-01

In the wake of the enactment of Sweden's Language Act in 2009 and in the face of the growing presence of English, Swedish universities have been called upon by the Swedish Higher Education Authority to craft their own language policy documents. This study focuses on the discursive negotiation of institutional bilingualism by a language policy…

From Language Learner to Language User in English-Medium Higher Education: Language Development Brokers outside the Language Classroom

ERIC Educational Resources Information Center

Blaj-Ward, Lia

2017-01-01

This article explores, from within the social constructivist paradigm and drawing on data from twenty-one semi-structured interviews with international postgraduate university students approaching the end of a one-year full-time taught Masters degree in the UK, the range of language development brokers that have had an impact on these students'…

When the Second Language Takes the Lead: Neurocognitive Processing Changes in the First Language of Adult Attriters.

PubMed

Kasparian, Kristina; Steinhauer, Karsten

2017-01-01

Although research on multilingualism has revealed continued neuroplasticity for language-learning beyond what was previously expected, it remains controversial whether and to what extent a second language (L2) acquired in adulthood may induce changes in the neurocognitive processing of a first language (L1). First language (L1) attrition in adulthood offers new insight on neuroplasticity and the factors that modulate neurocognitive responses to language. To date, investigations of the neurocognitive correlates of L1 attrition and of factors influencing these mechanisms are still scarce. Moreover, most event-related-potential (ERP) studies of second language processing have focused on L1 influence on the L2, while cross-linguistic influence in the reverse direction has been underexplored. Using ERPs, we examined the real-time processing of Italian relative-clauses in 24 Italian-English adult migrants with predominant use of English since immigration and reporting attrition of their native-Italian (Attriters), compared to 30 non-attriting monolinguals in Italy (Controls). Our results showed that Attriters differed from Controls in their acceptability judgment ratings and ERP responses when relative clause constructions were ungrammatical in English, though grammatical in Italian. Controls' ERP responses to unpreferred sentence constructions were consistent with garden path effects typically observed in the literature for these complex sentences. In contrast, due to L2-English influence, Attriters were less sensitive to semantic cues than to word-order preferences, and processed permissible Italian sentences as outright morphosyntactic violations. Key factors modulating processing differences within Attriters were the degree of maintained L1 exposure, length of residence in the L2 environment and L2 proficiency - with higher levels of L2 immersion and proficiency associated with increased L2 influence on the L1. To our knowledge, this is the first demonstration that high levels of L2 proficiency and exposure may render a grammatical sentence in one's native language ungrammatical. These group differences strongly point to distinct processing strategies and provide evidence that even a "stabilized" L1 grammar is subject to change after a prolonged period of L2 immersion and reduced L1 use, especially in linguistic areas promoting cross-linguistic influence.

Word Naming in the L1 and L2: A Dynamic Perspective on Automatization and the Degree of Semantic Involvement in Naming

PubMed Central

Plat, Rika; Lowie, Wander; de Bot, Kees

2018-01-01

Reaction time data have long been collected in order to gain insight into the underlying mechanisms involved in language processing. Means analyses often attempt to break down what factors relate to what portion of the total reaction time. From a dynamic systems theory perspective or an interaction dominant view of language processing, it is impossible to isolate discrete factors contributing to language processing, since these continually and interactively play a role. Non-linear analyses offer the tools to investigate the underlying process of language use in time, without having to isolate discrete factors. Patterns of variability in reaction time data may disclose the relative contribution of automatic (grapheme-to-phoneme conversion) processing and attention-demanding (semantic) processing. The presence of a fractal structure in the variability of a reaction time series indicates automaticity in the mental structures contributing to a task. A decorrelated pattern of variability will indicate a higher degree of attention-demanding processing. A focus on variability patterns allows us to examine the relative contribution of automatic and attention-demanding processing when a speaker is using the mother tongue (L1) or a second language (L2). A word naming task conducted in the L1 (Dutch) and L2 (English) shows L1 word processing to rely more on automatic spelling-to-sound conversion than L2 word processing. A word naming task with a semantic categorization subtask showed more reliance on attention-demanding semantic processing when using the L2. A comparison to L1 English data shows this was not only due to the amount of language use or language dominance, but also to the difference in orthographic depth between Dutch and English. An important implication of this finding is that when the same task is used to test and compare different languages, one cannot straightforwardly assume the same cognitive sub processes are involved to an equal degree using the same task in different languages. PMID:29403404

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension towards Their Instructors

ERIC Educational Resources Information Center

Kavanoz, Suzan

2017-01-01

Promoting higher communication efficiency among teacher candidates and acting as models are among the main professional responsibilities of teacher educators. This makes the task of teachers even more important in language education classes where students are prospective language teachers and their development as language teachers highly depend on…

Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities

ERIC Educational Resources Information Center

Angus, Katie

2014-01-01

In our post-9/11 globalized society, the bifurcated governance structure that has traditionally dominated foreign language (FL) departments is no longer desirable. According to the 2007 Modern Language Association (MLA) report entitled "Foreign Languages and Higher Education: New Structures for a Changed World," these departments need to…

Curricular Changes for Spanish and Portuguese in a New Era: The College and University

ERIC Educational Resources Information Center

Nuessel, Frank

2010-01-01

In the past two years, the Modern Language Association (MLA) has produced two significant proposals for curricular change in foreign languages. The first, "Foreign Languages and Higher Education: New Structures for a Changing World," addressed the foreign language curriculum with specific suggestions for programmatic transformation. The second,…

Prospective Foreign Language Teachers' Preference of Teaching Methods for the Language Acquisition Course in Turkish Higher Education

ERIC Educational Resources Information Center

GüvendIr, Emre

2013-01-01

Considering the significance of taking student preferences into account while organizing teaching practices, the current study explores which teaching method prospective foreign language teachers mostly prefer their teacher to use in the language acquisition course. A teaching methods evaluation form that includes six commonly used teaching…

The Community College: A Position for Curricular Change in a New Era

ERIC Educational Resources Information Center

Fechter, Sharon Ahern

2010-01-01

Two recent reports offer some paradigm-shifting proposals regarding the teaching of world languages in general at the undergraduate level. The Modern Language Association's (MLA's) "Foreign Languages and Higher Education: New Structures for a Changed World" and "Report to the Teagle Foundation on the Undergraduate Major in Language and Literature"…

Transformative World Language Learning: An Approach for Environmental and Cultural Sustainability and Economic and Political Security

ERIC Educational Resources Information Center

Goulah, Jason

2008-01-01

In this article, the author responds to the Modern Language Association's report, "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) by arguing for an explicit and interdisciplinary transformative world language learning approach toward environmental and cultural sustainability and economic and political…

The Professional Development of Future Professors of Foreign Languages: Looking Back, Looking Forward

ERIC Educational Resources Information Center

Allen, Heather Willis; Negueruela-Azarola, Eduardo

2010-01-01

Although the professional development of graduate students in foreign language (FL) departments is of critical importance, discussion of its significance and evolution was all but absent in the 2007 Modern Language Association report "Foreign Languages and Higher Education: New Structures for a Changed World," a document advocating curricular and…

Sleep Disorders as a Risk to Language Learning and Use. EBP Briefs. Volume 10, Issue 1

ERIC Educational Resources Information Center

McGregor, Karla K.; Alper, Rebecca M.

2015-01-01

Clinical Question: Are people with sleep disorders at higher risk for language learning deficits than healthy sleepers? Method: Scoping Review. Study Sources: PubMed, Google Scholar, Trip Database, ClinicalTrials.gov. Search Terms: sleep disorders AND language AND learning; sleep disorders language learning--deprivation--epilepsy; sleep disorders…

Bayley-III: Cultural differences and language scale validity in a Danish sample.

PubMed

Krogh, Marianne T; Vaever, Mette S

2016-12-01

The purpose of this study was to investigate cultural differences between Danish and American children at 2 and 3 years as measured with the developmental test Bayley-III, and to investigate the Bayley-III Language Scale validity. The Danish children (N = 43) were tested with the Bayley-III and their parents completed an additional language questionnaire (the MacArthur-Bates CDI). Results showed that scores from the Danish children did not differ significantly from the American norms on the Cognitive or Motor Scale, but the Danish sample scored significantly higher on the Language Scale. A comparison of the Bayley-III Language subtests with the CDI showed that the two measures correlated significantly, but the percentile score from the CDI was significantly higher than the percentile score from the Bayley-III Language subtests. This could be because the two instruments measure slightly different areas of language development, or because the Bayley-III overestimates language development in Danish children. However, due to the limitations of the current study, further research is needed to clarify this issue. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

The influence of maltreatment history and out-of-home-care on children's language and social skills.

PubMed

Lum, Jarrad A G; Powell, Martine; Snow, Pamela C

2018-02-01

This study examined the extent to which maltreatment history and the characteristics of out-of-home care correlated with the language and social skills of maltreated children. Participants in this study were 82 maltreated children aged between 5 and 12 years of age. All children were residing with state-designated carers in out-of-home-care. The children were presented with standardised tests assessing language and social skills. Results showed that the sample performed significantly below the normative mean on both tests. Correlation analyses showed social skills, but not language skills were correlated with aspects of maltreatment history. The education level of the state-designated carer/s was correlated with the children's language skills; higher education level was associated with higher language skills. The study provides evidence that at the group level, language and social skills are poor in maltreated children. However, gains in language skills might be made via the out-of-home-care environment. Improvements in the social skills of maltreated children may require additional support. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

The "Common European Framework of Reference for Languages" and the European Language Portfolio: Some History, a View of Language Learner Autonomy, and Some Implications for Language Learning in Higher Education

ERIC Educational Resources Information Center

Little, David

2013-01-01

This article is based on a plenary talk given at the CercleS seminar hosted by the University of Groningen in November 2011 to mark the tenth anniversary of the publication of the "Common European Framework of Reference for Languages" and the launch of the European Language Portfolio. The first part of the article summarizes the history…

Rate of language evolution is affected by population size

PubMed Central

Bromham, Lindell; Hua, Xia; Fitzpatrick, Thomas G.; Greenhill, Simon J.

2015-01-01

The effect of population size on patterns and rates of language evolution is controversial. Do languages with larger speaker populations change faster due to a greater capacity for innovation, or do smaller populations change faster due to more efficient diffusion of innovations? Do smaller populations suffer greater loss of language elements through founder effects or drift, or do languages with more speakers lose features due to a process of simplification? Revealing the influence of population size on the tempo and mode of language evolution not only will clarify underlying mechanisms of language change but also has practical implications for the way that language data are used to reconstruct the history of human cultures. Here, we provide, to our knowledge, the first empirical, statistically robust test of the influence of population size on rates of language evolution, controlling for the evolutionary history of the populations and formally comparing the fit of different models of language evolution. We compare rates of gain and loss of cognate words for basic vocabulary in Polynesian languages, an ideal test case with a well-defined history. We demonstrate that larger populations have higher rates of gain of new words whereas smaller populations have higher rates of word loss. These results show that demographic factors can influence rates of language evolution and that rates of gain and loss are affected differently. These findings are strikingly consistent with general predictions of evolutionary models. PMID:25646448

Traveling through Languages: Reports on Language Experiences in Tourists' Travel Blogs

ERIC Educational Resources Information Center

Goethals, Patrick

2015-01-01

This paper aims to gain insight into (Spanish) tourists' multilingual experiences by analyzing spontaneously written online travel diaries. Using the conceptual framework of Rapport Management Theory (RMT; Spencer-Oatey 2008), I analyze reports on the tourists' mother tongue, local languages, and English as lingua franca in order to examine the…

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…

Cooperative Bi-Literacy: Parents, Students, and Teachers Read to Transform

ERIC Educational Resources Information Center

Rodriguez-Valls, Fernando

2009-01-01

Thousands of students in California learn English as a second language in schools that utilize exclusively monolingual--English Only--literacy programs. With such programs students do not have the opportunity to use the knowledge of their first language in order to acquire and master their second language. The project of cooperative bi-literacy…

Score Equating and Nominally Parallel Language Tests.

ERIC Educational Resources Information Center

Moy, Raymond

Score equating requires that the forms to be equated are functionally parallel. That is, the two test forms should rank order examinees in a similar fashion. In language proficiency testing situations, this assumption is often put into doubt because of the numerous tests that have been proposed as measures of language proficiency and the…

Attitudes of Jordanian Undergraduate Students towards Using Computer Assisted Language Learning (CALL)

ERIC Educational Resources Information Center

Saeed, Farah Jamal Abed Alrazeq; Al-Zayed, Norma Nawaf

2018-01-01

The study aimed at investigating the attitudes of Jordanian undergraduate students towards using computer assisted-language learning (CALL) and its effectiveness in the process of learning the English language. In order to fulfill the study's objective, the researchers used a questionnaire to collect data, followed-up with semi-structured…

MUET Preparation Language Learning Strategies

ERIC Educational Resources Information Center

Kuen, Yoong Li; Embi, Mohamed Amin

2012-01-01

The main objective of the study was to examine the English language learning strategies (LLS) used by Lower Six students in secondary schools who are sitting for their MUET test. It analyzed the language learning strategies that students use in order to prepare for the MUET test. Data were collected using a survey questionnaire with 300 students.…

Neurolinguistic Foundations to Methods of Teaching a Second Language.

ERIC Educational Resources Information Center

Walsh, Terrence M.; Diller, Karl C.

Applied linguistic theory is examined in light of neuroscientific knowledge, especially in regard to the structure and function of the cerebral cortex, in order to illuminate the process and methods of teaching or learning language. Wernicke's Area and Broca's Area are parts of the brain that have been associated with language function.…

Studying Tonal Complexity, with a Special Reference to Mande Languages

ERIC Educational Resources Information Center

Konoshenko, Maria

2014-01-01

Linguists tend to believe that total complexity of human languages is invariable. In order to test this hypothesis empirically, we need to calculate the complexity in different domains of language structure: phonology, morphology, syntax, etc. In this paper I provide some guidelines for documenting tonal systems and evaluating their complexity. I…

Online and Face-to-Face Language Learning: A Comparative Analysis of Oral Proficiency in Introductory Spanish

ERIC Educational Resources Information Center

Moneypenny, Dianne Burke; Aldrich, Rosalie S.

2016-01-01

The primary resistance to online foreign language teaching often involves questions of spoken mastery of second language. In order to address this concern, this research comparatively assesses undergraduate students' oral proficiency in online and face-to-face Spanish classes, while taking into account students' previous second language…

Development and Evaluation of a Thai Learning System on the Web Using Natural Language Processing.

ERIC Educational Resources Information Center

Dansuwan, Suyada; Nishina, Kikuko; Akahori, Kanji; Shimizu, Yasutaka

2001-01-01

Describes the Thai Learning System, which is designed to help learners acquire the Thai word order system. The system facilitates the lessons on the Web using HyperText Markup Language and Perl programming, which interfaces with natural language processing by means of Prolog. (Author/VWL)

Crossing the Lexicon: Anglicisms in the German Hip Hop Community

ERIC Educational Resources Information Center

Garley, Matthew E.

2012-01-01

The influence of English on German has been an ongoing subject of intense popular and academic interest in the German sphere. In order to better understand this language contact situation, this research project investigates anglicisms--instances of English language material in a German language context--in the German hip hop community, where the…

THE MORPHO-SYNTACTIC TYPOLOGY OF THE SLAVIC LANGUAGES.

ERIC Educational Resources Information Center

BIDWELL, CHARLES E.

THIS PAPER STATES THE COMMON GRAMMATICAL FEATURES OF SLAVIC LANGUAGES AND MENTIONS MINOR VARIATIONS FROM THE PATTERN, AS THEY EXIST IN THE SEPARATE LANGUAGES AND DIALECTS. THE AUTHOR DESCRIBES BOTH COMPONENTS OF SENTENCES AND THE ORDERING OF THESE COMPONENTS. THE BASIC KERNEL SENTENCES ARE LISTED WITH THE TYPES OF CONSTITUENTS OCCURRING IN THEM,…

ADA and multi-microprocessor real-time simulation

NASA Technical Reports Server (NTRS)

Feyock, S.; Collins, W. R.

1983-01-01

The selection of a high-order programming language for a real-time distributed network simulation is described. The additional problem of implementing a language on a possibly changing network is addressed. The recently designed language ADA (trademarked by DoD) was chosen since it provides the best model of the underlying application to be simulated.

Culture, Attributions, and Language Anxiety

ERIC Educational Resources Information Center

Lim, Hye-Yeon

2009-01-01

The purpose of this study is to move beyond the more traditional focus on individual characteristics as they relate to anxiety in the use of a foreign language. In order to do this, cultural characteristics, perceptions of the cause of successful learning, and foreign (English) language use anxiety were included as the major variables. Three…

Word Lists and Languages. Technical Report No. 2.

ERIC Educational Resources Information Center

Grimes, Joseph E.

In order to store sociolinguistic information about the world's languages, Cornell University, The University of Oklahoma, and the Summer Institute of Linguistics formed a computerized data base. This report summarizes work done by that project. The first part of the report contains data on the languages of the world. The complete data base,…

The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

ERIC Educational Resources Information Center

Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

Observations in the Computer Room: L2 Output and Learner Behaviour

ERIC Educational Resources Information Center

Leahy, Christine

2004-01-01

This article draws on second language theory, particularly output theory as defined by Swain (1995), in order to conceptualise observations made in a computer-assisted language learning setting. It investigates second language output and learner behaviour within an electronic role-play setting, based on a subject-specific problem solving task and…

Task-Oriented Spoken Dialog System for Second-Language Learning

ERIC Educational Resources Information Center

Kwon, Oh-Woog; Kim, Young-Kil; Lee, Yunkeun

2016-01-01

This paper introduces a Dialog-Based Computer Assisted second-Language Learning (DB-CALL) system using task-oriented dialogue processing technology. The system promotes dialogue with a second-language learner for a specific task, such as purchasing tour tickets, ordering food, passing through immigration, etc. The dialog system plays a role of a…

Social Class, Habitus, and Language Learning: The Case of Korean Early Study-Abroad Students

ERIC Educational Resources Information Center

Shin, Hyunjung

2014-01-01

In this article, I draw on Bourdieu's (1984, 1991) notion of "habitus" in order to explore the relationship between social class, language learning, and language teaching in the context of the global economy. To illustrate my points, I use "Early Study Abroad" (ESA), the transnational educational migration that Korean…

Cognitive Effects of Bilingualism: How Linguistic Experience Leads to Cognitive Change

ERIC Educational Resources Information Center

Bialystok, Ellen

2007-01-01

Bilinguals must have a mechanism for controlling attention to their two language systems in order to achieve fluent performance in each language without intrusions from the other. This paper examines the evidence that the experience of controlling attention to two languages boosts the development of executive control processes in childhood for…

Short-term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities.

PubMed

Cowan, Nelson; Hogan, Tiffany P; Alt, Mary; Green, Samuel; Cabbage, Kathryn L; Brinkley, Shara; Gray, Shelley

2017-08-01

In children with dyslexia, deficits in working memory have not been well-specified. We assessed second-grade children with dyslexia, with and without concomitant specific language impairment, and children with typical development. Immediate serial recall of lists of phonological (non-word), lexical (digit), spatial (location) and visual (shape) items were included. For the latter three modalities, we used not only standard span but also running span tasks, in which the list length was unpredictable to limit mnemonic strategies. Non-word repetition tests indicated a phonological memory deficit in children with dyslexia alone compared with those with typical development, but this difference vanished when these groups were matched for non-verbal intelligence and language. Theoretically important deficits in serial order memory in dyslexic children, however, persisted relative to matched typically developing children. The deficits were in recall of (1) spoken digits in both standard and running span tasks and (2) spatial locations, in running span only. Children with dyslexia with versus without language impairment, when matched on non-verbal intelligence, had comparable serial order memory, but differed in phonology. Because serial orderings of verbal and spatial elements occur in reading, the careful examination of order memory may allow a deeper understanding of dyslexia and its relation to language impairment. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

English Language Proficiency and Employability Framework for Australian Higher Education Institutions

ERIC Educational Resources Information Center

Arkoudis, Sophie; Baik, Chi; Bexley, Emmaline; Doughney, Lachlan

2014-01-01

This report presents the "English Language Proficiency" (ELP) and Employability Framework", which has been designed to inform and support higher education institutions' (HEIs) policies and practices on ELP and graduate employability. The "Framework" was developed through a review of the national and international…

Content-Based Instruction in Higher Education Settings

ERIC Educational Resources Information Center

Crandall, JoAnn, Ed.; Kaufman, Dorit, Ed.

2002-01-01

Content-based instruction (CBI) challenges ESOL teachers to teach language through specialist content in institutional settings. This volume addresses CBI negotiation between ESOL teachers and subject specialists in higher education. Writers document and evaluate courses that support the subject discipline and meet the language needs of EFL and…

PAN AIR: A computer program for predicting subsonic or supersonic linear potential flows about arbitrary configurations using a higher order panel method. Volume 4: Maintenance document (version 3.0)

NASA Technical Reports Server (NTRS)

Purdon, David J.; Baruah, Pranab K.; Bussoletti, John E.; Epton, Michael A.; Massena, William A.; Nelson, Franklin D.; Tsurusaki, Kiyoharu

1990-01-01

The Maintenance Document Version 3.0 is a guide to the PAN AIR software system, a system which computes the subsonic or supersonic linear potential flow about a body of nearly arbitrary shape, using a higher order panel method. The document describes the overall system and each program module of the system. Sufficient detail is given for program maintenance, updating, and modification. It is assumed that the reader is familiar with programming and CRAY computer systems. The PAN AIR system was written in FORTRAN 4 language except for a few CAL language subroutines which exist in the PAN AIR library. Structured programming techniques were used to provide code documentation and maintainability. The operating systems accommodated are COS 1.11, COS 1.12, COS 1.13, and COS 1.14 on the CRAY 1S, 1M, and X-MP computing systems. The system is comprised of a data base management system, a program library, an execution control module, and nine separate FORTRAN technical modules. Each module calculates part of the posed PAN AIR problem. The data base manager is used to communicate between modules and within modules. The technical modules must be run in a prescribed fashion for each PAN AIR problem. In order to ease the problem of supplying the many JCL cards required to execute the modules, a set of CRAY procedures (PAPROCS) was created to automatically supply most of the JCL cards. Most of this document has not changed for Version 3.0. It now, however, strictly applies only to PAN AIR version 3.0. The major changes are: (1) additional sections covering the new FDP module (which calculates streamlines and offbody points); (2) a complete rewrite of the section on the MAG module; and (3) strict applicability to CRAY computing systems.

Predictive coding links perception, action, and learning to emotions in music. Comment on "The quartet theory of human emotions: An integrative and neurofunctional model" by S. Koelsch et al.

NASA Astrophysics Data System (ADS)

Gebauer, L.; Kringelbach, M. L.; Vuust, P.

2015-06-01

The review by Koelsch and colleagues [1] offers a timely, comprehensive, and anatomically detailed framework for understanding the neural correlates of human emotions. The authors describe emotion in a framework of four affect systems, which are linked to effector systems, and higher order cognitive functions. This is elegantly demonstrated through the example of music; a realm for exploring emotions in a domain, that can be independent of language but still highly relevant for understanding human emotions [2].

Computer simulation results of attitude estimation of earth orbiting satellites

NASA Technical Reports Server (NTRS)

Kou, S. R.

1976-01-01

Computer simulation results of attitude estimation of Earth-orbiting satellites (including Space Telescope) subjected to environmental disturbances and noises are presented. Decomposed linear recursive filter and Kalman filter were used as estimation tools. Six programs were developed for this simulation, and all were written in the basic language and were run on HP 9830A and HP 9866A computers. Simulation results show that a decomposed linear recursive filter is accurate in estimation and fast in response time. Furthermore, for higher order systems, this filter has computational advantages (i.e., less integration errors and roundoff errors) over a Kalman filter.

PySeqLab: an open source Python package for sequence labeling and segmentation.

PubMed

Allam, Ahmed; Krauthammer, Michael

2017-11-01

Text and genomic data are composed of sequential tokens, such as words and nucleotides that give rise to higher order syntactic constructs. In this work, we aim at providing a comprehensive Python library implementing conditional random fields (CRFs), a class of probabilistic graphical models, for robust prediction of these constructs from sequential data. Python Sequence Labeling (PySeqLab) is an open source package for performing supervised learning in structured prediction tasks. It implements CRFs models, that is discriminative models from (i) first-order to higher-order linear-chain CRFs, and from (ii) first-order to higher-order semi-Markov CRFs (semi-CRFs). Moreover, it provides multiple learning algorithms for estimating model parameters such as (i) stochastic gradient descent (SGD) and its multiple variations, (ii) structured perceptron with multiple averaging schemes supporting exact and inexact search using 'violation-fixing' framework, (iii) search-based probabilistic online learning algorithm (SAPO) and (iv) an interface for Broyden-Fletcher-Goldfarb-Shanno (BFGS) and the limited-memory BFGS algorithms. Viterbi and Viterbi A* are used for inference and decoding of sequences. Using PySeqLab, we built models (classifiers) and evaluated their performance in three different domains: (i) biomedical Natural language processing (NLP), (ii) predictive DNA sequence analysis and (iii) Human activity recognition (HAR). State-of-the-art performance comparable to machine-learning based systems was achieved in the three domains without feature engineering or the use of knowledge sources. PySeqLab is available through https://bitbucket.org/A_2/pyseqlab with tutorials and documentation. ahmed.allam@yale.edu or michael.krauthammer@yale.edu. Supplementary data are available at Bioinformatics online. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com

Higher Education and Development in South-East Asia. Volume III, Part 2, Language Policy and Higher Education.

ERIC Educational Resources Information Center

Noss, Richard

This document, the second part of the third volume of a study concerned with the role of institutions of higher education in the development of countries in South-East Asia, discusses the problems aroused by language in the region. Chapters I-IV cover assumptions of the study, common problems of the region, current solutions, and future outlook.…

Qualitative spatial logic descriptors from 3D indoor scenes to generate explanations in natural language.

PubMed

Falomir, Zoe; Kluth, Thomas

2017-06-24

The challenge of describing 3D real scenes is tackled in this paper using qualitative spatial descriptors. A key point to study is which qualitative descriptors to use and how these qualitative descriptors must be organized to produce a suitable cognitive explanation. In order to find answers, a survey test was carried out with human participants which openly described a scene containing some pieces of furniture. The data obtained in this survey are analysed, and taking this into account, the QSn3D computational approach was developed which uses a XBox 360 Kinect to obtain 3D data from a real indoor scene. Object features are computed on these 3D data to identify objects in indoor scenes. The object orientation is computed, and qualitative spatial relations between the objects are extracted. These qualitative spatial relations are the input to a grammar which applies saliency rules obtained from the survey study and generates cognitive natural language descriptions of scenes. Moreover, these qualitative descriptors can be expressed as first-order logical facts in Prolog for further reasoning. Finally, a validation study is carried out to test whether the descriptions provided by QSn3D approach are human readable. The obtained results show that their acceptability is higher than 82%.

[Fool's gold standards in language screening. Sensitivity and specificity of the Hessian child language screening test (Kindersprachscreening, KiSS)].

PubMed

Neumann, K; Holler-Zittlau, I; van Minnen, S; Sick, U; Zaretsky, Y; Euler, H A

2011-01-01

The German Kindersprachscreening (KiSS) is a universal speech and language screening test for large-scale identification of Hessian kindergarten children requiring special educational language training or clinical speech/language therapy. To calculate the procedural screening validity, 257 children (aged 4.0 to 4.5 years) were tested using KiSS and four language tests (Reynell Development Language Scales III, Patholinguistische Diagnostik, PLAKSS, AWST-R). The majority or consensus judgements of three speech-language professionals, based on the language test results, served as a reference criterion. The base (fail) rates of the professionals were either self-determined or preset based on known prevalence rates. Screening validity was higher for preset than for self-determined base rates due to higher inter-judge agreement. The confusion matrices of the overall index classification of the KiSS (speech-language abnormalities with educational or clinical needs) with the fixed base rate expert judgement about language impairment, including fluency or voice disorders, yielded a sensitivity of 88% and a specificity of 78%, for just language impairment 84% and 75%, respectively. Specificities for disorders requiring clinical diagnostics in the KiSS (language impairment alone or combined with fluency/voice disorders) related to the test-based consensus expert judgment was about 93%. Sensitivities were unsatisfactory because the differentiation between educational and clinical needs requires improvement. Since the judgement concordances between the speech-language professionals was only moderate, the development of a comprehensive German reference test for speech and language disorders with evidence-based algorithmic decision rules rather than subjective clinical judgement is advocated.

Languages for Specific Academic Purposes or Languages for General Academic Purposes? A Critical Reappraisal of a Key Issue for Language Provision in Higher Education

ERIC Educational Resources Information Center

Krekeler, Christian

2013-01-01

The debate about the subject specificity of university language tuition has been going on for decades; it has mostly been discussed in the context of English for Academic Purposes. This paper considers the case for disciplinary specificity with regard to languages other than English. Few, if any, developed curricula, syllabuses, suitable textbooks…

The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language

ERIC Educational Resources Information Center

Varisoglu, Mehmet Celal

2016-01-01

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…

Syntax and serial recall: How language supports short-term memory for order.

PubMed

Perham, Nick; Marsh, John E; Jones, Dylan M

2009-07-01

The extent to which familiar syntax supports short-term serial recall of visually presented six-item sequences was shown by the superior recall of lists in which item pairs appeared in the order of "adjective-noun" (items 1-2, 3-4, 5-6)--congruent with English syntax--compared to when the order of items within pairs was reversed. The findings complement other evidence suggesting that short-term memory is an assemblage of language processing and production processes more than it is a bespoke short-term memory storage system.

Virtual Linguistic Personas and Foreign Language Teaching in Higher Education

ERIC Educational Resources Information Center

Popova, T. P.; Nenasheva, T. A.

2016-01-01

Many Russian institutions of higher education support the introduction of information technologies, and they actively use them in the educational process. In teaching foreign languages (FLs) at university, the transition to the new instructional model implies the need to actively deploy innovative concepts and practices aimed at ensuring that…

Promoting Cultural and Linguistic Competence with Documentary Film in Spanish

ERIC Educational Resources Information Center

Hertel, Tammy Jandrey; Harrington, Stasie

2015-01-01

The 2007 MLA report "Foreign Language and Higher Education: New Structures for a Changed World," with its call to institutions of higher education to reexamine their curricula and include more in-depth cultural content into all courses, reminded foreign language educators of the important goal of helping students gain…

Fractionating English Language Proficiency: Policy and Practice in Australian Higher Education

ERIC Educational Resources Information Center

Moore, Paul J.; Harrington, Michael

2016-01-01

Policy-makers and practitioners in Australian higher education increasingly view English language proficiency (ELP) as a tripartite construct consisting of English proficiency for academic study, interpersonal communication, and more recently, the workplace. This paper examines this assumption and identifies the significant implications it has for…

A brief description and comparison of programming languages FORTRAN, ALGOL, COBOL, PL/1, and LISP 1.5 from a critical standpoint

NASA Technical Reports Server (NTRS)

Mathur, F. P.

1972-01-01

Several common higher level program languages are described. FORTRAN, ALGOL, COBOL, PL/1, and LISP 1.5 are summarized and compared. FORTRAN is the most widely used scientific programming language. ALGOL is a more powerful language for scientific programming. COBOL is used for most commercial programming applications. LISP 1.5 is primarily a list-processing language. PL/1 attempts to combine the desirable features of FORTRAN, ALGOL, and COBOL into a single language.

A case of "order insensitivity"? Natural and artificial language processing in a man with primary progressive aphasia.

PubMed

Zimmerer, Vitor C; Varley, Rosemary A

2015-08-01

Processing of linear word order (linear configuration) is important for virtually all languages and essential to languages such as English which have little functional morphology. Damage to systems underpinning configurational processing may specifically affect word-order reliant sentence structures. We explore order processing in WR, a man with primary progressive aphasia (PPA). In a previous report, we showed how WR showed impaired processing of actives, which rely strongly on word order, but not passives where functional morphology signals thematic roles. Using the artificial grammar learning (AGL) paradigm, we examined WR's ability to process order in non-verbal, visual sequences and compared his profile to that of healthy controls, and aphasic participants with and without severe syntactic disorder. Results suggested that WR, like some other patients with severe syntactic impairment, was unable to detect linear configurational structure. The data are consistent with the notion that disruption of possibly domain-general linearization systems differentially affects processing of active and passive sentence structures. Further research is needed to test this account, and we suggest hypotheses for future studies. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Guide to Languages and Careers: How To Continue Your Languages into Further and Higher Education. Revised & Updated.

ERIC Educational Resources Information Center

King, Ann

This book is divided into six sections and 33 chapters. Section 1, "Who Needs Languages?" has five chapters: "Employers Do...and You Do!"; "What Are Employers Looking For"?; "In Which Careers Are Languages Useful?"; "How Do I Prepare Myself?"; and "Who Speaks What Where?" Each chapter in…

The Effect of Culture Integrated Language Courses on Foreign Language Education

ERIC Educational Resources Information Center

Omer, Kocer; Ali, Dincer

2011-01-01

When examined carefully, it is seen that there is not an available and detailed curriculum designed for the aim of foreign language teaching with integrated cultural items of the target language in the programs of the schools under authority of the Ministry of Education and Turkish higher education institutions. In recent years, the specialists…

The Ups and Downs of Third-Stream Collaboration in Modern Languages: The Blended Language Training Initiative at Nottingham Trent University

ERIC Educational Resources Information Center

Hughes, Neil

2012-01-01

In his "Review of Modern Foreign Languages Provision in Higher Education in England", Michael Worton argues that to safeguard the health of their subjects, languages academics will need to establish "greater, sustainable collaborations" with a range of partners including "extra-educational organisations". For Worton's…

Languaging as Agent and Constituent of Cognitive Change in an Older Adult: An Example

ERIC Educational Resources Information Center

Swain, Merrill; Lapkin, Sharon

2011-01-01

Vygotsky's writings have established the critical importance of language in the development of higher mental functions, including memory and attention. One of the processes involved in this development is languaging, the activity of mediating cognitively complex ideas using language (Swain, 2006). The present study of an older adult with mild…

Language and Content in the Modern Foreign Languages Degree: A Students' Perspective

ERIC Educational Resources Information Center

Gieve, Simon; Cunico, Sonia

2012-01-01

This paper reports on a small-scale qualitative study of students' experience of their Modern Foreign Languages (MFL) degrees with particular regard to the relationship between language and content learning. It is framed by the identification in the recent Worton Report on MFL studies in UK higher education and elsewhere of a dualism between…

Examining the Effects of Gender and Second Language Proficiency on Hispanic Writers' Persuasive Discourse.

ERIC Educational Resources Information Center

Bermudez, Andrea B.; Prater, Doris L.

1994-01-01

Examines the use of persuasive responses by Hispanic second-language writers and categorizes these responses by level of language proficiency and gender. Findings indicate that students exit English-as-a-Second-Language classes without having achieved a higher level of expertise in the use of persuasive discourse and that females elaborate more…

Foreign Language Teaching and Learning in the Netherlands 1500-2000: An Overview

ERIC Educational Resources Information Center

Wilhelm, Frans

2018-01-01

The Netherlands are quite unique in that the Dutch have always learned various foreign languages. Until 1940, French was the most important foreign language. Between roughly 1870 and 1970, Dutch learners in grammar schools and higher secondary schools were even obliged to learn three foreign languages: French, German and English. Since 1970,…

Specific Language Impairment (SLI) and Reading Development in Early School Years

ERIC Educational Resources Information Center

Isoaho, Pia; Kauppila, Timo; Launonen, Kaisa

2016-01-01

Specific language impairment (SLI) is a condition that affects children's emerging language skills. Many different language skills can be affected in SLI, but not all individuals with SLI have the same set of difficulties. As a result, SLI is a highly heterogeneous condition. The ability to read and understand written text is a higher function of…

Exaggeration of Language-Specific Rhythms in English and French Children's Songs

PubMed Central

Hannon, Erin E.; Lévêque, Yohana; Nave, Karli M.; Trehub, Sandra E.

2016-01-01

The available evidence indicates that the music of a culture reflects the speech rhythm of the prevailing language. The normalized pairwise variability index (nPVI) is a measure of durational contrast between successive events that can be applied to vowels in speech and to notes in music. Music–language parallels may have implications for the acquisition of language and music, but it is unclear whether native-language rhythms are reflected in children's songs. In general, children's songs exhibit greater rhythmic regularity than adults' songs, in line with their caregiving goals and frequent coordination with rhythmic movement. Accordingly, one might expect lower nPVI values (i.e., lower variability) for such songs regardless of culture. In addition to their caregiving goals, children's songs may serve an intuitive didactic function by modeling culturally relevant content and structure for music and language. One might therefore expect pronounced rhythmic parallels between children's songs and language of origin. To evaluate these predictions, we analyzed a corpus of 269 English and French songs from folk and children's music anthologies. As in prior work, nPVI values were significantly higher for English than for French children's songs. For folk songs (i.e., songs not for children), the difference in nPVI for English and French songs was small and in the expected direction but non-significant. We subsequently collected ratings from American and French monolingual and bilingual adults, who rated their familiarity with each song, how much they liked it, and whether or not they thought it was a children's song. Listeners gave higher familiarity and liking ratings to songs from their own culture, and they gave higher familiarity and preference ratings to children's songs than to other songs. Although higher child-directedness ratings were given to children's than to folk songs, French listeners drove this effect, and their ratings were uniquely predicted by nPVI. Together, these findings suggest that language-based rhythmic structures are evident in children's songs, and that listeners expect exaggerated language-based rhythms in children's songs. The implications of these findings for enculturation processes and for the acquisition of music and language are discussed. PMID:27445907

Exaggeration of Language-Specific Rhythms in English and French Children's Songs.

PubMed

Hannon, Erin E; Lévêque, Yohana; Nave, Karli M; Trehub, Sandra E

2016-01-01

The available evidence indicates that the music of a culture reflects the speech rhythm of the prevailing language. The normalized pairwise variability index (nPVI) is a measure of durational contrast between successive events that can be applied to vowels in speech and to notes in music. Music-language parallels may have implications for the acquisition of language and music, but it is unclear whether native-language rhythms are reflected in children's songs. In general, children's songs exhibit greater rhythmic regularity than adults' songs, in line with their caregiving goals and frequent coordination with rhythmic movement. Accordingly, one might expect lower nPVI values (i.e., lower variability) for such songs regardless of culture. In addition to their caregiving goals, children's songs may serve an intuitive didactic function by modeling culturally relevant content and structure for music and language. One might therefore expect pronounced rhythmic parallels between children's songs and language of origin. To evaluate these predictions, we analyzed a corpus of 269 English and French songs from folk and children's music anthologies. As in prior work, nPVI values were significantly higher for English than for French children's songs. For folk songs (i.e., songs not for children), the difference in nPVI for English and French songs was small and in the expected direction but non-significant. We subsequently collected ratings from American and French monolingual and bilingual adults, who rated their familiarity with each song, how much they liked it, and whether or not they thought it was a children's song. Listeners gave higher familiarity and liking ratings to songs from their own culture, and they gave higher familiarity and preference ratings to children's songs than to other songs. Although higher child-directedness ratings were given to children's than to folk songs, French listeners drove this effect, and their ratings were uniquely predicted by nPVI. Together, these findings suggest that language-based rhythmic structures are evident in children's songs, and that listeners expect exaggerated language-based rhythms in children's songs. The implications of these findings for enculturation processes and for the acquisition of music and language are discussed.

Nurse going native: Language and identity in letters from Africa and the British West Indies

PubMed Central

Howell, Jessica M.

2015-01-01

Colonial nurses were ideal agents of colonial medicine’s supposed beneficence: while practising and teaching “hygiene”, they also reinforced racial and cultural separation. In some cases, however, the nurses took their role as healers and teachers of local populations much more seriously than was authorized implicitly by their employer. This article analyses the circulation of original life writing materials between one nurse, CC, and the Colonial Nursing Association, in order to chart the considerable anxiety around the concept of nurses’ cross-cultural and cross-racial sympathy during the interwar period. I draw upon colonial language studies and women’s travel writing analysis in order to demonstrate that many of these concerns centred on issues of language and communication. By speaking local languages, it was feared that colonial nurses’ loyalty would shift from their employer towards their indigenous patients. This essay places the concept of “going native” within the contexts of nineteenth-century empire literature, racial anthropology and ethnology, in order to suggest that concerns about nurses “going native” were influenced by discourses of degeneration and acclimatization. PMID:27182083

Parent-child interaction: Does parental language matter?

PubMed

Menashe, Atara; Atzaba-Poria, Naama

2016-11-01

Although parental language and behaviour have been widely investigated, few studies have examined their unique and interactive contribution to the parent-child relationship. The current study explores how parental behaviour (sensitivity and non-intrusiveness) and the use of parental language (exploring and control languages) correlate with parent-child dyadic mutuality. Specifically, we investigated the following questions: (1) 'Is parental language associated with parent-child dyadic mutuality above and beyond parental behaviour?' (2) 'Does parental language moderate the links between parental behaviour and the parent-child dyadic mutuality?' (3) 'Do these differences vary between mothers and fathers?' The sample included 65 children (M age  = 1.97 years, SD = 0.86) and their parents. We observed parental behaviour, parent-child dyadic mutuality, and the type of parental language used during videotaped in-home observations. The results indicated that parental language and behaviours are distinct components of the parent-child interaction. Parents who used higher levels of exploring language showed higher levels of parent-child dyadic mutuality, even when accounting for parental behaviour. Use of controlling language, however, was not found to be related to the parent-child dyadic mutuality. Different moderation models were found for mothers and fathers. These results highlight the need to distinguish parental language and behaviour when assessing their contribution to the parent-child relationship. © 2016 The British Psychological Society.

Rules and construction effects in learning the argument structure of verbs.

PubMed

Demuth, Katherine; Machobane, Malillo; Moloi, Francina

2003-11-01

Theorists of language acquisition have long debated the means by which children learn the argument structure of verbs (e.g. Bowerman, 1974, 1990; Pinker, 1984, 1989; Tomasello, 1992). Central to this controversy has been the possible role of verb semantics, especially in learning which verbs undergo dative-shift alternation in languages like English. The learning problem is somewhat simplified in Bantu double object constructions, where all applicative verbs show the same order of postverbal objects. However, Bantu languages differ as to what that order is, some placing the benefactive argument first, and others placing the animate argument first. Learning the language-specific word-order restrictions on Bantu double object applicative constructions is therefore more akin to setting a parameter (cf. Hyams, 1986). This study examined 100 three- to eight-year-old children's knowledge of word order restrictions in Sesotho double object applicatives. Performance on forced choice elicited production tasks found that four-year-olds showed evidence of rule learning, although eight-year-olds had not yet attained adult levels of performance. Further investigation found lexical construction effects for three-year-olds. These findings suggest that learning the argument structure of verbs, even when lexical semantics is not involved, may be more sensitive to lexical construction effects than previously thought.

Students Helping Students: A Learning Partnership Initiative for Distance Language Learners

ERIC Educational Resources Information Center

Jilg, Timothy; Southgate, Margaret

2017-01-01

This study looks at the effectiveness of an intervention to improve student retention on a distance language course. Of the six beginners' language courses offered by the UK's Open University, the beginners' Welsh course has consistently had the lowest retention rates since it was first presented in 2008. In order to address this, a project was…

The Cultural Politics of Language in Sudan: Against the Racialising Logic of Language Rights

ERIC Educational Resources Information Center

Abdelhay, Ashraf; Eljak, Nada; Mugaddam, AbdelRahim; Makoni, Sinfree

2017-01-01

The sociolinguistic repertoires of individuals in Sudan are products of institutionalised orders of normalisation. The visibility of language in popular and official discourses in Sudan is always linked with wider cultural and political projects. This paper intends to engage with and explicate this observation by, first, examining how the dominant…

Exploring Podcasting in English as a Foreign Language Learners' Writing Performance

ERIC Educational Resources Information Center

Bamanger, Ebrahim Mohammed; Alhassan, Riyadh Abdulrahman

2015-01-01

The purpose of the present study was to determine whether giving English as a foreign language learners podcast lectures in addition to the traditional lectures help them to enhance their English language writing, and to explore and discover useful information regarding the adoption of podcasting as a learning or training tool in order to better…

Different Types of English to which Korean College Students are Exposed Outside the Class

ERIC Educational Resources Information Center

Lee, Choonhwa

2005-01-01

The present study examines college students' English contact, which is one of the individual difference factors in foreign language learning. Exposure to a foreign language has been emphasized as one of the crucial conditions in order to achieve proficiency in that language (Dornyei & Skehan, 2003; Freeman, 1999). On the other hand, the lack…

Communication Patterns between Internationally Adopted Children and Their Mothers: Implications for Language Development

ERIC Educational Resources Information Center

Gauthier, K.; Genesee, F.; Dubois, M. E.; Kasparian K.

2013-01-01

This study presents findings on patterns of communication between internationally adopted children and their mothers in order to better understand the nature of these interactions and their influence on language learning. We examined maternal language use and joint attention behaviors of mothers and their children in 21 mother-child pairs: 10…

The Role of Language in Adult Education and Poverty Reduction in Botswana

ERIC Educational Resources Information Center

Bagwasi, Mompoloki

2006-01-01

This study examines the role of language in reducing poverty in Botswana through adult-education programs. Because language is the medium through which human beings communicate and grow intellectually and socially, it should form the basis of any discussion involving the relation between development and education. In order best to respond to…

Quantitative Analysis of Language Production in Parkinson's Disease Using a Cued Sentence Generation Task

ERIC Educational Resources Information Center

Vanhoutte, Sarah; De Letter, Miet; Corthals, Paul; Van Borsel, John; Santens, Patrick

2012-01-01

The present study examined language production skills in Parkinson's disease (PD) patients. A unique cued sentence generation task was created in order to reduce demands on memory and attention. Differences in sentence production abilities according to disease severity and cognitive impairments were assessed. Language samples were obtained from 20…

Investigating Negotiation of Meaning in EFL Children with Very Low Levels of Proficiency

ERIC Educational Resources Information Center

Lázaro, Amparo; Azpilicueta-Martinez, Raúl

2015-01-01

Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young…

Teaching English Language Learners in Mainstream Science Classrooms: Teacher Practice and Educational Opportunity

ERIC Educational Resources Information Center

Schroeder, Carlotta Dorothy

2011-01-01

Equal educational opportunity for English language learners (ELLs) has been a goal of the public educational system in the United States. Language policy reforms have increased accountability in order for schools to improve student achievement and measure the progress of ELLs. The No Child Left Behind Act (NCLB) requires assessment and…

Les systemes approximatifs et l'enseignement des langues secondes (Approximative Systems and the Teaching of Second Languages).

ERIC Educational Resources Information Center

High, Virginia Lacastro

Errors can be considered concrete representations of stages through which one must go in order to acquire one's native language and a second language. It has been discovered that certain errors appear systematically, revealing an approximate system, or "interlanguage," behind the erroneous utterances. Present research in second language…

Pragmatics in the Post-TESL Certificate Course "Language Teaching for Employment"

ERIC Educational Resources Information Center

Bartel, Joan

2013-01-01

For those immigrants to Canada who need some language training in order to access employment in their field, occupational ESL classes have been available in Ontario for several years. Recent additions to Occupation-Specific Language Training and Bridging programs, as well as a new emphasis on work-related content in LINC classes, have created a…

Precursors to Language Development in Typically and Atypically Developing Infants and Toddlers: The Importance of Embracing Complexity

ERIC Educational Resources Information Center

D'Souza, Dean; D'Souza, Hana; Karmiloff-Smith, Annette

2017-01-01

In order to understand how language abilities emerge in typically and atypically developing infants and toddlers, it is important to embrace complexity in development. In this paper, we describe evidence that early language development is an experience-dependent process, shaped by diverse, interconnected, interdependent developmental mechanisms,…

The Language Continuum: Narrative Discourse Skills in English-Japanese Bilingual Children.

ERIC Educational Resources Information Center

Minami, Masahiko

In this research, using the "Frog, Where Are You?" picture book, 40 bilingual children age 6-12 years were asked to narrate the story in two languages, English and Japanese. Both quantitative and qualitative analyses were performed in order to study the relationship between the use of the two languages. The results generally suggest that…

Conditions Restraining the Teaching of Major Nigerian Languages in Secondary School in Ebonyi State, Nigeria

ERIC Educational Resources Information Center

Chidi-Ehiem, Ugochi Ijeoma

2015-01-01

This descriptive survey was carried out in order to determine the conditions handicapping the teaching of major Nigerian languages in secondary schools in Ebonyi State, Nigeria. A random sample of 953 students and 602 language teachers completed a corresponding copies of questionnaire designed for the study. Out of 1555 copies of questionnaire…

eTwinning in Language Learning: The Perspectives of Successful Teachers

ERIC Educational Resources Information Center

Akdemir, Ahmet Selçuk

2017-01-01

This study aims at investigating the effect of eTwinning, an innovative way of cooperative learning, on language teaching. A qualitative research design is preferred in order to explore the experiences of language teachers who have completed successful eTwinning projects. To this end, 7 ELT professionals (4 female, 3 male) from different cities of…

Reading Strategies and CLIL: The Effect of Training in Formal Instruction

ERIC Educational Resources Information Center

de Zarobe, Yolanda Ruiz; Zenotz, Victoria

2015-01-01

Content and Language Integrated Learning (CLIL) is a multifaceted educational approach which has emerged as a major innovation in improving language learning and subject learning in the curriculum. In order to analyse the effect of this approach, a number of studies (Dalton Puffer, C., T. Nikula and U. Smit, eds. 2010. "Language Use and…

A Navajo Paradigm for Long Life Happiness--and for Reversing Navajo Language Shift.

ERIC Educational Resources Information Center

House, Deborah

1997-01-01

Describes a Navajo model by which individuals may assume responsibility for reversing Navajo language shift. Argues that reversing Navajo language shift requires that Navajos acknowledge the problem, that Navajo principles of balance and the natural order be applied to the problem, and that Navajo individuals and families make a commitment to…

76 FR 46277 - Petroleum Wax Candles From the People's Republic of China: Final Results of Request for Comments...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-02

... (September 3, 1985) (``Petition''), at 7. The Department adopted this same language as the scope in its... candles.'' This scope language carried forward without change through the eventual antidumping duty order and subsequent segments of this proceeding. Due to the fact that the plain language of the scope...

Intonational Division of a Speech Flow in the Kazakh Language

ERIC Educational Resources Information Center

Bazarbayeva, Zeynep M.; Zhalalova, Akshay M.; Ormakhanova, Yenlik N.; Ospangaziyeva, Nazgul B.; Karbozova, Bulbul D.

2016-01-01

The purpose of this research is to analyze the speech intonation of the French, Kazakh, English and Russian languages. The study considers intonation component functions (of melodics, duration, and intensity) in poetry and language spoken. It is defined that a set of prosodic means are used in order to convey the intonational specifics of sounding…

Technologies and Second Language: Nigerian Students' Adaptive Strategies to Cope with Language Barrier in Northern Cyprus

ERIC Educational Resources Information Center

Elega, Adeola Abdulateef; Özad, Bahire Efe

2017-01-01

This study sought to investigate how Nigerian students in Northern Cyprus cope with language barrier and increase interactions with people of the host community beyond the classroom via utilizing technological adaptive strategies. In order to complete this study, a descriptive design based on a survey conducted among 238 Nigerian students studying…

An Integrative Theory of Psychotherapy: Research and Practice

PubMed Central

Epstein, Seymour; Epstein, Martha L.

2016-01-01

A dual-process personality theory and supporting research are presented. The dual processes comprise an experiential system and a rational system. The experiential system is an adaptive, associative learning system that humans share with other higher-order animals. The rational system is a uniquely human, primarily verbal, reasoning system. It is assumed that when humans developed language they did not abandon their previous ways of adapting, they simply added language to their experiential system. The two systems are assumed to operate in parallel and are bi-directionally interactive. The validity of these assumptions is supported by extensive research. Of particular relevance for psychotherapy, the experiential system, which is compatible with evolutionary theory, replaces the Freudian maladaptive unconscious system that is indefensible from an evolutionary perspective, as sub-human animals would then have only a single system that is maladaptive. The aim of psychotherapy is to produce constructive changes in the experiential system. Changes in the rational system are useful only to the extent that they contribute to constructive changes in the experiential system. PMID:27672302