Using Language Sample Analysis to Assess Spoken Language Production in Adolescents
ERIC Educational Resources Information Center
Miller, Jon F.; Andriacchi, Karen; Nockerts, Ann
2016-01-01
Purpose: This tutorial discusses the importance of language sample analysis and how Systematic Analysis of Language Transcripts (SALT) software can be used to simplify the process and effectively assess the spoken language production of adolescents. Method: Over the past 30 years, thousands of language samples have been collected from typical…
Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey
ERIC Educational Resources Information Center
Pavelko, Stacey L.; Owens, Robert E., Jr.; Ireland, Marie; Hahs-Vaughn, Debbie L.
2016-01-01
Purpose: This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years'…
Using Language Sample Databases
ERIC Educational Resources Information Center
Heilmann, John J.; Miller, Jon F.; Nockerts, Ann
2010-01-01
Purpose: Over the past 50 years, language sample analysis (LSA) has evolved from a powerful research tool that is used to document children's linguistic development into a powerful clinical tool that is used to identify and describe the language skills of children with language impairment. The Systematic Analysis of Language Transcripts (SALT; J.…
Kapantzoglou, Maria; Fergadiotis, Gerasimos; Restrepo, M Adelaida
2017-10-17
This study examined whether the language sample elicitation technique (i.e., storytelling and story-retelling tasks with pictorial support) affects lexical diversity (D), grammaticality (grammatical errors per communication unit [GE/CU]), sentence length (mean length of utterance in words [MLUw]), and sentence complexity (subordination index [SI]), which are commonly used indices for diagnosing primary language impairment in Spanish-English-speaking children in the United States. Twenty bilingual Spanish-English-speaking children with typical language development and 20 with primary language impairment participated in the study. Four analyses of variance were conducted to evaluate the effect of language elicitation technique and group on D, GE/CU, MLUw, and SI. Also, 2 discriminant analyses were conducted to assess which indices were more effective for story retelling and storytelling and their classification accuracy across elicitation techniques. D, MLUw, and SI were influenced by the type of elicitation technique, but GE/CU was not. The classification accuracy of language sample analysis was greater in story retelling than in storytelling, with GE/CU and D being useful indicators of language abilities in story retelling and GE/CU and SI in storytelling. Two indices in language sample analysis may be sufficient for diagnosis in 4- to 5-year-old bilingual Spanish-English-speaking children.
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Hsu, Chien-Ju; Thompson, Cynthia K.
2018-01-01
Purpose: The purpose of this study is to compare the outcomes of the manually coded Northwestern Narrative Language Analysis (NNLA) system, which was developed for characterizing agrammatic production patterns, and the automated Computerized Language Analysis (CLAN) system, which has recently been adopted to analyze speech samples of individuals…
The rules of the game: properties of a database of expository language samples.
Heilmann, John; Malone, Thomas O
2014-10-01
The authors created a database of expository oral language samples with the aims of describing the nature of students' expository discourse and providing benchmark data for typically developing preteen and teenage students. Using a favorite game or sport protocol, language samples were collected from 235 typically developing students in Grades 5, 6, 7, and 9. Twelve language measures were summarized from this database and analyses were completed to test for differences across ages and topics. To determine whether distinct dimensions of oral language could be captured with language measures from these expository samples, a factor analysis was completed. Modest differences were observed in language measures across ages and topics. The language measures were effectively classified into four distinct dimensions: syntactic complexity, expository content, discourse difficulties, and lexical diversity. Analysis of expository data provides a functional and curriculum-based assessment that has the potential to allow clinicians to document multiple dimensions of children's expressive language skills. Further development and testing of the database will establish the feasibility of using it to compare individual students' expository discourse skills to those of their typically developing peers.
Burgess, Sloane; Audet, Lisa; Harjusola-Webb, Sanna
2013-01-01
The purpose of this research was to begin to characterize and compare the school and home language environments of 10 preschool-aged children with Autism Spectrum Disorders (ASD). Naturalistic language samples were collected from each child, utilizing Language ENvironment Analysis (LENA) digital voice recorder technology, at 3-month intervals over the course of one year. LENA software was used to identify 15-min segments of each sample that represented the highest number of adult words used during interactions with each child for all school and home language samples. Selected segments were transcribed and analyzed using Systematic Analysis of Language Transcripts (SALT). LENA data was utilized to evaluate quantitative characteristics of the school and home language environments and SALT data was utilized to evaluate quantitative and qualitative characteristics of language environment. Results revealed many similarities in home and school language environments including the degree of semantic richness, and complexity of adult language, types of utterances, and pragmatic functions of utterances used by adults during interactions with child participants. Study implications and recommendations for future research are discussed. The reader will be able to, (1) describe how two language sampling technologies can be utilized together to collect and analyze language samples, (2) describe characteristics of the school and home language environments of young children with ASD, and (3) identify environmental factors that may lead to more positive expressive language outcomes of young children with ASD. Copyright © 2013 Elsevier Inc. All rights reserved.
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Jacobson, Peggy F.; Walden, Patrick R.
2013-01-01
Purpose: This study explored the utility of language sample analysis for evaluating language ability in school-age Spanish-English sequential bilingual children. Specifically, the relative potential of lexical diversity and word/morpheme omission as predictors of typical or atypical language status was evaluated. Method: Narrative samples were…
Linguistic analysis of discourse in aphasia: A review of the literature.
Bryant, Lucy; Ferguson, Alison; Spencer, Elizabeth
This review examined previous research applications of linguistic discourse analysis to assess the language of adults with aphasia. A comprehensive literature search of seven databases identified 165 studies that applied linguistic measures to samples of discourse collected from people with aphasia. Analysis of methodological applications revealed an increase in published research using linguistic discourse analysis over the past 40 years, particularly to measure the generalisation of therapy outcomes to language in use. Narrative language samples were most frequently subject to analysis though all language genres were observed across included studies. A total of 536 different linguistic measures were applied to examine language behaviours. Growth in the research use of linguistic discourse analysis and suggestions that this growth may be reflected in clinical practice requires further investigation. Future research directions are discussed to investigate clinical use of discourse analysis and examine the differences that exist between research and clinical practice.
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Fields, Thomas A.; Ashmore, Lear L.
1980-01-01
Expressive language samples were obtained from 20 children in four location-stimulus combinations and from wireless radio telemetry. No significant differences existed between the locations of home and clinic, but significant differences were noted among samples elicited using pictures as opposed to open-ended questions as compared to telemetry…
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Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.
2017-01-01
This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…
Microcomputer Analysis of Children's Language Samples.
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Rosenkoetter, Sharon E.; Rice, Mabel L.
The workshop paper examines the use of microcomputer packages to analyze spontaneous language samples of children with communication disorders. Advantages of computerized analysis are seen to include time saving, more efficient data management, and increased objectivity. To help consumers determine which programs to buy, four aspects are…
Gutiérrez-Clellen, Vera F.; Simon-Cereijido, Gabriela
2012-01-01
Current language tests designed to assess Spanish-English-speaking children have limited clinical accuracy and do not provide sufficient information to plan language intervention. In contrast, spontaneous language samples obtained in the two languages can help identify language impairment with higher accuracy. In this article, we describe several diagnostic indicators that can be used in language assessments based on spontaneous language samples. First, based on previous research with monolingual and bilingual English speakers, we show that a verb morphology composite measure in combination with a measure of mean length of utterance (MLU) can provide valuable diagnostic information for English development in bilingual children. Dialectal considerations are discussed. Second, we discuss the available research with bilingual Spanish speakers and show a series of procedures to be used for the analysis of Spanish samples: (a) limited MLU and proportional use of ungrammatical utterances; (b) limited grammatical accuracy on articles, verbs, and clitic pronouns; and (c) limited MLU, omission of theme arguments, and limited use of ditransitive verbs. Third, we illustrate the analysis of verb argument structure using a rubric as an assessment tool. Estimated scores on morphological and syntactic measures are expected to increase the sensitivity of clinical assessments with young bilingual children. Further research using other measures of language will be needed for older school-age children. PMID:19851951
Danahy Ebert, Kerry; Scott, Cheryl M
2014-10-01
Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment. The study is a retrospective analysis of clinical records from 73 school-age children. Participants had completed an oral narrative language sample and at least one norm-referenced language test. Correlations between microstructural language sample measures and norm-referenced test scores were compared for younger (6- to 8-year-old) and older (9- to 12-year-old) children. Contingency tables were constructed to compare the 2 types of tools, at 2 different cutpoints, in terms of which children were identified as having a language disorder. Correlations between narrative language sample measures and norm-referenced tests were stronger for the younger group than the older group. Within the younger group, the level of language assessed by each measure contributed to associations among measures. Contingency analyses revealed moderate overlap in the children identified by each tool, with agreement affected by the cutpoint used. Narrative language samples may complement norm-referenced tests well, but age combined with narrative task can be expected to influence the nature of the relationship.
Pham, Giang
2017-01-01
Purpose Although language samples and standardized tests are regularly used in assessment, few studies provide clinical guidance on how to synthesize information from these testing tools. This study extends previous work on the relations between tests and language samples to a new population—school-age bilingual speakers with primary language impairment—and considers the clinical implications for bilingual assessment. Method Fifty-one bilingual children with primary language impairment completed narrative language samples and standardized language tests in English and Spanish. Children were separated into younger (ages 5;6 [years;months]–8;11) and older (ages 9;0–11;2) groups. Analysis included correlations with age and partial correlations between language sample measures and test scores in each language. Results Within the younger group, positive correlations with large effect sizes indicated convergence between test scores and microstructural language sample measures in both Spanish and English. There were minimal correlations in the older group for either language. Age related to English but not Spanish measures. Conclusions Tests and language samples complement each other in assessment. Wordless picture-book narratives may be more appropriate for ages 5–8 than for older children. We discuss clinical implications, including a case example of a bilingual child with primary language impairment, to illustrate how to synthesize information from these tools in assessment. PMID:28055056
ERIC Educational Resources Information Center
Kapantzoglou, Maria; Fergadiotis, Gerasimos; Restrepo, M. Adelaida
2017-01-01
Purpose: This study examined whether the language sample elicitation technique (i.e., storytelling and story-retelling tasks with pictorial support) affects lexical diversity (D), grammaticality (grammatical errors per communication unit [GE/CU]), sentence length (mean length of utterance in words [MLUw]), and sentence complexity (subordination…
Incorporating Computer-Aided Language Sample Analysis into Clinical Practice
ERIC Educational Resources Information Center
Price, Lisa Hammett; Hendricks, Sean; Cook, Colleen
2010-01-01
Purpose: During the evaluation of language abilities, the needs of the child are best served when multiple types and sources of data are included in the evaluation process. Current educational policies and practice guidelines further dictate the use of authentic assessment data to inform diagnosis and treatment planning. Language sampling and…
Stability of measures from children's interviews: the effects of time, sample length, and topic.
Heilmann, John; DeBrock, Lindsay; Riley-Tillman, T Chris
2013-08-01
The purpose of this study was to examine the reliability of, and sources of variability in, language measures from interviews collected from young school-age children. Two 10-min interviews were collected from 20 at-risk kindergarten children by an examiner using a standardized set of questions. Test-retest reliability coefficients were calculated for 8 language measures. Generalizability theory (G-theory) analyses were completed to document the variability introduced into the measures from the child, session, sample length, and topic. Significant and strong reliability correlation coefficients were observed for most of the language sample measures. The G-theory analyses revealed that most of the variance in the language measures was attributed to the child. Session, sample length, and topic accounted for negligible amounts of variance in most of the language measures. Measures from interviews were reliable across sessions, and the sample length and topic did not have a substantial impact on the reliability of the language measures. Implications regarding the clinical feasibility of language sample analysis for assessment and progress monitoring are discussed.
Language Sample Measures and Language Ability in Spanish English Bilingual Kindergarteners
Bedore, Lisa M.; Peña, Elizabeth D.; Gillam, Ronald B.; Ho, Tsung-Han
2010-01-01
Measures of productivity and sentence organization are useful metrics for quantifying language development and language impairments in monolingual and bilingual children. It is not yet known what measures within and across languages are most informative when evaluating the language skills of bilingual children. The purpose of this study was to evaluate how measures of language productivity and organization in two languages converge with children’s measured language abilities on the Bilingual English Spanish Assessment (BESA), a standardized measure of language ability. 170 kindergarten age children who produced narrative language samples in Spanish and in English based on a wordless picture book were included in the analysis. Samples were analyzed for number of utterances, number of different words, mean length of utterance, and percentage of grammatical utterances. The best predictors of language ability as measured by the BESA scores were English MLU, English grammaticality, and Spanish grammaticality. Results are discussed in relationship to the nature of the measures in each of the languages and in regard to their potential utility for identifying low language ability in bilingual children. PMID:20955835
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Pavelko, Stacey L.; Owens, Robert E., Jr.
2017-01-01
Purpose: The purpose of this study was to document whether mean length of utterance (MLU[subscript S]), total number of words (TNW), clauses per sentence (CPS), and/or words per sentence (WPS) demonstrated age-related changes in children with typical language and to document the average time to collect, transcribe, and analyze conversational…
Jacobson, Peggy F; Walden, Patrick R
2013-08-01
This study explored the utility of language sample analysis for evaluating language ability in school-age Spanish-English sequential bilingual children. Specifically, the relative potential of lexical diversity and word/morpheme omission as predictors of typical or atypical language status was evaluated. Narrative samples were obtained from 48 bilingual children in both of their languages using the suggested narrative retell protocol and coding conventions as per Systematic Analysis of Language Transcripts (SALT; Miller & Iglesias, 2008) software. An additional lexical diversity measure, VocD, was also calculated. A series of logistical hierarchical regressions explored the utility of the number of different words, VocD statistic, and word and morpheme omissions in each language for predicting language status. Omission errors turned out to be the best predictors of bilingual language impairment at all ages, and this held true across languages. Although lexical diversity measures did not predict typical or atypical language status, the measures were significantly related to oral language proficiency in English and Spanish. The results underscore the significance of omission errors in bilingual language impairment while simultaneously revealing the limitations of lexical diversity measures as indicators of impairment. The relationship between lexical diversity and oral language proficiency highlights the importance of considering relative language proficiency in bilingual assessment.
Ratner, Nan Bernstein; MacWhinney, Brian
2016-05-01
In this article, we review the advantages of language sample analysis (LSA) and explain how clinicians can make the process of LSA faster, easier, more accurate, and more insightful than LSA done "by hand" by using free, available software programs such as Computerized Language Analysis (CLAN). We demonstrate the utility of CLAN analysis in studying the expressive language of a very large cohort of 24-month-old toddlers tracked in a recent longitudinal study; toddlers in particular are the most likely group to receive LSA by clinicians, but existing reference "norms" for this population are based on fairly small cohorts of children. Finally, we demonstrate how a CLAN utility such as KidEval can now extract potential normative data from the very large number of corpora now available for English and other languages at the Child Language Data Exchange System project site. Most of the LSA measures that we studied appear to show developmental profiles suggesting that they may be of specifically higher value for children at certain ages, because they do not show an even developmental trajectory from 2 to 7 years of age. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.
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Rivers, Damian J.
2012-01-01
Adopting mixed methods of data collection and analysis, the current study models the "perceived value of compulsory English language education" in a sample of 138 undergraduate non-language majors of Japanese nationality at a national university in Japan. During the orientation period of a compulsory 15-week English language programme,…
F-LARSP 1.0: An Adaptation of the LARSP Language Profile for French
ERIC Educational Resources Information Center
Maillart, Christelle; Parisse, Christophe; Tommerdahl, Jodi
2012-01-01
The Language Assessment, Remediation and Screening Procedure (Crystal, Fletcher and Garman, 1976; "The grammatical analysis of language disability". London: Edward Arnold) is a linguistic profile commonly used by researchers and clinicians to carry out detailed analyses of the grammar and morphology of children's spontaneous language samples. This…
The use of content analysis in the assessment of medical controversies.
de Villiers, F P
1991-12-01
Medicine is fraught with controversies, and several strategies have been developed in order to reach rational conclusions. Examples are using more subjects or an improved research design, developing consensus statements or using meta-analysis. An additional strategy is described in this paper. The language content of scientific papers is examined to establish whether the authors use factual (informational) language or emotional appeals (directive language) to convince the reader. This type of content analysis is then applied to a sample controversy. The paper shows that directive language content analysis can be applied effectively to scientific publications to clarify the basis of and reasoning behind some controversies.
A practical approach to language complexity: a Wikipedia case study.
Yasseri, Taha; Kornai, András; Kertész, János
2012-01-01
In this paper we present statistical analysis of English texts from Wikipedia. We try to address the issue of language complexity empirically by comparing the simple English Wikipedia (Simple) to comparable samples of the main English Wikipedia (Main). Simple is supposed to use a more simplified language with a limited vocabulary, and editors are explicitly requested to follow this guideline, yet in practice the vocabulary richness of both samples are at the same level. Detailed analysis of longer units (n-grams of words and part of speech tags) shows that the language of Simple is less complex than that of Main primarily due to the use of shorter sentences, as opposed to drastically simplified syntax or vocabulary. Comparing the two language varieties by the Gunning readability index supports this conclusion. We also report on the topical dependence of language complexity, that is, that the language is more advanced in conceptual articles compared to person-based (biographical) and object-based articles. Finally, we investigate the relation between conflict and language complexity by analyzing the content of the talk pages associated to controversial and peacefully developing articles, concluding that controversy has the effect of reducing language complexity.
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Imgrund, Caitlin
2017-01-01
Children born preterm constitute one of the largest populations of children at risk for the development of language impairments. A little over one in ten pregnancies result in a preterm birth and approximately 25% of these children go on to experience subsequent difficulties with language (CDC, 2015; Foster-Cohen, Friesen, Champion, &…
A Rubric for Extracting Idea Density from Oral Language Samples
Chand, Vineeta; Baynes, Kathleen; Bonnici, Lisa M.; Farias, Sarah Tomaszewski
2012-01-01
While past research has demonstrated that low idea density (ID) scores from natural language samples correlate with late life risk for cognitive decline and Alzheimer’s disease pathology, there are no published rubrics for collecting and analyzing language samples for idea density to verify or extend these findings into new settings. This paper outlines the history of ID research and findings, discusses issues with past rubrics, and then presents an operationalized method for the systematic measurement of ID in language samples, with an extensive manual available as a supplement to this article (Analysis of Idea Density, AID). Finally, reliability statistics for this rubric in the context of dementia research on aging populations and verification that AID can replicate the significant association between ID and late life cognition are presented. PMID:23042498
Applications of Text Analysis Tools for Spoken Response Grading
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Crossley, Scott; McNamara, Danielle
2013-01-01
This study explores the potential for automated indices related to speech delivery, language use, and topic development to model human judgments of TOEFL speaking proficiency in second language (L2) speech samples. For this study, 244 transcribed TOEFL speech samples taken from 244 L2 learners were analyzed using automated indices taken from…
Evaluating language environment analysis system performance for Chinese: a pilot study in Shanghai.
Gilkerson, Jill; Zhang, Yiwen; Xu, Dongxin; Richards, Jeffrey A; Xu, Xiaojuan; Jiang, Fan; Harnsberger, James; Topping, Keith
2015-04-01
The purpose of this study was to evaluate performance of the Language Environment Analysis (LENA) automated language-analysis system for the Chinese Shanghai dialect and Mandarin (SDM) languages. Volunteer parents of 22 children aged 3-23 months were recruited in Shanghai. Families provided daylong in-home audio recordings using LENA. A native speaker listened to 15 min of randomly selected audio samples per family to label speaker regions and provide Chinese character and SDM word counts for adult speakers. LENA segment labeling and counts were compared with rater-based values. LENA demonstrated good sensitivity in identifying adult and child; this sensitivity was comparable to that of American English validation samples. Precision was strong for adults but less so for children. LENA adult word count correlated strongly with both Chinese characters and SDM word counts. LENA conversational turn counts correlated similarly with rater-based counts after the exclusion of three unusual samples. Performance related to some degree to child age. LENA adult word count and conversational turn provided reasonably accurate estimates for SDM over the age range tested. Theoretical and practical considerations regarding LENA performance in non-English languages are discussed. Despite the pilot nature and other limitations of the study, results are promising for broader cross-linguistic applications.
Melby-Lervåg, Monica; Lervåg, Arne
2014-03-01
We report a systematic meta-analytic review of studies comparing reading comprehension and its underlying components (language comprehension, decoding, and phonological awareness) in first- and second-language learners. The review included 82 studies, and 576 effect sizes were calculated for reading comprehension and underlying components. Key findings were that, compared to first-language learners, second-language learners display a medium-sized deficit in reading comprehension (pooled effect size d = -0.62), a large deficit in language comprehension (pooled effect size d = -1.12), but only small differences in phonological awareness (pooled effect size d = -0.08) and decoding (pooled effect size d = -0.12). A moderator analysis showed that characteristics related to the type of reading comprehension test reliably explained the variation in the differences in reading comprehension between first- and second-language learners. For language comprehension, studies of samples from low socioeconomic backgrounds and samples where only the first language was used at home generated the largest group differences in favor of first-language learners. Test characteristics and study origin reliably contributed to the variations between the studies of language comprehension. For decoding, Canadian studies showed group differences in favor of second-language learners, whereas the opposite was the case for U.S. studies. Regarding implications, unless specific decoding problems are detected, interventions that aim to ameliorate reading comprehension problems among second-language learners should focus on language comprehension skills.
Speech and language development in 2-year-old children with cerebral palsy.
Hustad, Katherine C; Allison, Kristen; McFadd, Emily; Riehle, Katherine
2014-06-01
We examined early speech and language development in children who had cerebral palsy. Questions addressed whether children could be classified into early profile groups on the basis of speech and language skills and whether there were differences on selected speech and language measures among groups. Speech and language assessments were completed on 27 children with CP who were between the ages of 24 and 30 months (mean age 27.1 months; SD 1.8). We examined several measures of expressive and receptive language, along with speech intelligibility. Two-step cluster analysis was used to identify homogeneous groups of children based on their performance on the seven dependent variables characterizing speech and language performance. Three groups of children identified were those not yet talking (44% of the sample); those whose talking abilities appeared to be emerging (41% of the sample); and those who were established talkers (15% of the sample). Group differences were evident on all variables except receptive language skills. 85% of 2-year-old children with CP in this study had clinical speech and/or language delays relative to age expectations. Findings suggest that children with CP should receive speech and language assessment and treatment at or before 2 years of age.
ERIC Educational Resources Information Center
Moloney, Robyn; Harbon, Lesley
2014-01-01
This paper reports on a small study of attitudes to tertiary language study amongst senior secondary language learners in three independent New South Wales schools. The study examines what elements of preparedness may be the most effective in supporting transition to tertiary study for this sample of languages students. An analysis of survey data…
Tense Marking in the English Narrative Retells of Dual Language Preschoolers
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Gusewski, Svenja; Rojas, Raul
2017-01-01
Purpose: This longitudinal study investigated the emergence of English tense marking in young (Spanish-English) dual language learners (DLLs) over 4 consecutive academic semesters, addressing the need for longitudinal data on typical acquisition trajectories of English in DLL preschoolers. Method: Language sample analysis was conducted on 139…
A Longitudinal Analysis of English Language Learners' Word Decoding and Reading Comprehension
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Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R.
2007-01-01
This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years; 120 boys; 141 girls) at the initial data collection in first grade. The ELLs' word decoding and…
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Marascuilo, Leonard A.; Loban, Walter
To determine whether language behavior represents an early conditioned verbal response or whether it changes with age and experience was the purpose of this study which attempted to define unique isolates of language on the basis of actual language produced by young children. Tape recorded data were collected for 12 years from 211 children in…
Barragan, Beatriz; Castilla-Earls, Anny; Martinez-Nieto, Lourdes; Restrepo, M Adelaida; Gray, Shelley
2018-04-05
The aim of this study was to examine the performance of a group of Spanish-speaking, dual language learners (DLLs) who were attending English-only schools and came from low-income and low-parental education backgrounds on the Clinical Evaluation of Language Fundamentals-Fourth Edition, Spanish (CELF-4S; Semel, Wiig, & Secord, 2006). Spanish-speaking DLLs (N = 656), ages 5;0 (years;months) to 7;11, were tested for language impairment (LI) using the core language score of the CELF-4S and the English Structured Photographic Expressive Language Test (Dawson, Stout, & Eyer, 2003). A subsample (n = 299) was additionally tested using a Spanish language sample analysis and a newly developed Spanish morphosyntactic measure, for identification of children with LI and to conduct a receiver operating characteristics curve analysis. Over 50% of the sample scored more than 1 SD below the mean on the core language score. In our subsample, the sensitivity of the CELF-4S was 94%, and specificity was 65%, using a cutoff score of 85 as suggested in the manual. Using an empirically derived cutoff score of 78, the sensitivity was 86%, and the specificity was 80%. Results suggest that the CELF-4S overidentifies low-income Spanish-English DLLs attending English-only schools as presenting with LI. For this sample, 1 in every 3 Latino children from low socioeconomic status was incorrectly identified with LI. Clinicians should be cautious when using the CELF-4S to evaluate low-income Spanish-English DLLs and ensure that they have converging evidence before making diagnostic decisions.
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Mahmoodi-Shahrebabaki, Masoud
2015-01-01
The present study aimed to investigate the effects of language teachers' time management and creativity skills on their burnout levels. The sample consisted of 213 Iranian language teachers. The Maslach Burnout Inventory (MBI), Creative Behavior Inventory (CBI) and Time Management Skills Questionnaire (TMSQ) were employed for data collection. By…
Language Trends 2010 Secondary (CILT, ALL, ISMLA) Data Report
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CILT, the National Centre for Languages, 2011
2011-01-01
This survey has been carried out annually since 2002 to track developments in language provision and take up in secondary schools. The following sections are included in this analysis of key results from the Secondary Language Trends survey: (1) Survey background, methodology and sample design; (2) DfE (Department for Education) data trends of…
Mindfulness, Coping Self-Efficacy and Foreign Language Anxiety: A Mediation Analysis
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Fallah, Nasser
2017-01-01
This study sought to explore the relationship between mindfulness, coping self-efficacy (CSE) and foreign language anxiety (FLA) among a sample of 295 Iranian English as a foreign language (EFL) learners. Further, the capacity of CSE in mediating the relationship between mindfulness and FLA was tested. The participants were administered…
Functional Analysis of Language Interactions between Down Syndrome Children and Their Mothers.
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Hooshyar, Nahid T.
A 20-minute videotape sample was obtained of the language interactions between 20 Down syndrome children (ages 38 to 107 months) and their mothers during informal playtime. Linguistic utterances of mothers and children were coded according to the following language categories: query, declarative, imperative, performative, feedback, imitation,…
Taking Advantage of the "Big Mo"--Momentum in Everyday English and Swedish and in Physics Teaching
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Haglund, Jesper; Jeppsson, Fredrik; Ahrenberg, Lars
2015-01-01
Science education research suggests that our everyday intuitions of motion and interaction of physical objects fit well with how physicists use the term "momentum". Corpus linguistics provides an easily accessible approach to study language in different domains, including everyday language. Analysis of language samples from English text…
Environmental Considerations: Home and School Comparison of Spanish-English Speakers' Vocalizations
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Jackson, Carla W.; Callender, Maya F.
2014-01-01
This study examined differences in the quantity of child vocalizations (CVs) between preschool and home environments using the Language Environmental Analysis (LENA). The sample included monolingual English-speaking children (n = 27) and Spanish-English speaking dual language learners (n = 30). A two-way mixed effects analysis of variance with one…
Speaking to Read: Meta-Analysis of Peer-Mediated Learning for English Language Learners
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Cole, Mikel W.
2014-01-01
This meta-analysis examines the effectiveness of a group of instructional approaches (i.e., cooperative, collaborative, and peer tutoring) at improving literacy outcomes for English language learners. Main effects analyses of a sample of 28 experimental and quasi-experimental studies reveal that peer-mediation is more effective for ELLs than…
Taylor, Mark J.; Charman, Tony; Robinson, Elise B.; Hayiou-Thomas, Marianna E.; Happé, Francesca; Dale, Philip S.; Ronald, Angelica
2015-01-01
Language difficulties have historically been viewed as integral to autism spectrum conditions (ASC), leading molecular genetic studies to consider whether ASC and language difficulties have overlapping genetic bases. The extent of genetic, and also environmental, overlap between ASC and language is, however, unclear. We hence conducted a twin study of the concurrent association between autistic traits and receptive language abilities. Internet-based language tests were completed by ~3,000 pairs of twins, while autistic traits were assessed via parent ratings. Twin model fitting explored the association between these measures in the full sample, while DeFries-Fulker analysis tested these associations at the extremes of the sample. Phenotypic associations between language ability and autistic traits were modest and negative. The degree of genetic overlap was also negative, indicating that genetic influences on autistic traits lowered language scores in the full sample (mean genetic correlation = −0.13). Genetic overlap was also low at the extremes of the sample (mean genetic correlation = 0.14), indicating that genetic influences on quantitatively defined language difficulties were largely distinct from those on extreme autistic traits. Variation in language ability and autistic traits were also associated with largely different nonshared environmental influences. Language and autistic traits are influenced by largely distinct etiological factors. This has implications for molecular genetic studies of ASC and understanding the etiology of ASC. Additionally, these findings lend support to forthcoming DSM-5 changes to ASC diagnostic criteria that will see language difficulties separated from the core ASC communication symptoms, and instead listed as a clinical specifier. PMID:25088445
Taylor, Mark J; Charman, Tony; Robinson, Elise B; Hayiou-Thomas, Marianna E; Happé, Francesca; Dale, Philip S; Ronald, Angelica
2014-10-01
Language difficulties have historically been viewed as integral to autism spectrum conditions (ASC), leading molecular genetic studies to consider whether ASC and language difficulties have overlapping genetic bases. The extent of genetic, and also environmental, overlap between ASC and language is, however, unclear. We hence conducted a twin study of the concurrent association between autistic traits and receptive language abilities. Internet-based language tests were completed by ~3,000 pairs of twins, while autistic traits were assessed via parent ratings. Twin model fitting explored the association between these measures in the full sample, while DeFries-Fulker analysis tested these associations at the extremes of the sample. Phenotypic associations between language ability and autistic traits were modest and negative. The degree of genetic overlap was also negative, indicating that genetic influences on autistic traits lowered language scores in the full sample (mean genetic correlation = -0.13). Genetic overlap was also low at the extremes of the sample (mean genetic correlation = 0.14), indicating that genetic influences on quantitatively defined language difficulties were largely distinct from those on extreme autistic traits. Variation in language ability and autistic traits were also associated with largely different nonshared environmental influences. Language and autistic traits are influenced by largely distinct etiological factors. This has implications for molecular genetic studies of ASC and understanding the etiology of ASC. Additionally, these findings lend support to forthcoming DSM-5 changes to ASC diagnostic criteria that will see language difficulties separated from the core ASC communication symptoms, and instead listed as a clinical specifier. © 2014 Wiley Periodicals, Inc.
Speech and Language Development in 2 Year Old Children with Cerebral Palsy
Hustad, Katherine C.; Allison, Kristen; McFadd, Emily; Riehle, Katherine
2013-01-01
Objective We examined early speech and language development in children who had cerebral palsy. Questions addressed whether children could be classified into early profile groups on the basis of speech and language skills and whether there were differences on selected speech and language measures among groups. Methods Speech and language assessments were completed on 27 children with CP who were between the ages of 24-30 months (mean age 27.1 months; SD 1.8). We examined several measures of expressive and receptive language, along with speech intelligibility. Results 2-step cluster analysis was used to identify homogeneous groups of children based on their performance on the 7 dependent variables characterizing speech and language performance. Three groups of children identified were those not yet talking (44% of the sample); those whose talking abilities appeared to be emerging (41% of the sample); and those who were established talkers (15% of the sample). Group differences were evident on all variables except receptive language skills. Conclusion 85% of 2 year old children with CP in this study had clinical speech and /or language delays relative to age expectations. Findings suggest that children with CP should receive speech and language assessment and treatment to identify and treat those with delays at or before 2 years of age. PMID:23627373
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…
ERIC Educational Resources Information Center
Ebrahimi, Nabi. A.
2015-01-01
This article reports the validation and application of an English language teacher education (LTE) version of the Constructivist Learning Environment Survey (CLES). The instrument, called the CLES-LTE, was field tested with a sample of 622 Iranian English language student teachers in 28 classes. When principal components analysis led to the…
ERIC Educational Resources Information Center
Tan, Tony Xing; Loker, Troy; Dedrick, Robert F.; Marfo, Kofi
2012-01-01
In this study we investigated adopted Chinese girls' expressive English language outcomes in relation to their age at adoption, chronological age, length of exposure to English and developmental risk status at the time of adoption. Vocabulary and phrase utterance data on 318 girls were collected from the adoptive mothers using the Language…
Rapid recovery from aphasia after infarction of Wernicke's area.
Yagata, Stephanie A; Yen, Melodie; McCarron, Angelica; Bautista, Alexa; Lamair-Orosco, Genevieve; Wilson, Stephen M
2017-01-01
Aphasia following infarction of Wernicke's area typically resolves to some extent over time. The nature of this recovery process and its time course have not been characterized in detail, especially in the acute/subacute period. The goal of this study was to document recovery after infarction of Wernicke's area in detail in the first 3 months after stroke. Specifically, we aimed to address two questions about language recovery. First, which impaired language domains improve over time, and which do not? Second, what is the time course of recovery? We used quantitative analysis of connected speech and a brief aphasia battery to document language recovery in two individuals with aphasia following infarction of the posterior superior temporal gyrus. Speech samples were acquired daily between 2 and 16 days post stroke, and also at 1 month and 3 months. Speech samples were transcribed and coded using the CHAT system, in order to quantify multiple language domains. A brief aphasia battery was also administered at a subset of five time points during the 3 months. Both patients showed substantial recovery of language function over this time period. Most, but not all, language domains showed improvements, including fluency, lexical access, phonological retrieval and encoding, and syntactic complexity. The time course of recovery was logarithmic, with the greatest gains taking place early in the course of recovery. There is considerable potential for amelioration of language deficits when damage is relatively circumscribed to the posterior superior temporal gyrus. Quantitative analysis of connected speech samples proved to be an effective, albeit time-consuming, approach to tracking day-by-day recovery in the acute/subacute post-stroke period.
Tur-Kaspa, Hana; Dromi, Esther
2001-04-01
The present study reports a detailed analysis of written and spoken language samples of Hebrew-speaking children aged 11-13 years who are deaf. It focuses on the description of various grammatical deviations in the two modalities. Participants were 13 students with hearing impairments (HI) attending special classrooms integrated into two elementary schools in Tel Aviv, Israel, and 9 students with normal hearing (NH) in regular classes in these same schools. Spoken and written language samples were collected from all participants using the same five preplanned elicitation probes. Students with HI were found to display significantly more grammatical deviations than their NH peers in both their spoken and written language samples. Most importantly, between-modality differences were noted. The participants with HI exhibited significantly more grammatical deviations in their written language samples than in their spoken samples. However, the distribution of grammatical deviations across categories was similar in the two modalities. The most common grammatical deviations in order of their frequency were failure to supply obligatory morphological markers, failure to mark grammatical agreement, and the omission of a major syntactic constituent in a sentence. Word order violations were rarely recorded in the Hebrew samples. Performance differences in the two modalities encourage clinicians and teachers to facilitate target linguistic forms in diverse communication contexts. Furthermore, the identification of linguistic targets for intervention must be based on the unique grammatical structure of the target language.
ERIC Educational Resources Information Center
Leaper, Campbell; Robnett, Rachael D.
2011-01-01
Robin Lakoff proposed that women are more likely than men to use tentative speech forms (e.g., hedges, qualifiers/disclaimers, tag questions, intensifiers). Based on conflicting results from research testing Lakoff's claims, a meta-analysis of studies testing gender differences in tentative language was conducted. The sample included 29 studies…
ERIC Educational Resources Information Center
Haworth, Claire M. A.; Kovas, Yulia; Harlaar, Nicole; Hayiou-Thomas, Marianna E.; Petrill, Stephen A.; Dale, Philip S.; Plomin, Robert
2009-01-01
Background: Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Methods: Using a…
ERIC Educational Resources Information Center
Cautin, Harvey; Regan, Edward
Requirements are discussed for an information retrieval language that enables users to employ natural language sentences in interaction with computer-stored files. Anticipated modes of operation of the system are outlined. These are: the search mode, the dictionary mode, the tables mode, and the statistical mode. Analysis of sample sentences…
Rapid recovery from aphasia after infarction of Wernicke's area
Yagata, Stephanie A.; Yen, Melodie; McCarron, Angelica; Bautista, Alexa; Lamair-Orosco, Genevieve
2017-01-01
Background Aphasia following infarction of Wernicke's area typically resolves to some extent over time. The nature of this recovery process and its time course have not been characterized in detail, especially in the acute/subacute period. Aims The goal of this study was to document recovery after infarction of Wernicke's area in detail in the first 3 months after stroke. Specifically, we aimed to address two questions about language recovery. First, which impaired language domains improve over time, and which do not? Second, what is the time course of recovery? Methods & Procedures We used quantitative analysis of connected speech and a brief aphasia battery to document language recovery in two individuals with aphasia following infarction of the posterior superior temporal gyrus. Speech samples were acquired daily between 2 and 16 days post stroke, and also at 1 month and 3 months. Speech samples were transcribed and coded using the CHAT system, in order to quantify multiple language domains. A brief aphasia battery was also administered at a subset of five time points during the 3 months. Outcomes & Results Both patients showed substantial recovery of language function over this time period. Most, but not all, language domains showed improvements, including fluency, lexical access, phonological retrieval and encoding, and syntactic complexity. The time course of recovery was logarithmic, with the greatest gains taking place early in the course of recovery. Conclusions There is considerable potential for amelioration of language deficits when damage is relatively circumscribed to the posterior superior temporal gyrus. Quantitative analysis of connected speech samples proved to be an effective, albeit time-consuming, approach to tracking day-by-day recovery in the acute/subacute post-stroke period. PMID:29051682
ERIC Educational Resources Information Center
O'Keeffe, Lisa
2016-01-01
Language is frequently discussed as barrier to mathematics word problems. Hence this paper presents the initial findings of a linguistic analysis of numeracy skills test sample items. The theoretical perspective of multi-modal text analysis underpinned this study, in which data was extracted from the ten sample numeracy test items released by the…
Vukovic, Rose K; Lesaux, Nonie K
2013-06-01
This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling (SEM) framework was used to evaluate the relation between children's language ability and gains in different domains of mathematical cognition (i.e., arithmetic, data analysis/probability, algebra, and geometry). The results showed that language ability predicts gains in data analysis/probability and geometry, but not in arithmetic or algebra, after controlling for visual-spatial working memory, reading ability, and sex. The effect of language on gains in mathematical cognition did not differ between language minority learners and native English speakers. These findings suggest that language influences how children make meaning of mathematics but is not involved in complex arithmetical procedures whether presented with Arabic symbols as in arithmetic or with abstract symbols as in algebraic reasoning. The findings further indicate that early language experiences are important for later mathematical development regardless of language background, denoting the need for intensive and targeted language opportunities for language minority and native English learners to develop mathematical concepts and representations. Copyright © 2013. Published by Elsevier Inc.
Disfluency Markers in L1 Attrition
ERIC Educational Resources Information Center
Schmid, Monika S.; Fagersten, Kristy Beers
2010-01-01
Based on an analysis of the speech of long-term emigres of German and Dutch origin, the present investigation discusses to what extent hesitation patterns in language attrition may be the result of the creation of an interlanguage system, on the one hand, or of language-internal attrition patterns on the other. We compare speech samples elicited…
Pragmatic Functions in Late Talkers: A 1-Year Follow-Up Study
ERIC Educational Resources Information Center
MacRoy-Higgins, Michelle; Kliment, Sarah
2017-01-01
This study analyzed spontaneous language samples of three-year-olds with a history of expressive language delay (late talkers) and age-matched controls using Dore's Conversational Acts analysis (1978) and Mean Length of Utterance (MLU; Brown, 1973). Differences were observed between groups in utterances classified as organizational device and…
ERIC Educational Resources Information Center
Wang, Shudong; Wang, Ning; Hoadley, David
2007-01-01
This study used confirmatory factor analysis (CFA) to examine the comparability of the National Nurse Aide Assessment Program (NNAAP[TM]) test scores across language and administration condition groups for calibration and validation samples that were randomly drawn from the same population. Fit statistics supported both the calibration and…
Fisher, Evelyn L
2017-10-17
The purpose of this study was to explore the literature on predictors of outcomes among late talkers using systematic review and meta-analysis methods. We sought to answer the question: What factors predict preschool-age expressive-language outcomes among late-talking toddlers? We entered carefully selected search terms into the following electronic databases: Communication & Mass Media Complete, ERIC, Medline, PsycEXTRA, Psychological and Behavioral Sciences, and PsycINFO. We conducted a separate, random-effects model meta-analysis for each individual predictor that was used in a minimum of 5 studies. We also tested potential moderators of the relationship between predictors and outcomes using metaregression and subgroup analysis. Last, we conducted publication-bias and sensitivity analyses. We identified 20 samples, comprising 2,134 children, in a systematic review. According to the results of the meta-analyses, significant predictors of expressive-language outcomes included toddlerhood expressive-vocabulary size, receptive language, and socioeconomic status. Nonsignificant predictors included phrase speech, gender, and family history. To our knowledge this is the first synthesis of the literature on predictors of outcomes among late talkers using meta-analysis. Our findings clarify the contributions of several constructs to outcomes and highlight the importance of early receptive language to expressive-language development. https://doi.org/10.23641/asha.5313454.
Castro, Yessenia; Correa-Fernández, Virmarie; Cano, Miguel Á; Mazas, Carlos; Gonzalez, Karla; Vidrine, Damon J; Vidrine, Jennifer I; Wetter, David W
2014-09-01
Research in smoking is hindered by a lack of validated measures available in languages other than English. Availability of measures in languages other than English is vital to the inclusion of diverse groups in smoking research. To help address this gap, this study attempted to validate a Spanish-language version of the brief Wisconsin Inventory of Smoking Dependence Motives (Brief WISDM). Data from 3 independent, diverse samples of Spanish-speaking Latino smokers seeking cessation counseling were utilized. Confirmatory factor analyses of 3 known structures of the Brief WISDM were examined for fit within each sample. A separate analysis was also conducted with the 3 samples combined. A post-hoc exploratory factor analyses with the combined sample was also conducted. Across 12 confirmatory factor analyses, none of the 3 structures demonstrated good fit in any of the samples independently or in the combined sample. Across the 3 samples, high intercorrelations (>.90) were found among the Loss of Control, Craving, Tolerance, and Cue Exposure scales, suggesting great redundancy among these scales. An exploratory factor analyses (EFAs) further supported these high intercorrelations. Some subscales remained intact in the EFA but accounted for little variance. Overall, this study was unable to replicate the structure of a Spanish-language Brief WISDM in 3 independent samples of smokers. Possible explanations include inadequate translation of the measure and/or true and meaningful differences in the construct of dependence among Spanish-speaking Latino smokers. Both possibilities merit further research. © The Author 2014. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Stanton, Amelia M.; Meston, Cindy M.
2017-01-01
Abstract This is the first study to examine language use and sexual self-schemas in natural language data extracted from posts to a large online forum. Recently, two studies applied advanced text analysis techniques to examine differences in language use and sexual self-schemas between women with and without a history of childhood sexual abuse. The aim of the current study was to test the ecological validity of the differences in language use and sexual self-schema themes that emerged between these two groups of women in the laboratory. Archival natural language data were extracted from a social media website and analyzed using LIWC2015, a computerized text analysis program, and other word counting approaches. The differences in both language use and sexual self-schema themes that manifested in recent laboratory research were replicated and validated in the large online sample. To our knowledge, these results provide the first empirical examination of sexual cognitions as they occur in the real world. These results also suggest that natural language analysis of text extracted from social media sites may be a potentially viable precursor or alternative to laboratory measurement of sexual trauma phenomena, as well as clinical phenomena, more generally. PMID:28570129
ERIC Educational Resources Information Center
Kim, Young-Suk
2012-01-01
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as…
On algorithmic optimization of histogramming functions for GEM systems
NASA Astrophysics Data System (ADS)
Krawczyk, Rafał D.; Czarski, Tomasz; Kolasinski, Piotr; Poźniak, Krzysztof T.; Linczuk, Maciej; Byszuk, Adrian; Chernyshova, Maryna; Juszczyk, Bartlomiej; Kasprowicz, Grzegorz; Wojenski, Andrzej; Zabolotny, Wojciech
2015-09-01
This article concerns optimization methods for data analysis for the X-ray GEM detector system. The offline analysis of collected samples was optimized for MATLAB computations. Compiled functions in C language were used with MEX library. Significant speedup was received for both ordering-preprocessing and for histogramming of samples. Utilized techniques with obtained results are presented.
Crestani, Anelise Henrich; Moraes, Anaelena Bragança de; Souza, Ana Paula Ramos de
2017-08-10
To analyze the results of the validation of building enunciative signs of language acquisition for children aged 3 to 12 months. The signs were built based on mechanisms of language acquisition in an enunciative perspective and on clinical experience with language disorders. The signs were submitted to judgment of clarity and relevance by a sample of six experts, doctors in linguistic in with knowledge of psycholinguistics and language clinic. In the validation of reliability, two judges/evaluators helped to implement the instruments in videos of 20% of the total sample of mother-infant dyads using the inter-evaluator method. The method known as internal consistency was applied to the total sample, which consisted of 94 mother-infant dyads to the contents of the Phase 1 (3-6 months) and 61 mother-infant dyads to the contents of Phase 2 (7 to 12 months). The data were collected through the analysis of mother-infant interaction based on filming of dyads and application of the parameters to be validated according to the child's age. Data were organized in a spreadsheet and then converted to computer applications for statistical analysis. The judgments of clarity/relevance indicated no modifications to be made in the instruments. The reliability test showed an almost perfect agreement between judges (0.8 ≤ Kappa ≥ 1.0); only the item 2 of Phase 1 showed substantial agreement (0.6 ≤ Kappa ≥ 0.79). The internal consistency for Phase 1 had alpha = 0.84, and Phase 2, alpha = 0.74. This demonstrates the reliability of the instruments. The results suggest adequacy as to content validity of the instruments created for both age groups, demonstrating the relevance of the content of enunciative signs of language acquisition.
Language Sampling for Preschoolers With Severe Speech Impairments
Ragsdale, Jamie; Bustos, Aimee
2016-01-01
Purpose The purposes of this investigation were to determine if measures such as mean length of utterance (MLU) and percentage of comprehensible words can be derived reliably from language samples of children with severe speech impairments and if such measures correlate with tools that measure constructs assumed to be related. Method Language samples of 15 preschoolers with severe speech impairments (but receptive language within normal limits) were transcribed independently by 2 transcribers. Nonparametric statistics were used to determine which measures, if any, could be transcribed reliably and to determine if correlations existed between language sample measures and standardized measures of speech, language, and cognition. Results Reliable measures were extracted from the majority of the language samples, including MLU in words, mean number of syllables per utterance, and percentage of comprehensible words. Language sample comprehensibility measures were correlated with a single word comprehensibility task. Also, language sample MLUs and mean length of the participants' 3 longest sentences from the MacArthur–Bates Communicative Development Inventory (Fenson et al., 2006) were correlated. Conclusion Language sampling, given certain modifications, may be used for some 3-to 5-year-old children with normal receptive language who have severe speech impairments to provide reliable expressive language and comprehensibility information. PMID:27552110
Language Sampling for Preschoolers With Severe Speech Impairments.
Binger, Cathy; Ragsdale, Jamie; Bustos, Aimee
2016-11-01
The purposes of this investigation were to determine if measures such as mean length of utterance (MLU) and percentage of comprehensible words can be derived reliably from language samples of children with severe speech impairments and if such measures correlate with tools that measure constructs assumed to be related. Language samples of 15 preschoolers with severe speech impairments (but receptive language within normal limits) were transcribed independently by 2 transcribers. Nonparametric statistics were used to determine which measures, if any, could be transcribed reliably and to determine if correlations existed between language sample measures and standardized measures of speech, language, and cognition. Reliable measures were extracted from the majority of the language samples, including MLU in words, mean number of syllables per utterance, and percentage of comprehensible words. Language sample comprehensibility measures were correlated with a single word comprehensibility task. Also, language sample MLUs and mean length of the participants' 3 longest sentences from the MacArthur-Bates Communicative Development Inventory (Fenson et al., 2006) were correlated. Language sampling, given certain modifications, may be used for some 3-to 5-year-old children with normal receptive language who have severe speech impairments to provide reliable expressive language and comprehensibility information.
Maller, S; Singleton, J; Supalla, S; Wix, T
1999-01-01
We describe the procedures for constructing an instrument designed to evaluate children's proficiency in American Sign Language (ASL). The American Sign Language Proficiency Assessment (ASL-PA) is a much-needed tool that potentially could be used by researchers, language specialists, and qualified school personnel. A half-hour ASL sample is collected on video from a target child (between ages 6 and 12) across three separate discourse settings and is later analyzed and scored by an assessor who is highly proficient in ASL. After the child's language sample is scored, he or she can be assigned an ASL proficiency rating of Level 1, 2, or 3. At this phase in its development, substantial evidence of reliability and validity has been obtained for the ASL-PA using a sample of 80 profoundly deaf children (ages 6-12) of varying ASL skill levels. The article first explains the item development and administration of the ASL-PA instrument, then describes the empirical item analysis, standard setting procedures, and evidence of reliability and validity. The ASL-PA is a promising instrument for assessing elementary school-age children's ASL proficiency. Plans for further development are also discussed.
Longitudinal decline in speech production in Parkinson's disease spectrum disorders.
Ash, Sharon; Jester, Charles; York, Collin; Kofman, Olga L; Langey, Rachel; Halpin, Amy; Firn, Kim; Dominguez Perez, Sophia; Chahine, Lama; Spindler, Meredith; Dahodwala, Nabila; Irwin, David J; McMillan, Corey; Weintraub, Daniel; Grossman, Murray
2017-08-01
We examined narrative speech production longitudinally in non-demented (n=15) and mildly demented (n=8) patients with Parkinson's disease spectrum disorder (PDSD), and we related increasing impairment to structural brain changes in specific language and motor regions. Patients provided semi-structured speech samples, describing a standardized picture at two time points (mean±SD interval=38±24months). The recorded speech samples were analyzed for fluency, grammar, and informativeness. PDSD patients with dementia exhibited significant decline in their speech, unrelated to changes in overall cognitive or motor functioning. Regression analysis in a subset of patients with MRI scans (n=11) revealed that impaired language performance at Time 2 was associated with reduced gray matter (GM) volume at Time 1 in regions of interest important for language functioning but not with reduced GM volume in motor brain areas. These results dissociate language and motor systems and highlight the importance of non-motor brain regions for declining language in PDSD. Copyright © 2017 Elsevier Inc. All rights reserved.
ERIC Educational Resources Information Center
Criado, Raquel; Sanchez, Aquilino
2009-01-01
The goal of this paper is to verify up to what point ELT textbooks used in Spanish educational settings comply with the official regulations prescribed, which fully advocate the Communicative Language Teaching Method (CLT). For that purpose, seven representative coursebooks of different educational levels and modalities in Spain--secondary, upper…
The Use of the "Cantigas de amigo" for a History of Portuguese Language Course.
ERIC Educational Resources Information Center
Parks, Roger L.; Vigil, Neddy
1992-01-01
A context-based framework for teaching the history of Portuguese is presented. It incorporates passages from a medieval Galician-Portuguese work to illustrate diachronic linguistic processes in the evolution of the language. Advantages of the approach, prerequisites, text, and syllabus are described, and a sample analysis is provided. (53…
All-Day Recordings to Investigate Vocabulary Development: A Case Study of a Trilingual Toddler
ERIC Educational Resources Information Center
Oller, D. Kimbrough
2010-01-01
Major innovations are becoming available for research in language development and disorders. Among these innovations, recent tools allow naturalistic recording in children's homes and automated analysis to facilitate representative sampling. This study employed all-day recordings during the 2nd year of life in a child exposed to three languages,…
ERIC Educational Resources Information Center
Chow, Jason C.; Wehby, Joseph H.
2018-01-01
A growing body of evidence points to the common co-occurrence of language and behavioral difficulties in children. Primary studies often focus on this relation in children with identified deficits. However, it is unknown whether this relation holds across other children at risk or representative samples of children or over time. The purpose of…
Syntax of Kindergarten and Elementary School Children: A Transformational Analysis.
ERIC Educational Resources Information Center
O'Donnell, Roy C.; And Others
This investigation sought to learn about the oral and written language behavior of students from kindergarten age through grade 7, and to determine the validity of different analytic techniques for measuring children's development in control of syntax. Language samples were collected from 180 children (grades K-3, 5, and 7) by having the children…
ERIC Educational Resources Information Center
Netten, Andrea; Luyten, Hans; Droop, Mienke; Verhoeven, Ludo
2016-01-01
This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data…
ERIC Educational Resources Information Center
Lichtman, Marilyn Vickman
The interrelationships among the three variables of intelligence, creativity, and language in a preschool, disadvantaged Negro sample were investigated. The two main hypotheses tested were: (1) The interrelationships among the three variables are lower than the interrelationships within each variable; and (2) A factor analysis indicates a factor…
The Incredible Years Parent-Toddler Programme and parental language: a randomised controlled trial.
Gridley, N; Hutchings, J; Baker-Henningham, H
2015-01-01
Parental language is associated with children's later language development. Parenting programmes, based on social learning theory, enhance a range of parenting behaviours, yet there is limited evidence for their effect on parental language. To assess the benefits of a behavioural-based parenting programme, which features components of language and communication, to enhance parental language. Parents of toddlers, aged 12 to 36 months, were recruited from eight Flying Start early intervention centres across Wales. Participants were randomised 2:1 either to a parenting programme (n = 60) or to a wait-list control group (n = 29). Researchers were blind to participant allocation throughout the trial. Fifteen-minute video-recorded observations of parents and children interacting during free-play, both at a pre-intervention and at 6-month follow-up, provided the data for the study. Five observed measures of parental language were assessed; quantity and variety, encouraging, critical, child-led and parent led interactions. The Incredible Years Parent-Toddler Programme (IYPTP) is a 12-week group-based behavioural intervention that teaches effective relationship and behavioural management skills including social, emotional and persistence coaching to enable parents to better support their children's development. Of 89 dyads that completed pre-intervention assessments 81 (54 intervention and 27 control) met the criteria for the current study. Intention to treat analysis indicated that child-led language interactions significantly benefited from the intervention [regression coefficient (B) = -1.44, 95% confidence intervals (CI) = -2.59 to -0.29, P = 0.015, effect size (ES) = 0.47] and a positive trend for encouraging language in favour of the intervention sample was evident. Per-protocol sample analysis replicated these findings with encouraging language reaching statistical significance (B = 1.07, 95% CI = 0.11 to 2.03, P = 0.03, ES = 0.52). No further benefits were evident. The IYPTP has limited evidence as an effective programme for enhancing some aspects of parental language. © 2014 John Wiley & Sons Ltd.
Automated Vocal Analysis of Children with Hearing Loss and Their Typical and Atypical Peers
VanDam, Mark; Oller, D. Kimbrough; Ambrose, Sophie E.; Gray, Sharmistha; Richards, Jeffrey A.; Xu, Dongxin; Gilkerson, Jill; Silbert, Noah H.; Moeller, Mary Pat
2014-01-01
Objectives This study investigated automatic assessment of vocal development in children with hearing loss as compared with children who are typically developing, have language delays, and autism spectrum disorder. Statistical models are examined for performance in a classification model and to predict age within the four groups of children. Design The vocal analysis system analyzed over 1900 whole-day, naturalistic acoustic recordings from 273 toddlers and preschoolers comprising children who were typically developing, hard of hearing, language delayed, or autistic. Results Samples from children who were hard-of-hearing patterned more similarly to those of typically-developing children than to the language-delayed or autistic samples. The statistical models were able to classify children from the four groups examined and estimate developmental age based on automated vocal analysis. Conclusions This work shows a broad similarity between children with hearing loss and typically developing children, although children with hearing loss show some delay in their production of speech. Automatic acoustic analysis can now be used to quantitatively compare vocal development in children with and without speech-related disorders. The work may serve to better distinguish among various developmental disorders and ultimately contribute to improved intervention. PMID:25587667
Itani, Leila; Calugi, Simona; Kreidieh, Dima; El Kassas, Germine; El Masri, Dana; Tannir, Hana; Dalle Grave, Riccardo; Harfoush, Aya; El Ghoch, Marwan
2018-01-10
No specific questionnaire that evaluates Health-Related Quality Of Life (HRQOL) in individuals with obesity is available in the Arabic language. The aim of this study was therefore to propose and examine the validity and reliability of an Arabic language version of the ORWELL 97, a validated obesity-related HRQOL questionnaire. The ORWELL 97 questionnaire was translated from English to Arabic language and administered to 318 Arabic-speaking participants (106 from clinical and 212 from community samples), and underwent internal consistency, test-retest reliability, construct and discriminative validity analysis. Internal consistency and the test-retest reliability were excellent for ORWELL 97 global scores in the clinical sample. Participants with obesity displayed significantly higher ORWELL 97 scores than participants from the community sample, confirming the good discriminant validity of the questionnaire. Confirmatory factor analysis in the clinical sample revealed a good fit for a modified two-factor structure. Overall, the Arabic version of the ORWELL 97 can be considered validated in Arabic adult patients with obesity, paving the way to further assessment of its responsiveness in measuring changes in health-related quality of life associated with obesity treatment. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.
ERIC Educational Resources Information Center
Reynolds, Todd; Rush, Leslie S.
2017-01-01
The purpose of this pilot study is to examine how experts and novices in the study of literary texts read those texts, and to make suggestions for an English Language Arts (ELA) disciplinary literacy based on those findings. A small sample of experts and novices, four professors of literature and four college freshmen, participated in read-alouds…
ERIC Educational Resources Information Center
Parkin, Jason R.
2018-01-01
Oral language and word reading skills have important effects on reading comprehension. The Wechsler Individual Achievement Test-Third Edition (WIAT-III) measures both skill sets, but little is known about their specific effects on reading comprehension within this battery. Path analysis was used to evaluate the collective effects of reading and…
ERIC Educational Resources Information Center
Bell, Robert A.; Cassady, Diana; Culp, Jennifer; Alcalay, Rina
2009-01-01
Objective: To describe food advertised on networks serving children and youth, and to compare ads on English-language networks with ads on Spanish networks. Design: Analysis of television food advertisements appearing on Saturday morning and weekday afternoons in 2005-2006. A random sample of 1,130 advertisements appearing on 12 networks catering…
Vejrup, Kristine; Brandlistuen, Ragnhild Eek; Brantsæter, Anne Lise; Knutsen, Helle Katrine; Caspersen, Ida Henriette; Alexander, Jan; Lundh, Thomas; Meltzer, Helle Margrete; Magnus, Per; Haugen, Margaretha
2018-01-01
Methyl mercury (MeHg) is a well-known neurotoxin and evidence suggests that also low level exposure may affect prenatal neurodevelopment. Uncertainty exists as to whether the maternal MeHg burden in Norway might affect child neurodevelopment. To evaluate the association between prenatal mercury exposure, maternal seafood consumption and child language and communication skills at age five. The study sample comprised 38,581 mother-child pairs in the Norwegian Mother and Child Cohort Study. Maternal mercury blood concentration in gestational week 17 was analysed in a sub-sample of 2239 women. Prenatal mercury exposure from maternal diet was calculated from a validated FFQ answered in mid-pregnancy. Mothers reported children's language and communications skills at age five by a questionnaire including questions from the Ages and Stages Questionnaire (ASQ), the Speech and Language Assessment Scale (SLAS) and the Twenty Statements about Language-Related Difficulties (language 20). We performed linear regression analyses adjusting for maternal characteristics, nutritional status and socioeconomic factors. Median maternal blood mercury concentration was 1.03μg/L, dietary mercury exposure was 0.15μg/kgbw/wk, and seafood intake was 217g/wk. Blood mercury concentrations were not associated with any language and communication scales. Increased dietary mercury exposure was significantly associated with improved SLAS scores when mothers had a seafood intake below 400g/wk in the adjusted analysis. Sibling matched analysis showed a small significant adverse association between those above the 90th percentile dietary mercury exposure and the SLAS scores. Maternal seafood intake during pregnancy was positively associated with the language and communication scales. Low levels of prenatal mercury exposure were positively associated with language and communication skills at five years. However, the matched sibling analyses suggested an adverse association between mercury and child language skills in the highest exposure group. This indicates that prenatal low level mercury exposure still needs our attention. Copyright © 2017 Elsevier Ltd. All rights reserved.
Echolalia and comprehension in autistic children.
Roberts, J M
1989-06-01
The research reported in this paper investigates the phenomenon of echolalia in the speech of autistic children by examining the relationship between the frequency of echolalia and receptive language ability. The receptive language skills of 10 autistic children were assessed, and spontaneous speech samples were recorded. Analysis of these data showed that those children with poor receptive language skills produced significantly more echolalic utterances than those children whose receptive skills were more age-appropriate. Children who produced fewer echolalic utterances, and had more advanced receptive language ability, evidenced a higher proportion of mitigated echolalia. The most common type of mitigation was echo plus affirmation or denial.
Wu, Chia-Pei; Lin, Huey-Ju
2014-12-01
The purpose of this study was to examine whether anxiety about speaking a foreign language mediated the relation between motivation and a willingness to communicate among 107 Taiwanese students sampled from two public universities and one private university. A regression analysis indicated that motivation was negatively related to university students' anxiety about speaking a foreign language and positively related to willingness to communicate. Furthermore, anxiety about speaking a foreign language was negatively related to university students' willingness to communicate, and also partially mediated the relationship between motivation and willingness to communicate. The findings suggest that high motivation and low anxiety about speaking a foreign language are needed for Taiwanese students to demonstrate a stronger willingness to communicate.
Gender Differentiation in the New York "Times": 1885 and 1985.
ERIC Educational Resources Information Center
Jolliffe, Lee
A study examined the descriptive language and sex-linked roles ascribed to women and men in articles of the New York "Times" from 1885 and 1985. Seven content analysis methods were applied to four random samples from the "Times"; one sample each for women and men from both years. Samples were drawn using randomly constructed…
ERIC Educational Resources Information Center
Eisenberg, Sarita L.; Guo, Ling-Yu
2015-01-01
Purpose: The purpose of this study was to investigate whether a shorter language sample elicited with fewer pictures (i.e., 7) would yield a percent grammatical utterances (PGU) score similar to that computed from a longer language sample elicited with 15 pictures for 3-year-old children. Method: Language samples were elicited by asking forty…
Emergent literacy profiles of preschool-age children with specific language impairment.
Cabell, Sonia Q; Lomax, Richard G; Justice, Laura M; Breit-Smith, Allison; Skibbe, Lori E; McGinty, Anita S
2010-12-01
The primary aim of the present study was to explore the heterogeneity of emergent literacy skills among preschool-age children with specific language impairment (SLI) through examination of profiles of performance. Fifty-nine children with SLI were assessed on a battery of emergent literacy skills (i.e., alphabet knowledge, print concepts, emergent writing, rhyme awareness) and oral language skills (i.e., receptive/expressive vocabulary and grammar). Cluster analysis techniques identified three emergent literacy profiles: (1) Highest Emergent Literacy, Strength in Alphabet Knowledge; (2) Average Emergent Literacy, Strength in Print Concepts; and (3) Lowest Emergent Literacy across Skills. After taking into account the contribution of child age, receptive and expressive language skills made a small contribution to the prediction of profile membership. The present findings, which may be characterized as exploratory given the relatively modest sample size, suggest that preschool-age children with SLI display substantial individual differences with regard to their emergent literacy skills and that these differences cannot be fully determined by children's age or oral language performance. Replication of the present findings with a larger sample of children is needed.
ERIC Educational Resources Information Center
Alhaisoni, Eid M.; Al-Zuoud, Khalid M.; Gaudel, Daya Ram
2015-01-01
This study reports the types of spelling errors made by the beginner learners of English in the EFL context as well as the major sources underpinning such errors in contextual writing composition tasks. Data were collected from written samples of 122 EFL students (male and female) enrolled in the intensive English language programme during the…
ERIC Educational Resources Information Center
Elmenfi, Fadil; Gaibani, Ahmed
2016-01-01
This study investigates the effect of social evaluation on Public Speaking Anxiety of English foreign language learners at Omar Al-Mukhtar University in Libya. A random sample of 111 students was used in the study. To analyse the collected data, means, standard deviations, a three-way ANOVA analysis, and the correlation coefficients were used with…
Labanca, Ludimila; Alves, Cláudia Regina Lindgren; Bragança, Lidia Lourenço Cunha; Dorim, Diego Dias Ramos; Alvim, Cristina Gonçalves; Lemos, Stela Maris Aguiar
2015-01-01
To establish cutoff points for the analysis of the Behavior Observation Form (BOF) of children in the ages of 2 to 23 months and evaluate the sensitivity and specificity by age group and domains (Emission, Reception, and Cognitive Aspects of Language). The sample consisted of 752 children who underwent BOF. Each child was classified as having appropriate language development for the age or having possible risk of language impairment. Performance Indicators (PI) were calculated in each domain as well as the overall PI in all domains. The values for sensitivity and specificity were also calculated. The cutoff points for possible risk of language impairment for each domain and each age group were obtained using the receiver operating characteristics curve. The results of the study revealed that one-third of the assessed children have a risk of language impairment in the first two years of life. The analysis of BOF showed high sensitivity (>90%) in all categories and in all age groups; however, the chance of false-positive results was higher than 20% in the majority of aspects evaluated. It was possible to establish the cutoff points for all categories and age groups with good correlation between sensitivity and specificity, except for the age group of 2 to 6 months. This study provides important contributions to the discussion on the evaluation of the language development of children younger than 2 years.
Increased prevalence of sex chromosome aneuploidies in specific language impairment and dyslexia
Simpson, Nuala H; Addis, Laura; Brandler, William M; Slonims, Vicky; Clark, Ann; Watson, Jocelynne; Scerri, Thomas S; Hennessy, Elizabeth R; Bolton, Patrick F; Conti-Ramsden, Gina; Fairfax, Benjamin P; Knight, Julian C; Stein, John; Talcott, Joel B; O'Hare, Anne; Baird, Gillian; Paracchini, Silvia; Fisher, Simon E; Newbury, Dianne F; Consortium, SLI
2014-01-01
Aim Sex chromosome aneuploidies increase the risk of spoken or written language disorders but individuals with specific language impairment (SLI) or dyslexia do not routinely undergo cytogenetic analysis. We assess the frequency of sex chromosome aneuploidies in individuals with language impairment or dyslexia. Method Genome-wide single nucleotide polymorphism genotyping was performed in three sample sets: a clinical cohort of individuals with speech and language deficits (87 probands: 61 males, 26 females; age range 4 to 23 years), a replication cohort of individuals with SLI, from both clinical and epidemiological samples (209 probands: 139 males, 70 females; age range 4 to 17 years), and a set of individuals with dyslexia (314 probands: 224 males, 90 females; age range 7 to 18 years). Results In the clinical language-impaired cohort, three abnormal karyotypic results were identified in probands (proband yield 3.4%). In the SLI replication cohort, six abnormalities were identified providing a consistent proband yield (2.9%). In the sample of individuals with dyslexia, two sex chromosome aneuploidies were found giving a lower proband yield of 0.6%. In total, two XYY, four XXY (Klinefelter syndrome), three XXX, one XO (Turner syndrome), and one unresolved karyotype were identified. Interpretation The frequency of sex chromosome aneuploidies within each of the three cohorts was increased over the expected population frequency (approximately 0.25%) suggesting that genetic testing may prove worthwhile for individuals with language and literacy problems and normal non-verbal IQ. Early detection of these aneuploidies can provide information and direct the appropriate management for individuals. PMID:24117048
Haworth, Claire M A; Kovas, Yulia; Harlaar, Nicole; Hayiou-Thomas, Marianna E; Petrill, Stephen A; Dale, Philip S; Plomin, Robert
2009-10-01
Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Using a representative sample of 4000 pairs of 12-year-old twins from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between internet-based batteries of language and general cognitive ability tests in addition to tests of reading and mathematics for the bottom 15% of the distribution using DeFries-Fulker extremes analysis. We compared these results to those for the entire distribution. All four traits were highly correlated at the low extreme (average group phenotypic correlation = .58). and in the entire distribution (average phenotypic correlation = .59). Genetic correlations for the low extreme were consistently high (average = .67), and non-shared environmental correlations were modest (average = .23). These results are similar to those seen across the entire distribution (.68 and .23, respectively). The 'Generalist Genes Hypothesis' holds for language and general cognitive disabilities, as well as reading and mathematics disabilities. Genetic correlations were high, indicating a strong degree of overlap in genetic influences on these diverse traits. In contrast, non-shared environmental influences were largely specific to each trait, causing phenotypic differentiation of traits.
Abbatangelo-Gray, Jodie; Byrd-Bredbenner, Carol; Austin, S Bryn
2008-01-01
Characterize frequency and type of health and nutrient content claims in prime-time weeknight Spanish- and English-language television advertisements from programs shown in 2003 with a high viewership by women aged 18 to 35 years. Comparative content analysis design was used to analyze 95 hours of Spanish-language and 72 hours of English-language television programs (netting 269 and 543 food ads, respectively). A content analysis instrument was used to gather information on explicit health and nutrient content claims: nutrition information only; diet-disease; structure-function; processed food health outcome; good for one's health; health care provider endorsement. Chi-square statistics detected statistically significant differences between the groups. Compared to English-language television, Spanish-language television aired significantly more food advertisements containing nutrition information and health, processed food/health, and good for one's health claims. Samples did not differ in the rate of diet/disease, structure/function, or health care provider endorsement claims. Findings indicate that Spanish-language television advertisements provide viewers with significantly more nutrition information than English-language network advertisements. Potential links between the deteriorating health status of Hispanics acculturating into US mainstream culture and their exposure to the less nutrition-based messaging found in English-language television should be explored.
Kwakkenbos, Linda; Arthurs, Erin; van den Hoogen, Frank H. J.; Hudson, Marie; van Lankveld, Wim G. J. M.; Baron, Murray; van den Ende, Cornelia H. M.; Thombs, Brett D.
2013-01-01
Objectives Increasingly, medical research involves patients who complete outcomes in different languages. This occurs in countries with more than one common language, such as Canada (French/English) or the United States (Spanish/English), as well as in international multi-centre collaborations, which are utilized frequently in rare diseases such as systemic sclerosis (SSc). In order to pool or compare outcomes, instruments should be measurement equivalent (invariant) across cultural or linguistic groups. This study provides an example of how to assess cross-language measurement equivalence by comparing the Center for Epidemiologic Studies Depression (CES-D) scale between English-speaking Canadian and Dutch SSc patients. Methods The CES-D was completed by 922 English-speaking Canadian and 213 Dutch SSc patients. Confirmatory factor analysis (CFA) was used to assess the factor structure in both samples. The Multiple-Indicator Multiple-Cause (MIMIC) model was utilized to assess the amount of differential item functioning (DIF). Results A two-factor model (positive and negative affect) showed excellent fit in both samples. Statistically significant, but small-magnitude, DIF was found for 3 of 20 items on the CES-D. The English-speaking Canadian sample endorsed more feeling-related symptoms, whereas the Dutch sample endorsed more somatic/retarded activity symptoms. The overall estimate in depression scores between English and Dutch was not influenced substantively by DIF. Conclusions CES-D scores from English-speaking Canadian and Dutch SSc patients can be compared and pooled without concern that measurement differences may substantively influence results. The importance of assessing cross-language measurement equivalence in rheumatology studies prior to pooling outcomes obtained in different languages should be emphasized. PMID:23326538
Ding, Ding; Hofstetter, C Richard; Norman, Gregory J; Irvin, Veronica L; Chhay, Douglas; Hovell, Melbourne F
2011-02-01
Immigration involves challenges and distress, which affect health and well-being of immigrants. Koreans are a recent, fast-growing, but understudied group of immigrants in the USA, and no study has established or evaluated any immigration stress measure among this population. This study explores psychometric properties of Korean-translated Demands of Immigration (DI) Scale among first-generation female Korean immigrants in California. Analyses included evaluation of factor structure, reliability, validity, and descriptive statistics of subscales. A surname-driven sampling strategy was applied to randomly select a representative sample of adult female Korean immigrants in California. Telephone interviews were conducted by trained bilingual interviewers. Study sample included 555 first-generation female Korean immigrants who were interviewed in Korean language. The 22-item DI Scale was used to assess immigration stress in the study sample. Exploratory factor analysis suggested six correlated factors in the DI Scale: language barriers; sense of loss; not feeling at home; perceived discrimination; novelty; and occupation. Confirmatory factor analysis validated the factor structure. Language barriers accounted for the most variance of the DI Scale (29.11%). The DI Scale demonstrated good internal consistency reliability and construct validity. Evidence has been offered that the Korean-translated DI Scale is a reliable and valid measurement tool to examine immigration stress among Korean immigrants. The Korean-translated DI Scale has replicated factor structure obtained in other ethnicities, but addition of cultural-specific items is suggested for Korean immigrants. High levels of language and occupation-related stress warrant attention from researchers, social workers, and policy-makers. Findings from this study will inform future interventions to alleviate stress due to demands of immigration.
ERIC Educational Resources Information Center
Karadag, Engin; Caliskan, Nihat; Yesil, Rustu
2008-01-01
In this research, it is aimed to develop a scale to observe the body language which is used during an argument. A sample group of 266 teacher candidates study at the departments of Class, Turkish or Social Sciences at the Faculty of Education was used in this study. A logical and statistical approach was pursued during the development of scale. An…
Mills, Sarah D; Fox, Rina S; Malcarne, Vanessa L; Roesch, Scott C; Champagne, Brian R; Sadler, Georgia Robins
2014-07-01
The Generalized Anxiety Disorder-7 scale (GAD-7) is a self-report questionnaire that is widely used to screen for anxiety. The GAD-7 has been translated into numerous languages, including Spanish. Previous studies evaluating the structural validity of the English and Spanish versions indicate a unidimensional factor structure in both languages. However, the psychometric properties of the Spanish language version have yet to be evaluated in samples outside of Spain, and the measure has not been tested for use among Hispanic Americans. This study evaluated the reliability, structural validity, and convergent validity of the English and Spanish language versions of the GAD-7 for Hispanic Americans in the United States. A community sample of 436 Hispanic Americans with an English (n = 210) or Spanish (n = 226) language preference completed the GAD-7. Multiple-group confirmatory factor analysis (CFA) was used to examine the goodness-of-fit of the unidimensional factor structure of the GAD-7 across language-preference groups. Results from the multiple-group CFA indicated a similar unidimensional factor structure with equivalent response patterns and item intercepts, but different variances, across language-preference groups. Internal consistency was good for both English and Spanish language-preference groups. The GAD-7 also evidenced good convergent validity as demonstrated by significant correlations in expected directions with the Perceived Stress Scale, the Patient Health Questionnaire-9, and the Physical Health domain of the World Health Organization Quality of Life-BREF assessment. The unidimensional GAD-7 is suitable for use among Hispanic Americans with an English or Spanish language preference.
Same Talker, Different Language: A Replication.
ERIC Educational Resources Information Center
Stockmal, Verna; Bond, Z. S.
This research investigated judgments of language samples produced by bilingual speakers. In the first study, listeners judged whether two language samples produced by bilingual speakers were spoken in the same language or in two different languages. Four bilingual African talkers recorded short passages in Swahili and in their home language (Akan,…
NASA Astrophysics Data System (ADS)
Pomeroy, Jonathon Richard
2000-10-01
This research study investigated the changes that occurred in six student teachers' conceptions of teaching science to adolescent English language learners over the duration of their participation in a one-year, graduate level, science teacher education program. Cases were created for each of the student teachers based on their concept maps, writing samples, interviews, lesson plans, informal interviews with cooperating teachers, and observation notes collected on biweekly visitations. The cases were divided into three dyads each consisting of two student teachers with similar preprogram and student teaching experiences. Cross case analysis revealed the existence of seven themes related to teaching science to adolescent English language learners. Further analysis suggested that student teachers that worked with experienced cooperating teachers and who had achieved a sense of autonomy over their student teaching demonstrated broad and sophisticated growth across all seven themes. Student teachers who had not achieved a sense of autonomy, demonstrated growth in two to three themes. Student teachers who demonstrated broad and sophisticated growth were able to clearly articulate their conceptions of teaching science to English language learners where as those who demonstrated limited growth were not. This research establishes the use of concept maps as a tool for detecting changes in student teachers' conceptions of teaching science to adolescent English language learners as well as the sensitivity of concept maps to detect the types of changes historically detected by writing samples and interviews. Recommendations based on the implications from are included.
Writing styles of a Korean sample by age: an exploratory study.
Lee, Chang Hwan; Park, Jongmin; Park, Jaejin
2010-02-01
This descriptive study concerned whether language use differs across age groups of Korean participants. Language use by Koreans in their 20s, 40s, and 60s were compared using the Korean Linguistic Inquiry and Word Count. Analysis showed that Koreans in their 60s used as many phrases and morphemes per sentence as younger people, which reflects similar complexity of language. In addition, those in their 40s showed the strongest use of words related to emotion, cognition, work, and leisure. These results show interesting differences from studies conducted with Western subjects.
Rhodes, Katherine T; Branum-Martin, Lee; Morris, Robin D; Romski, MaryAnn; Sevcik, Rose A
2015-11-01
Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a sample of 264 children, in grades 2-5. Using confirmatory factor analysis, the hypothesis that the KM-R would demonstrate discriminant validity with measures of language abilities in a two-factor model was compared to two plausible alternative models. Results indicated that KM-R did not have discriminant validity with measures of children's language abilities and was a multidimensional test of both mathematics and language abilities for this population of test users. Implications are considered for test development, interpretation, and intervention.
Automated Analysis of Child Phonetic Production Using Naturalistic Recordings
ERIC Educational Resources Information Center
Xu, Dongxin; Richards, Jeffrey A.; Gilkerson, Jill
2014-01-01
Purpose: Conventional resource-intensive methods for child phonetic development studies are often impractical for sampling and analyzing child vocalizations in sufficient quantity. The purpose of this study was to provide new information on early language development by an automated analysis of child phonetic production using naturalistic…
Taking Advantage of the "Big Mo"—Momentum in Everyday English and Swedish and in Physics Teaching
NASA Astrophysics Data System (ADS)
Haglund, Jesper; Jeppsson, Fredrik; Ahrenberg, Lars
2015-06-01
Science education research suggests that our everyday intuitions of motion and interaction of physical objects fit well with how physicists use the term "momentum". Corpus linguistics provides an easily accessible approach to study language in different domains, including everyday language. Analysis of language samples from English text corpora reveals a trend of increasing metaphorical use of "momentum" in non-science domains, and through conceptual metaphor analysis, we show that the use of the word in everyday language, as opposed to for instance "force", is largely adequate from a physics point of view. In addition, "momentum" has recently been borrowed into Swedish as a metaphor in domains such as sports, politics and finance, with meanings similar to those in physics. As an implication for educational practice, we find support for the suggestion to introduce the term "momentum" to English-speaking pupils at an earlier age than what is typically done in the educational system today, thereby capitalising on their intuitions and experiences of everyday language. For Swedish-speaking pupils, and possibly also relevant to other languages, the parallel between "momentum" and the corresponding physics term in the students' mother tongue could be made explicit..
Effects of early auditory experience on the spoken language of deaf children at 3 years of age.
Nicholas, Johanna Grant; Geers, Ann E
2006-06-01
By age 3, typically developing children have achieved extensive vocabulary and syntax skills that facilitate both cognitive and social development. Substantial delays in spoken language acquisition have been documented for children with severe to profound deafness, even those with auditory oral training and early hearing aid use. This study documents the spoken language skills achieved by orally educated 3-yr-olds whose profound hearing loss was identified and hearing aids fitted between 1 and 30 mo of age and who received a cochlear implant between 12 and 38 mo of age. The purpose of the analysis was to examine the effects of age, duration, and type of early auditory experience on spoken language competence at age 3.5 yr. The spoken language skills of 76 children who had used a cochlear implant for at least 7 mo were evaluated via standardized 30-minute language sample analysis, a parent-completed vocabulary checklist, and a teacher language-rating scale. The children were recruited from and enrolled in oral education programs or therapy practices across the United States. Inclusion criteria included presumed deaf since birth, English the primary language of the home, no other known conditions that interfere with speech/language development, enrolled in programs using oral education methods, and no known problems with the cochlear implant lasting more than 30 days. Strong correlations were obtained among all language measures. Therefore, principal components analysis was used to derive a single Language Factor score for each child. A number of possible predictors of language outcome were examined, including age at identification and intervention with a hearing aid, duration of use of a hearing aid, pre-implant pure-tone average (PTA) threshold with a hearing aid, PTA threshold with a cochlear implant, and duration of use of a cochlear implant/age at implantation (the last two variables were practically identical because all children were tested between 40 and 44 mo of age). Examination of the independent influence of these predictors through multiple regression analysis revealed that pre-implant-aided PTA threshold and duration of cochlear implant use (i.e., age at implant) accounted for 58% of the variance in Language Factor scores. A significant negative coefficient associated with pre-implant-aided threshold indicated that children with poorer hearing before implantation exhibited poorer language skills at age 3.5 yr. Likewise, a strong positive coefficient associated with duration of implant use indicated that children who had used their implant for a longer period of time (i.e., who were implanted at an earlier age) exhibited better language at age 3.5 yr. Age at identification and amplification was unrelated to language outcome, as was aided threshold with the cochlear implant. A significant quadratic trend in the relation between duration of implant use and language score revealed a steady increase in language skill (at age 3.5 yr) for each additional month of use of a cochlear implant after the first 12 mo of implant use. The advantage to language of longer implant use became more pronounced over time. Longer use of a cochlear implant in infancy and very early childhood dramatically affects the amount of spoken language exhibited by 3-yr-old, profoundly deaf children. In this sample, the amount of pre-implant intervention with a hearing aid was not related to language outcome at 3.5 yr of age. Rather, it was cochlear implantation at a younger age that served to promote spoken language competence. The previously identified language-facilitating factors of early identification of hearing impairment and early educational intervention may not be sufficient for optimizing spoken language of profoundly deaf children unless it leads to early cochlear implantation.
Increased prevalence of sex chromosome aneuploidies in specific language impairment and dyslexia.
Simpson, Nuala H; Addis, Laura; Brandler, William M; Slonims, Vicky; Clark, Ann; Watson, Jocelynne; Scerri, Thomas S; Hennessy, Elizabeth R; Bolton, Patrick F; Conti-Ramsden, Gina; Fairfax, Benjamin P; Knight, Julian C; Stein, John; Talcott, Joel B; O'Hare, Anne; Baird, Gillian; Paracchini, Silvia; Fisher, Simon E; Newbury, Dianne F
2014-04-01
Sex chromosome aneuploidies increase the risk of spoken or written language disorders but individuals with specific language impairment (SLI) or dyslexia do not routinely undergo cytogenetic analysis. We assess the frequency of sex chromosome aneuploidies in individuals with language impairment or dyslexia. Genome-wide single nucleotide polymorphism genotyping was performed in three sample sets: a clinical cohort of individuals with speech and language deficits (87 probands: 61 males, 26 females; age range 4 to 23 years), a replication cohort of individuals with SLI, from both clinical and epidemiological samples (209 probands: 139 males, 70 females; age range 4 to 17 years), and a set of individuals with dyslexia (314 probands: 224 males, 90 females; age range 7 to 18 years). In the clinical language-impaired cohort, three abnormal karyotypic results were identified in probands (proband yield 3.4%). In the SLI replication cohort, six abnormalities were identified providing a consistent proband yield (2.9%). In the sample of individuals with dyslexia, two sex chromosome aneuploidies were found giving a lower proband yield of 0.6%. In total, two XYY, four XXY (Klinefelter syndrome), three XXX, one XO (Turner syndrome), and one unresolved karyotype were identified. The frequency of sex chromosome aneuploidies within each of the three cohorts was increased over the expected population frequency (approximately 0.25%) suggesting that genetic testing may prove worthwhile for individuals with language and literacy problems and normal non-verbal IQ. Early detection of these aneuploidies can provide information and direct the appropriate management for individuals. © 2013 The Authors. Developmental Medicine & Child Neurology published by John Wiley & Sons Ltd on behalf of Mac Keith Press.
de Rauville, Ingrid; Chetty, Sandhya; Pahl, Jenny
2006-01-01
Word finding difficulties frequently found in learners with language learning difficulties (Casby, 1992) are an integral part of Speech-Language Therapists' management role when working with learning disabled children. This study investigated current management for word finding difficulties by 70 Speech-Language Therapists in South African remedial schools. A descriptive survey design using a quantitative and qualitative approach was used. A questionnaire and follow-up focus group discussion were used to collect data. Results highlighted the use of the Renfrew Word Finding Scale (Renfrew, 1972, 1995) as the most frequently used formal assessment tool. Language sample analysis and discourse analysis were the most frequently used informal assessment procedures. Formal intervention programmes were generally not used. Phonetic, phonemic or phonological cueing were the most frequently used therapeutic strategies. The authors note strengths and raise concerns about current management for word finding difficulties in South African remedial schools, particularly in terms of bilingualism. Opportunities are highlighted regarding the development of assessment and intervention measures relevant to the diverse learning disabled population in South Africa.
Eisenberg, Sarita; Guo, Ling-Yu
2016-05-01
This article reviews the existing literature on the diagnostic accuracy of two grammatical accuracy measures for differentiating children with and without language impairment (LI) at preschool and early school age based on language samples. The first measure, the finite verb morphology composite (FVMC), is a narrow grammatical measure that computes children's overall accuracy of four verb tense morphemes. The second measure, percent grammatical utterances (PGU), is a broader grammatical measure that computes children's accuracy in producing grammatical utterances. The extant studies show that FVMC demonstrates acceptable (i.e., 80 to 89% accurate) to good (i.e., 90% accurate or higher) diagnostic accuracy for children between 4;0 (years;months) and 6;11 in conversational or narrative samples. In contrast, PGU yields acceptable to good diagnostic accuracy for children between 3;0 and 8;11 regardless of sample types. Given the diagnostic accuracy shown in the literature, we suggest that FVMC and PGU can be used as one piece of evidence for identifying children with LI in assessment when appropriate. However, FVMC or PGU should not be used as therapy goals directly. Instead, when children are low in FVMC or PGU, we suggest that follow-up analyses should be conducted to determine the verb tense morphemes or grammatical structures that children have difficulty with. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.
ERIC Educational Resources Information Center
Sandilos, Lia E.; Lewis, Kandia; Komaroff, Eugene; Hammer, Carol Scheffner; Scarpino, Shelley E.; Lopez, Lisa; Rodriguez, Barbara; Goldstein, Brian
2015-01-01
The purpose of this study was to investigate the way in which items on the Woodcock-Muñoz Language Survey Revised (WMLS-R) Spanish and English versions function for bilingual children from different ethnic subgroups who speak different dialects of Spanish. Using data from a sample of 324 bilingual Hispanic families and their children living on the…
ERIC Educational Resources Information Center
Clegg, Judy; Law, James; Rush, Robert; Peters, Tim J.; Roulstone, Susan
2015-01-01
Background: An association between children's early language development and their emotional and behavioural functioning is reported in the literature. The nature of the association remains unclear and it has not been established if such an association is found in a population-based cohort in addition to clinical populations. Methods: This study…
Tutorial: Assessment and Analysis of Polysyllables in Young Children
ERIC Educational Resources Information Center
Masso, Sarah; McLeod, Sharynne; Baker, Elise
2018-01-01
Purpose: Polysyllables, words of 3 or more syllables, represent almost 30% of words used in American English. The purpose of this tutorial is to support speech-language pathologists' (SLPs') assessment and analysis of polysyllables, extending the focus of published assessment tools that focus on sampling and analyzing children's segmental accuracy…
A Comparative Analysis of Pausing in Child and Adult Storytelling
Redford, Melissa A.
2012-01-01
The goals of the current study were (1) to assess differences in child and adult pausing, and (2) to determine whether characteristics of child and adult pausing can be explained by the same language variables. Spontaneous speech samples were obtained from ten 5-year-olds and their accompanying parent using a storytelling/retelling task. Analyses of pause frequency, duration, variation in durations, and pause location indicated that pause time decreased with retelling, but not with age group except when child and adult pausing was considered in its speech and language context. The results suggest that differences in child and adult pausing reflect differences in child and adult language, not in the cognitive resources allocated to language production PMID:23772097
Oral and written language in late adulthood: findings from the Nun Study.
Mitzner, Tracy L; Kemper, Susan
2003-01-01
As a part of the Nun Study, a longitudinal investigation of aging and Alzheimer's disease, oral and written autobiographies from 118 older women were analyzed to examine the relationship between spoken and written language. The written language samples were more complex than the oral samples, both conceptually and grammatically. The relationship between the linguistic measures and participant characteristics was also examined. The results suggest that the grammatical and conceptual characteristics of oral and written language are affected by participant differences in education, cognitive status, and physical function and that written language samples have greater power than oral language samples to differentiate between high- and low-ability older adults.
Mills, Sarah D.; Fox, Rina S.; Malcarne, Vanessa L.; Roesch, Scott C.; Champagne, Brian R.; Sadler, Georgia Robins
2014-01-01
The Generalized Anxiety Disorder-7 scale (GAD-7) is a self-report questionnaire that is widely used to screen for anxiety. The GAD-7 has been translated into numerous languages, including Spanish. Previous studies evaluating the structural validity of the English and Spanish versions indicate a uni-dimensional factor structure in both languages. However, the psychometric properties of the Spanish language version have yet to be evaluated in samples outside of Spain, and the measure has not been tested for use among Hispanic Americans. This study evaluated the reliability, structural validity, and convergent validity of the English and Spanish language versions of the GAD-7 for Hispanic Americans in the United States. A community sample of 436 Hispanic Americans with an English (n = 210) or Spanish (n = 226) language preference completed the GAD-7. Multiple-group confirmatory factor analysis (CFA) was used to examine the goodness of fit of the uni-dimensional factor structure of the GAD-7 across language-preference groups. Results from the multiple-group CFA indicated a similar unidimensional factor structure with equivalent response patterns and item intercepts, but different variances, across language-preference groups. Internal consistency was good for both English and Spanish language-preference groups. The GAD-7 also evidenced good convergent validity as demonstrated by significant correlations in expected directions with the Perceived Stress Scale, the Patient Health Questionnaire-9, and the Physical health domain of the World Health Organization Quality of Life-BREF assessment. The uni-dimensional GAD-7 is suitable for use among Hispanic Americans with an English or Spanish language preference. PMID:25045957
ERIC Educational Resources Information Center
Overton, Sarah; Wren, Yvonne
2014-01-01
The ultimate aim of intervention for children with language impairment is an improvement in their functional language skills. Baseline and outcome measurement of this is often problematic however and practitioners commonly resort to using formal assessments that may not adequately reflect the child's competence. Language sampling,…
Spencer, Elizabeth; Ferguson, Alison; Craig, Hugh; Colyvas, Kim; Hankey, Graeme J; Flicker, Leon
2015-02-01
Decline in linguistic function has been associated with decline in cognitive function in previous research. This research investigated the informativeness of written language samples of Australian men from the Health in Men's Study (HIMS) aged from 76 to 93 years using the Computerised Propositional Idea Density Rater (CPIDR 5.1). In total, 60,255 words in 1147 comments were analysed using a linear-mixed model for statistical analysis. Results indicated no relationship with education level (p = 0.79). Participants for whom English was not their first learnt language showed Propositional Idea Density (PD) scores slightly lower (0.018 per 1 word). Mean PD per 1 word for those for whom English was their first language for comments below 60 words was 0.494 and above 60 words 0.526. Text length was found to have an effect (p = <0.0001). The mean PD was higher than previously reported for men and lower than previously reported for a similar cohort for Australian women.
Gaile, Jacqueline; Adams, Catherine
2018-01-01
Metacognition is a significant component of complex interventions for children who have developmental language disorders. Research into how metacognition operates in the content or process of developmental language therapy delivery is limited. Identification and description of proposed active therapy components, such as metacognition, may contribute to our understanding of how to deliver complex communication interventions in an optimal manner. To analyse aspects of metacognition during therapy derived from a manualized speech and language intervention (the Social Communication Intervention Programme-SCIP) as delivered to children who have social (pragmatic) communication disorder (SPCD) and to examine the dynamic process of delivering therapy. A purposive sample of eight filmed therapy sessions was selected from the video data corpus of intervention-arm participants within a randomized controlled trial. The child-therapist interactions during therapy sessions from five children (aged between 5;11 and 10;3) in the SCIP trial were transcribed. Filmed sessions represented a variety of communication profiles and SCIP therapy content. Starting from existing theory on metacognition, cycles of iterative analysis were performed using a mixed inductive-deductive qualitative analysis. A preliminary list of metacognitive content embedded in the intervention was developed into a metacognitive coding framework (MCF). A thematic analysis of the identified metacognitive content of the intervention was then carried out across the whole sample. Thematic analysis revealed the presence of metacognition in the content and delivery of SCIP intervention. Four main themes of metacognitive person, task and strategy knowledge, and monitoring/control were identified. Metacognition was a feature of how children's ability to monitor language, pragmatic and social interaction skills, in themselves and other people, was developed. Task design and delivery methods were found to play a particular role in adjusting the metacognitive content of the therapy activities. This study makes explicit the metacognitive content and delivery within a complex developmental communication intervention. Discussion of the findings about metacognitive content provides an explanation of how the skilled speech and language therapist manipulates task demands, person knowledge and therapy methods towards the therapy goal. Clinical applications of the metacognitive framework are discussed. We suggest that the process of making the tacit knowledge of the therapist explicit can contribute to the implementation of complex evidence-based interventions. © 2017 Royal College of Speech and Language Therapists.
Díaz-Gay, Marcos; Vila-Casadesús, Maria; Franch-Expósito, Sebastià; Hernández-Illán, Eva; Lozano, Juan José; Castellví-Bel, Sergi
2018-06-14
Mutational signatures have been proved as a valuable pattern in somatic genomics, mainly regarding cancer, with a potential application as a biomarker in clinical practice. Up to now, several bioinformatic packages to address this topic have been developed in different languages/platforms. MutationalPatterns has arisen as the most efficient tool for the comparison with the signatures currently reported in the Catalogue of Somatic Mutations in Cancer (COSMIC) database. However, the analysis of mutational signatures is nowadays restricted to a small community of bioinformatic experts. In this work we present Mutational Signatures in Cancer (MuSiCa), a new web tool based on MutationalPatterns and built using the Shiny framework in R language. By means of a simple interface suited to non-specialized researchers, it provides a comprehensive analysis of the somatic mutational status of the supplied cancer samples. It permits characterizing the profile and burden of mutations, as well as quantifying COSMIC-reported mutational signatures. It also allows classifying samples according to the above signature contributions. MuSiCa is a helpful web application to characterize mutational signatures in cancer samples. It is accessible online at http://bioinfo.ciberehd.org/GPtoCRC/en/tools.html and source code is freely available at https://github.com/marcos-diazg/musica .
ERIC Educational Resources Information Center
Paskoff, Beth M.; Perrault, Anna H.
1990-01-01
Describes a project that examined a random sample of 5 percent of a shelflist to provide detailed information about the distribution of imprints according to age and language, percentage of duplication, and distribution of serial and monographic formats. It is concluded that the resulting collection profile provides a multidimensional, quantified…
Women are Warmer but No Less Assertive than Men: Gender and Language on Facebook.
Park, Gregory; Yaden, David Bryce; Schwartz, H Andrew; Kern, Margaret L; Eichstaedt, Johannes C; Kosinski, Michael; Stillwell, David; Ungar, Lyle H; Seligman, Martin E P
2016-01-01
Using a large social media dataset and open-vocabulary methods from computational linguistics, we explored differences in language use across gender, affiliation, and assertiveness. In Study 1, we analyzed topics (groups of semantically similar words) across 10 million messages from over 52,000 Facebook users. Most language differed little across gender. However, topics most associated with self-identified female participants included friends, family, and social life, whereas topics most associated with self-identified male participants included swearing, anger, discussion of objects instead of people, and the use of argumentative language. In Study 2, we plotted male- and female-linked language topics along two interpersonal dimensions prevalent in gender research: affiliation and assertiveness. In a sample of over 15,000 Facebook users, we found substantial gender differences in the use of affiliative language and slight differences in assertive language. Language used more by self-identified females was interpersonally warmer, more compassionate, polite, and-contrary to previous findings-slightly more assertive in their language use, whereas language used more by self-identified males was colder, more hostile, and impersonal. Computational linguistic analysis combined with methods to automatically label topics offer means for testing psychological theories unobtrusively at large scale.
Women are Warmer but No Less Assertive than Men: Gender and Language on Facebook
Park, Gregory; Schwartz, H. Andrew; Kern, Margaret L.; Eichstaedt, Johannes C.; Kosinski, Michael; Stillwell, David; Ungar, Lyle H.; Seligman, Martin E. P.
2016-01-01
Using a large social media dataset and open-vocabulary methods from computational linguistics, we explored differences in language use across gender, affiliation, and assertiveness. In Study 1, we analyzed topics (groups of semantically similar words) across 10 million messages from over 52,000 Facebook users. Most language differed little across gender. However, topics most associated with self-identified female participants included friends, family, and social life, whereas topics most associated with self-identified male participants included swearing, anger, discussion of objects instead of people, and the use of argumentative language. In Study 2, we plotted male- and female-linked language topics along two interpersonal dimensions prevalent in gender research: affiliation and assertiveness. In a sample of over 15,000 Facebook users, we found substantial gender differences in the use of affiliative language and slight differences in assertive language. Language used more by self-identified females was interpersonally warmer, more compassionate, polite, and—contrary to previous findings—slightly more assertive in their language use, whereas language used more by self-identified males was colder, more hostile, and impersonal. Computational linguistic analysis combined with methods to automatically label topics offer means for testing psychological theories unobtrusively at large scale. PMID:27223607
Seven Modeling Perspectives on Teaching and Learning: Some Interrelations and Cognitive Effects
ERIC Educational Resources Information Center
Easley, J. A., Jr.
1977-01-01
The categories of models associated with the seven perspectives are designated as combinatorial models, sampling models, cybernetic models, game models, critical thinking models, ordinary language analysis models, and dynamic structural models. (DAG)
Weighing the Evidence: A Meta-Analysis of Bilingual Education in Arizona
ERIC Educational Resources Information Center
Rolstad, Kellie; Mahoney, Kate S.; Glass, Gene V.
2005-01-01
This article reviews the current policy context in the state of Arizona for program options for English language learners and produces a meta-analysis of studies on the effectiveness of bilingual education that have been conducted in the state in or after 1985. The study presents an analysis of a sample of evaluation studies (N = 4), which…
Kidwatching: A Vygotskyan Approach to Children's Language In the "Star Wars" Age.
ERIC Educational Resources Information Center
Monroe, Suzanne S.
A Vygotskyan review of children's language examines language samples of a 7-year-old boy at home, at a birthday party, and at play in a sandbox. The language samples indicate common patterns, including his use of tools and symbol together in play. A common thread in the samples is his involvement with high tech tools of futuristic toys. Vygotsky…
L2 Reading Comprehension and Its Correlates: A Meta-Analysis
ERIC Educational Resources Information Center
Jeon, Eun Hee; Yamashita, Junko
2014-01-01
The present meta-analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage-level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high-evidence correlates (with 18 or more accumulated effect sizes: L2…
Psychometric properties and norms of the German ABC-Community and PAS-ADD Checklist.
Zeilinger, Elisabeth L; Weber, Germain; Haveman, Meindert J
2011-01-01
The aim of the present study was to standardize and generate psychometric evidence of the German language versions of two well-established English language mental health instruments: the Aberrant Behavior Checklist-Community (ABC-C) and the Psychiatric Assessment Schedule for Adults with Developmental Disabilities (PAS-ADD) Checklist. New methods in this field were introduced: a simulation method for testing the factor structure and an exploration of long-term stability over two years. The checklists were both administered to a representative sample of 270 individuals with intellectual disability (ID) and, two years later in a second data collection, to 128 participants of the original sample. Principal component analysis and parallel analysis were performed. Reliability measures, long-term stability, subscale intercorrelations, as well as standardized norms were generated. Prevalence of mental health problems was examined. Psychometric properties were mostly excellent, with long-term stability showing moderate to strong effects. The original factor structure of the ABC-C was replicated. PAS-ADD Checklist produced a similar, but still different structure compared with findings from the English language area. The overall prevalence rate of mental health problems in the sample was about 20%. Considering the good results on the measured psychometric properties, the two checklists are recommended for the early detection of mental health problems in persons with ID. Copyright © 2011 Elsevier Ltd. All rights reserved.
ERIC Educational Resources Information Center
Bonifacci, Paola; Tobia, Valentina
2017-01-01
The present study evaluated which components within the simple view of reading model better predicted reading comprehension in a sample of bilingual language-minority children exposed to Italian, a highly transparent language, as a second language. The sample included 260 typically developing bilingual children who were attending either the first…
[Psychometric properties and diagnostic value of 'lexical screening for aphasias'].
Pena-Chavez, R; Martinez-Jimenez, L; Lopez-Espinoza, M
2014-09-16
INTRODUCTION. Language assessment in persons with brain injury makes it possible to know whether they require language rehabilitation or not. Given the importance of a precise evaluation, assessment instruments must be valid and reliable, so as to avoid mistaken and subjective diagnoses. AIM. To validate 'lexical screening for aphasias' in a sample of 58 Chilean individuals. SUBJECTS AND METHODS. A screening-type language test, lasting 20 minutes and based on the lexical processing model devised by Patterson and Shewell (1987), was constructed. The sample was made up of two groups containing 29 aphasic subjects and 29 control subjects from different health centres in the regions of Biobio and Maule, Chile. Their ages ranged between 24 and 79 years and had between 0 and 17 years' schooling. Tests were carried out to determine discriminating validity, concurrent validity with the aphasia disorder assessment battery, reliability, sensitivity and specificity. RESULTS. The statistical analysis showed a high discriminating validity (p < 0.001), an acceptable mean concurrent validity with aphasia disorder assessment battery (rs = 0.65), high mean reliability (alpha = 0.87), moderate mean sensitivity (69%) and high mean specificity (86%). CONCLUSION. 'Lexical screening for aphasias' is valid and reliable for assessing language in persons with aphasias; it is sensitive for detecting aphasic subjects and is specific for precluding language disorders in persons with normal language abilities.
Riva, Valentina; Cantiani, Chiara; Dionne, Ginette; Marini, Andrea; Mascheretti, Sara; Molteni, Massimo; Marino, Cecilia
2017-07-01
This study tested the role of temporary memory, measured by phonological short-term memory (pSTM) and verbal working memory (vWM), as a mediator of the effect of 3 putative risk factors (i.e., socioeconomic status, home literacy environment, birth gestational age) upon expressive and receptive language. A community-based sample of 646 Italian children aged 6-11 years was assessed with a comprehensive battery of language and cognitive tests. A mediation analysis was used to examine whether memory mediates environmental/biological effects on language. The results demonstrated a developmental cascade of effects, whereby the duration of pregnancy drives vWM functioning that, in turn, may affect expressive linguistic outcome Conclusion: Treatments focused on vWM, specifically to preterm children, may improve their language development, with enduring consequences on educational and psychosocial outcomes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Language translation challenges with Arabic speakers participating in qualitative research studies.
Al-Amer, Rasmieh; Ramjan, Lucie; Glew, Paul; Darwish, Maram; Salamonson, Yenna
2016-02-01
This paper discusses how a research team negotiated the challenges of language differences in a qualitative study that involved two languages. The lead researcher shared the participants' language and culture, and the interviews were conducted using the Arabic language as a source language, which was then translated and disseminated in the English language (target language). The challenges in relation to translation in cross-cultural research were highlighted from a perspective of establishing meaning as a vital issue in qualitative research. The paper draws on insights gained from a study undertaken among Arabic-speaking participants involving the use of in-depth semi-structured interviews. The study was undertaken using a purposive sample of 15 participants with Type 2 Diabetes Mellitus and co-existing depression and explored their perception of self-care management behaviours. Data analysis was performed in two phases. The first phase entailed translation and transcription of the data, and the second phase entailed thematic analysis of the data to develop categories and themes. In this paper there is discussion on the translation process and its inherent challenges. As translation is an interpretive process and not merely a direct message transfer from a source language to a target language, translators need to systematically and accurately capture the full meaning of the spoken language. This discussion paper highlights difficulties in the translation process, specifically in managing data in relation to metaphors, medical terminology and connotation of the text, and importantly, preserving the meaning between the original and translated data. Recommendations for future qualitative studies involving interviews with non-English speaking participants are outlined, which may assist researchers maintain the integrity of the data throughout the translation process. Copyright © 2015 Elsevier Ltd. All rights reserved.
Automatic personality assessment through social media language.
Park, Gregory; Schwartz, H Andrew; Eichstaedt, Johannes C; Kern, Margaret L; Kosinski, Michal; Stillwell, David J; Ungar, Lyle H; Seligman, Martin E P
2015-06-01
Language use is a psychologically rich, stable individual difference with well-established correlations to personality. We describe a method for assessing personality using an open-vocabulary analysis of language from social media. We compiled the written language from 66,732 Facebook users and their questionnaire-based self-reported Big Five personality traits, and then we built a predictive model of personality based on their language. We used this model to predict the 5 personality factors in a separate sample of 4,824 Facebook users, examining (a) convergence with self-reports of personality at the domain- and facet-level; (b) discriminant validity between predictions of distinct traits; (c) agreement with informant reports of personality; (d) patterns of correlations with external criteria (e.g., number of friends, political attitudes, impulsiveness); and (e) test-retest reliability over 6-month intervals. Results indicated that language-based assessments can constitute valid personality measures: they agreed with self-reports and informant reports of personality, added incremental validity over informant reports, adequately discriminated between traits, exhibited patterns of correlations with external criteria similar to those found with self-reported personality, and were stable over 6-month intervals. Analysis of predictive language can provide rich portraits of the mental life associated with traits. This approach can complement and extend traditional methods, providing researchers with an additional measure that can quickly and cheaply assess large groups of participants with minimal burden. (c) 2015 APA, all rights reserved).
Joiner, Kevin L; Sternberg, Rosa Maria; Kennedy, Christine; Chen, Jyu-Lin; Fukuoka, Yoshimi; Janson, Susan L
2016-12-01
Create a Spanish-language version of the Risk Perception Survey for Developing Diabetes (RPS-DD) and assess psychometric properties. The Spanish-language version was created through translation, harmonization, and presentation to the tool's original author. It was field tested in a foreignborn Latino sample and properties evaluated in principal components analysis. Personal Control, Optimistic Bias, and Worry multi-item Likert subscale responses did not cluster together. A clean solution was obtained after removing two Personal Control subscale items. Neither the Personal Disease Risk scale nor the Environmental Health Risk scale responses loaded onto single factors. Reliabilities ranged from .54 to .88. Test of knowledge performance varied by item. This study contributes to evidence of validation of a Spanish-language RPS-DD in foreign-born Latinos.
An Integrated Tool for System Analysis of Sample Return Vehicles
NASA Technical Reports Server (NTRS)
Samareh, Jamshid A.; Maddock, Robert W.; Winski, Richard G.
2012-01-01
The next important step in space exploration is the return of sample materials from extraterrestrial locations to Earth for analysis. Most mission concepts that return sample material to Earth share one common element: an Earth entry vehicle. The analysis and design of entry vehicles is multidisciplinary in nature, requiring the application of mass sizing, flight mechanics, aerodynamics, aerothermodynamics, thermal analysis, structural analysis, and impact analysis tools. Integration of a multidisciplinary problem is a challenging task; the execution process and data transfer among disciplines should be automated and consistent. This paper describes an integrated analysis tool for the design and sizing of an Earth entry vehicle. The current tool includes the following disciplines: mass sizing, flight mechanics, aerodynamics, aerothermodynamics, and impact analysis tools. Python and Java languages are used for integration. Results are presented and compared with the results from previous studies.
Longitudinal Effects on Early Adolescent Language: A Twin Study
DeThorne, Laura Segebart; Smith, Jamie Mahurin; Betancourt, Mariana Aparicio; Petrill, Stephen A.
2016-01-01
Purpose We evaluated genetic and environmental contributions to individual differences in language skills during early adolescence, measured by both language sampling and standardized tests, and examined the extent to which these genetic and environmental effects are stable across time. Method We used structural equation modeling on latent factors to estimate additive genetic, shared environmental, and nonshared environmental effects on variance in standardized language skills (i.e., Formal Language) and productive language-sample measures (i.e., Productive Language) in a sample of 527 twins across 3 time points (mean ages 10–12 years). Results Individual differences in the Formal Language factor were influenced primarily by genetic factors at each age, whereas individual differences in the Productive Language factor were primarily due to nonshared environmental influences. For the Formal Language factor, the stability of genetic effects was high across all 3 time points. For the Productive Language factor, nonshared environmental effects showed low but statistically significant stability across adjacent time points. Conclusions The etiology of language outcomes may differ substantially depending on assessment context. In addition, the potential mechanisms for nonshared environmental influences on language development warrant further investigation. PMID:27732720
Reading and language in 9- to 12-year olds prenatally exposed to cigarettes and marijuana.
Fried, P A; Watkinson, B; Siegel, L S
1997-01-01
Facets of reading and language were examined in 131 9- to 12-year-old children for whom prenatal exposure to marijuana and cigarettes had been ascertained. The subjects were from a low-risk, predominantly middle class sample who are participants in an ongoing longitudinal study. Discriminant Function Analysis revealed a dose-dependent association that remained after controlling for potential confounds, between prenatal cigarette exposure and lower language and lower reading scores, particularly on auditory-related aspects of this latter measure. The findings are interpreted as consistent with earlier observations of an association between cigarette smoking during pregnancy and altered auditory functioning in the offspring. Similarities and differences between the reading observations and dyslexia are discussed. Maternal prenatal passive smoke exposure did not appear to contribute to either the language or reading outcomes at this age but postnatal secondhand smoke exposure by the child was associated with poorer language scores. Prenatal marijuana exposure was not significantly related to either the reading or language outcomes.
Health information in Vietnamese-American print media: results of a content analysis.
Nguyen, Giang T; Ashfaq, Hera; Pham, Tuong Vi H
2010-01-01
Vietnamese-Americans (VA) constitute a large minority community that is mostly foreign born with limited English proficiency. This article compares the health content of free print media targeting VA with that of free English-language print media. Content analysis. All free print media available at the three largest VA-serving supermarkets in Philadelphia, Pennsylvania, were reviewed. Comparison English-language periodicals included free and purchased publications. We identified and coded 254 health content-containing articles from 22 issues of six periodicals (four free Vietnamese, one free English language, and one purchased English language) collected over a 4-week period. Chi-square and t-tests for independent samples were used to compare free Vietnamese- and free English-language periodicals. Additional analyses included all English-language periodicals as the comparison group. Higher proportions of advertisements and "pseudonews" articles (ads formatted like news stories) were found in free Vietnamese- vs. free English-language publications (overt ads, 61% vs. 28%; pseudonews, 18% vs. 0%). Moreover, Vietnamese-language publications did not contain many articles addressing diseases most commonly found in Asian-Americans. The significant proportion made up by profit-motivated health content in VA print media points to an untapped opportunity to provide evidence-based information about health topics of interest to this community. Future studies should examine secular trends, assess multiple communities, and develop community-based participatory approaches to improving access to quality health information among minorities with limited English proficiency.
Vikingstad, E M; George, K P; Johnson, A F; Cao, Y
2000-04-01
In 95% of right handed individuals the left hemisphere is dominant for speech and language function. The evidence for this is accumulated primarily from clinical populations. We investigated cortical topography of language function and lateralization in a sample of the right handed population using functional magnetic resonance imaging and two lexical-semantic paradigms. Activated cortical language networks were assessed topographically and quantitatively by using a lateralization index. As a group, we observed left hemispheric language dominance. Individually, the lateralization index varied continuously from left hemisphere dominant to bilateral representation. In males, language primarily lateralized to left, and in females, approximately half had left lateralization and the other half had bilateral representation. Our data indicate that a previous view of female bilateral hemispheric dominance for language (McGlone, 1980. Sex differences in human brain asymmetry: a critical survey. Behav Brain Sci 3:215-263; Shaywitz et al., 1995. Sex differences in the functional organization of the brain for language. Nature 373:607-609) simplifies the complexity of cortical language distribution in this population. Analysis of the distribution of the lateralization index in our study allowed us to make this difference in females apparent.
Validation of a Spanish-language version of the ADHD Rating Scale IV in a Spanish sample.
Vallejo-Valdivielso, M; Soutullo, C A; de Castro-Manglano, P; Marín-Méndez, J J; Díez-Suárez, A
2017-07-14
The purpose of this study is to validate a Spanish-language version of the 18-item ADHD Rating Scale-IV (ADHD-RS-IV.es) in a Spanish sample. From a total sample of 652 children and adolescents aged 6 to 17 years (mean age was 11.14±3.27), we included 518 who met the DSM-IV-TR criteria for ADHD and 134 healthy controls. To evaluate the factorial structure, validity, and reliability of the scale, we performed a confirmatory factor analysis (CFA) using structural equation modelling on a polychoric correlation matrix and maximum likelihood estimation. The scale's discriminant validity and predictive value were estimated using ROC (receiver operating characteristics) curve analysis. Both the full scale and the subscales of the Spanish-language version of the ADHD-RS-IV showed good internal consistency. Cronbach's alpha was 0.94 for the full scale and ≥ 0.90 for the subscales, and ordinal alpha was 0.95 and ≥ 0.90, respectively. CFA showed that a two-factor model (inattention and hyperactivity/impulsivity) provided the best fit for the data. ADHD-RS-IV.es offered good discriminant ability to distinguish between patients with ADHD and controls (AUC=0.97). The two-factor structure of the Spanish-language version of the ADHD-RS-IV (ADHD-RS-IV.es) is consistent with those of the DSM-IV-TR and DSM-5 as well as with the model proposed by the author of the original scale. Furthermore, it has good discriminant ability. ADHD-RS-IV.es is therefore a valid and reliable tool for determining presence and severity of ADHD symptoms in the Spanish population. Copyright © 2017 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.
ERIC Educational Resources Information Center
Southwood, Frenette; Russell, Ann F.
2004-01-01
The spontaneous language sample forms an important part of the language evaluation protocol (M. Dunn, J. Flax, M. Sliwinski, & D. Aram, 1996; J. L. Evans & H. K. Craig, 1992; L. E. Evans & J. Miller, 1999) because of the limitations of standardized language tests and their unavailability in certain languages, such as Afrikaans. This study examined…
Syntactic processing as a marker for cognitive impairment in amyotrophic lateral sclerosis
Tsermentseli, Stella; Leigh, P. Nigel; Taylor, Lorna J.; Radunovic, Aleksandar; Catani, Marco; Goldstein, Laura H.
2016-01-01
Despite recent interest in cognitive changes in patients with amyotrophic lateral sclerosis (ALS), investigations of language function looking at the level of word, sentence and discourse processing are relatively scarce. Data were obtained from 26 patients with sporadic ALS and 26 healthy controls matched for age, education, gender, anxiety, depression and executive function performance. Standardized language tasks included confrontation naming, semantic access, and syntactic comprehension. Quantitative production analysis (QPA) was used to analyse connected speech samples of the Cookie Theft picture description task. Results showed that the ALS patients were impaired on standardized measures of grammatical comprehension and action/verb semantics. At the level of discourse, ALS patients were impaired on measures of syntactic complexity and fluency; however, the latter could be better explained by disease related factors. Discriminant analysis revealed that syntactic measures differentiated ALS patients from controls. In conclusion, patients with ALS exhibit deficits in receptive and expressive language on tasks of comprehension and connected speech production, respectively. Our findings suggest that syntactic processing deficits seem to be the predominant feature of language impairment in ALS and that these deficits can be detected by relatively simple language tests. PMID:26312952
Syntactic processing as a marker for cognitive impairment in amyotrophic lateral sclerosis.
Tsermentseli, Stella; Leigh, P Nigel; Taylor, Lorna J; Radunovic, Aleksandar; Catani, Marco; Goldstein, Laura H
2015-01-01
Despite recent interest in cognitive changes in patients with amyotrophic lateral sclerosis (ALS), investigations of language function looking at the level of word, sentence and discourse processing are relatively scarce. Data were obtained from 26 patients with sporadic ALS and 26 healthy controls matched for age, education, gender, anxiety, depression and executive function performance. Standardized language tasks included confrontation naming, semantic access, and syntactic comprehension. Quantitative production analysis (QPA) was used to analyse connected speech samples of the Cookie Theft picture description task. Results showed that the ALS patients were impaired on standardized measures of grammatical comprehension and action/verb semantics. At the level of discourse, ALS patients were impaired on measures of syntactic complexity and fluency; however, the latter could be better explained by disease related factors. Discriminant analysis revealed that syntactic measures differentiated ALS patients from controls. In conclusion, patients with ALS exhibit deficits in receptive and expressive language on tasks of comprehension and connected speech production, respectively. Our findings suggest that syntactic processing deficits seem to be the predominant feature of language impairment in ALS and that these deficits can be detected by relatively simple language tests.
ERIC Educational Resources Information Center
Liu, David; Wellman, Henry M.; Tardif, Twila; Sabbagh, Mark A.
2008-01-01
Theory of mind is claimed to develop universally among humans across cultures with vastly different folk psychologies. However, in the attempt to test and confirm a claim of universality, individual studies have been limited by small sample sizes, sample specificities, and an overwhelming focus on Anglo-European children. The current meta-analysis…
Campana, Serena; Caltagirone, Carlo; Marangolo, Paola
2015-01-01
Most of transcranial direct current stimulation (tDCS) studies in aphasia have already shown that significant changes in language performance could be improved by increased monitoring of the perilesional cortex in the left lesioned hemisphere with excitatory anodal tDCS (A-tDCS). However, no report to date has investigated which areas may be less predictable or may play a major role in the recovery from language impairment after brain stimulation. We investigated the relationship between the localization of damage in the left hemisphere and the amount of language recovery after A-tDCS. We conducted a Voxel-lesion mapping-symptom (VLSM) analysis on twenty non-fluent aphasics who underwent a language treatment in concomitance with left A-tDCS delivered over the left inferior frontal gyrus (IFG) and a sham condition. Significant changes in language performance before and after the two conditions were examined in three language tasks (picture description, noun and verb naming). VLSM analysis revealed that damage to distinct left hemispheric structures and, in particular, to the basal ganglia, the insula and the superior and inferior longitudinal fasciculi, resulted in lower responses to A-tDCS in all language measures. Beneficial effects after A-tDCS over the left IFG depend on the anatomical integrity of different left subcortical structures among which are the white matter language pathways. Future studies combining different approaches on larger samples of subjects will further elucidate our understanding of how the human brain responds to tDCS. Copyright © 2015 Elsevier Inc. All rights reserved.
Brenneman, Lauren; Cash, Elizabeth; Chermak, Gail D; Guenette, Linda; Masters, Gay; Musiek, Frank E; Brown, Mallory; Ceruti, Julianne; Fitzegerald, Krista; Geissler, Kristin; Gonzalez, Jennifer; Weihing, Jeffrey
2017-09-01
Pediatric central auditory processing disorder (CAPD) is frequently comorbid with other childhood disorders. However, few studies have examined the relationship between commonly used CAPD, language, and cognition tests within the same sample. The present study examined the relationship between diagnostic CAPD tests and "gold standard" measures of language and cognitive ability, the Clinical Evaluation of Language Fundamentals (CELF) and the Wechsler Intelligence Scale for Children (WISC). A retrospective study. Twenty-seven patients referred for CAPD testing who scored average or better on the CELF and low average or better on the WISC were initially included. Seven children who scored below the CELF and/or WISC inclusion criteria were then added to the dataset for a second analysis, yielding a sample size of 34. Participants were administered a CAPD battery that included at least the following three CAPD tests: Frequency Patterns (FP), Dichotic Digits (DD), and Competing Sentences (CS). In addition, they were administered the CELF and WISC. Relationships between scores on CAPD, language (CELF), and cognition (WISC) tests were examined using correlation analysis. DD and FP showed significant correlations with Full Scale Intelligence Quotient, and the DD left ear and the DD interaural difference measures both showed significant correlations with working memory. However, ∼80% or more of the variance in these CAPD tests was unexplained by language and cognition measures. Language and cognition measures were more strongly correlated with each other than were the CAPD tests with any CELF or WISC scale. Additional correlations with the CAPD tests were revealed when patients who scored in the mild-moderate deficit range on the CELF and/or in the borderline low intellectual functioning range on the WISC were included in the analysis. While both the DD and FP tests showed significant correlations with one or more cognition measures, the majority of the variance in these CAPD measures went unexplained by cognition. Unlike DD and FP, the CS test was not correlated with cognition. Additionally, language measures were not significantly correlated with any of the CAPD tests. Our findings emphasize that the outcomes and interpretation of results vary as a function of the subject inclusion criteria that are applied for the CELF and WISC. Including participants with poorer cognition and/or language scores increased the number of significant correlations observed. For this reason, it is important that studies investigating the relationship between CAPD and other domains or disorders report the specific inclusion criteria used for all tests. American Academy of Audiology
Parents' Spatial Language Mediates a Sex Difference in Preschoolers' Spatial-Language Use.
Pruden, Shannon M; Levine, Susan C
2017-11-01
Do boys produce more terms than girls to describe the spatial world-that is, dimensional adjectives (e.g., big, little, tall, short), shape terms (e.g., circle, square), and words describing spatial features and properties (e.g., bent, curvy, edge)? If a sex difference in children's spatial-language use exists, is it related to the spatial language that parents use when interacting with children? We longitudinally tracked the development of spatial-language production in children between the ages of 14 and 46 months in a diverse sample of 58 parent-child dyads interacting in their homes. Boys produced and heard more of these three categories of spatial words, which we call "what" spatial types (i.e., unique "what" spatial words), but not more of all other word types, than girls. Mediation analysis revealed that sex differences in children's spatial talk at 34 to 46 months of age were fully mediated by parents' earlier spatial-language use, when children were 14 to 26 months old, time points at which there was no sex difference in children's spatial-language use.
Wittke, Kacie; Mastergeorge, Ann M.; Ozonoff, Sally; Rogers, Sally J.; Naigles, Letitia R.
2017-01-01
Linguistic and cognitive abilities manifest huge heterogeneity in children with autism spectrum disorder (ASD). Some children present with commensurate language and cognitive abilities, while others show more variable patterns of development. Using spontaneous language samples, we investigate the presence and extent of grammatical language impairment in a heterogeneous sample of children with ASD. Findings from our sample suggest that children with ASD can be categorized into three meaningful subgroups: those with normal language, those with marked difficulty in grammatical production but relatively intact vocabulary, and those with more globally low language abilities. These findings support the use of sensitive assessment measures to evaluate language in autism, as well as the utility of within-disorder comparisons, in order to comprehensively define the various cognitive and linguistic phenotypes in this heterogeneous disorder. PMID:28458643
Cleft audit protocol for speech (CAPS-A): a comprehensive training package for speech analysis.
Sell, D; John, A; Harding-Bell, A; Sweeney, T; Hegarty, F; Freeman, J
2009-01-01
The previous literature has largely focused on speech analysis systems and ignored process issues, such as the nature of adequate speech samples, data acquisition, recording and playback. Although there has been recognition of the need for training on tools used in speech analysis associated with cleft palate, little attention has been paid to this issue. To design, execute, and evaluate a training programme for speech and language therapists on the systematic and reliable use of the Cleft Audit Protocol for Speech-Augmented (CAPS-A), addressing issues of standardized speech samples, data acquisition, recording, playback, and listening guidelines. Thirty-six specialist speech and language therapists undertook the training programme over four days. This consisted of two days' training on the CAPS-A tool followed by a third day, making independent ratings and transcriptions on ten new cases which had been previously recorded during routine audit data collection. This task was repeated on day 4, a minimum of one month later. Ratings were made using the CAPS-A record form with the CAPS-A definition table. An analysis was made of the speech and language therapists' CAPS-A ratings at occasion 1 and occasion 2 and the intra- and inter-rater reliability calculated. Trained therapists showed consistency in individual judgements on specific sections of the tool. Intraclass correlation coefficients were calculated for each section with good agreement on eight of 13 sections. There were only fair levels of agreement on anterior oral cleft speech characteristics, non-cleft errors/immaturities and voice. This was explained, at least in part, by their low prevalence which affects the calculation of the intraclass correlation coefficient statistic. Speech and language therapists benefited from training on the CAPS-A, focusing on specific aspects of speech using definitions of parameters and scalar points, in order to apply the tool systematically and reliably. Ratings are enhanced by ensuring a high degree of attention to the nature of the data, standardizing the speech sample, data acquisition, the listening process together with the use of high-quality recording and playback equipment. In addition, a method is proposed for maintaining listening skills following training as part of an individual's continuing education.
ERIC Educational Resources Information Center
Namaghi, Seyyed Ali Ostovar; Moghaddam, Mohammad Reza Saboor; Tajzad, Maryam
2014-01-01
The purpose of this study is to explore language teachers' perspectives on Iranian third grade senior high school EFL textbook, which is prescribed by the Ministry of Education. In data collection and analysis, the researchers used theoretical sampling and the coding schemes presented in grounded theory. Final analysis yielded "Negative…
ERIC Educational Resources Information Center
Mason, Michael J.
1995-01-01
The Problem Oriented Screening Inventory for Teenagers (POSIT) was analyzed in a Hispanic majority school district to determine the test/retest correlation of the English and Spanish versions of the instrument. Data analysis indicated fairly weak agreement between the English and Spanish POSIT version results for this sample of bilingual…
Common Aetiology for Diverse Language Skills in 4 1/2-Year-Old Twins
ERIC Educational Resources Information Center
Hayiou-Thomas, Marianna E.; Kovas, Yulia; Harlaar, Nicole; Plomin, Robert; Bishop, Dorothy V. M.; Dale, Philip S.
2006-01-01
Multivariate genetic analysis was used to examine the genetic and environmental aetiology of the interrelationships of diverse linguistic skills. This study used data from a large sample of 4 1/2-year-old twins who were tested on measures assessing articulation, phonology, grammar, vocabulary, and verbal memory. Phenotypic analysis suggested two…
The Meanings of Learning as Described by Polish Migrant Bloggers
ERIC Educational Resources Information Center
Popow, Monika
2016-01-01
This paper addresses the meanings given to learning by Polish migrant bloggers. It presents the result of an analysis of ten blogs, written by Poles living abroad. The blogs under analysis were chosen on the basis of random sample. The analysed material was categorised by recurring themes, which included: learning in Poland, language acquisition,…
Flipping the Audience Script: An Activity That Integrates Research and Audience Analysis
ERIC Educational Resources Information Center
Lam, Chris; Hannah, Mark A.
2016-01-01
This article describes a flipped classroom activity that requires students to integrate research and audience analysis. The activity uses Twitter as a data source. In the activity, students identify a sample, collect customer tweets, and analyze the language of the tweets in an effort to construct knowledge about an audience's values, needs, and…
Plain Language to Communicate Physical Activity Information: A Website Content Analysis.
Paige, Samantha R; Black, David R; Mattson, Marifran; Coster, Daniel C; Stellefson, Michael
2018-04-01
Plain language techniques are health literacy universal precautions intended to enhance health care system navigation and health outcomes. Physical activity (PA) is a popular topic on the Internet, yet it is unknown if information is communicated in plain language. This study examined how plain language techniques are included in PA websites, and if the use of plain language techniques varies according to search procedures (keyword, search engine) and website host source (government, commercial, educational/organizational). Three keywords ("physical activity," "fitness," and "exercise") were independently entered into three search engines (Google, Bing, and Yahoo) to locate a nonprobability sample of websites ( N = 61). Fourteen plain language techniques were coded within each website to examine content formatting, clarity and conciseness, and multimedia use. Approximately half ( M = 6.59; SD = 1.68) of the plain language techniques were included in each website. Keyword physical activity resulted in websites with fewer clear and concise plain language techniques ( p < .05), whereas fitness resulted in websites with more clear and concise techniques ( p < .01). Plain language techniques did not vary by search engine or the website host source. Accessing PA information that is easy to understand and behaviorally oriented may remain a challenge for users. Transdisciplinary collaborations are needed to optimize plain language techniques while communicating online PA information.
The Reliability of Morphological Analyses in Language Samples
ERIC Educational Resources Information Center
Tommerdahl, Jodi; Kilpatrick, Cynthia D
2014-01-01
It is currently unclear to what extent a spontaneous language sample of a given number of utterances is representative of a child's ability in morphology and syntax. This lack of information about the regularity of children's linguistic productions and the reliability of spontaneous language samples have serious implications for language…
The Rules of the Game: Properties of a Database of Expository Language Samples
ERIC Educational Resources Information Center
Heilmann, John; Malone, Thomas O.
2014-01-01
Purpose: The authors created a database of expository oral language samples with the aims of describing the nature of students' expository discourse and providing benchmark data for typically developing preteen and teenage students. Method: Using a favorite game or sport protocol, language samples were collected from 235 typically developing…
ERIC Educational Resources Information Center
Ebert, Kerry Danahy; Pham, Giang
2017-01-01
Purpose: Although language samples and standardized tests are regularly used in assessment, few studies provide clinical guidance on how to synthesize information from these testing tools. This study extends previous work on the relations between tests and language samples to a new population--school-age bilingual speakers with primary language…
Spoken Language Production in Young Adults: Examining Syntactic Complexity
ERIC Educational Resources Information Center
Nippold, Marilyn A.; Frantz-Kaspar, Megan W.; Vigeland, Laura M.
2017-01-01
Purpose: In this study, we examined syntactic complexity in the spoken language samples of young adults. Its purpose was to contribute to the expanding knowledge base in later language development and to begin building a normative database of language samples that potentially could be used to evaluate young adults with known or suspected language…
Chaos, Poverty, and Parenting: Predictors of Early Language Development
Vernon-Feagans, Lynne; Garrett-Peters, Patricia; Willoughby, Mike; Mills-Koonce, Roger
2011-01-01
Studies have shown that distal family risk factors like poverty and maternal education are strongly related to children's early language development. Yet, few studies have examined these risk factors in combination with more proximal day-to-day experiences of children that might be critical to understanding variation in early language. Young children's exposure to a chronically chaotic household may be one critical experience that is related to poorer language, beyond the contribution of SES and other demographic variables. In addition, it is not clear whether parenting might mediate the relationship between chaos and language. The purpose of this study was to understand how multiple indicators of chaos over children's first three years of life, in a representative sample of children living in low wealth rural communities, were related to child expressive and receptive language at 36 months. Factor analysis of 10 chaos indicators over five time periods suggested two factors that were named household disorganization and instability. Results suggested that after accounting for thirteen covariates like maternal education and poverty, one of two chaos composites (household disorganization) accounted for significant variance in receptive and expressive language. Parenting partially mediated this relationship although household disorganization continued to account for unique variance in predicting early language. PMID:23049162
Automated Proposition Density Analysis for Discourse in Aphasia.
Fromm, Davida; Greenhouse, Joel; Hou, Kaiyue; Russell, G Austin; Cai, Xizhen; Forbes, Margaret; Holland, Audrey; MacWhinney, Brian
2016-10-01
This study evaluates how proposition density can differentiate between persons with aphasia (PWA) and individuals in a control group, as well as among subtypes of aphasia, on the basis of procedural discourse and personal narratives collected from large samples of participants. Participants were 195 PWA and 168 individuals in a control group from the AphasiaBank database. PWA represented 6 aphasia types on the basis of the Western Aphasia Battery-Revised (Kertesz, 2006). Narrative samples were stroke stories for PWA and illness or injury stories for individuals in the control group. Procedural samples were from the peanut-butter-and-jelly-sandwich task. Language samples were transcribed using Codes for the Human Analysis of Transcripts (MacWhinney, 2000) and analyzed using Computerized Language Analysis (MacWhinney, 2000), which automatically computes proposition density (PD) using rules developed for automatic PD measurement by the Computerized Propositional Idea Density Rater program (Brown, Snodgrass, & Covington, 2007; Covington, 2007). Participants in the control group scored significantly higher than PWA on both tasks. PD scores were significantly different among the aphasia types for both tasks. Pairwise comparisons for both discourse tasks revealed that PD scores for the Broca's group were significantly lower than those for all groups except Transcortical Motor. No significant quadratic or linear association between PD and severity was found. Proposition density is differentially sensitive to aphasia type and most clearly differentiates individuals with Broca's aphasia from the other groups.
Carey, David P.; Johnstone, Leah T.
2014-01-01
Speech and language-related functions tend to depend on the left hemisphere more than the right in most right-handed (dextral) participants. This relationship is less clear in non-right handed (adextral) people, resulting in surprisingly polarized opinion on whether or not they are as lateralized as right handers. The present analysis investigates this issue by largely ignoring methodological differences between the different neuroscientific approaches to language lateralization, as well as discrepancies in how dextral and adextral participants were recruited or defined. Here we evaluate the tendency for dextrals to be more left hemisphere dominant than adextrals, using random effects meta analyses. In spite of several limitations, including sample size (in the adextrals in particular), missing details on proportions of groups who show directional effects in many experiments, and so on, the different paradigms all point to proportionally increased left hemispheric dominance in the dextrals. These results are analyzed in light of the theoretical importance of these subtle differences for understanding the cognitive neuroscience of language, as well as the unusual asymmetry in most adextrals. PMID:25408673
Weston, Sara J; Cox, Keith S; Condon, David M; Jackson, Joshua J
2016-10-01
The majority of life narrative research is performed using trained human coders. In contrast, automated linguistic analysis is oft employed in the study of verbal behaviors. These two methodological approaches are directly compared to determine the utility of automated linguistic analysis for the study of life narratives. In a study of in-person interviews (N = 158) and a second study of life stories collected online (N = 242), redemption scores are compared to the output of the Linguistic Inquiry and Word Count (Pennebaker, Francis & Booth, 2001). Additionally, patterns of language are found using exploratory principal components analysis. In both studies, redemption scores are modestly correlated with some LIWC categories and unassociated with the components. Patterns of language do not replicate across samples, indicating that the structure of language does not extend to a broader population. Redemption scores and linguistic components are independent predictors of life satisfaction up to 3 years later. These studies converge on the finding that human-coded redemption and automated linguistic analysis are complementary and nonredundant methods of analyzing life narratives, and considerations for the study of life narratives are discussed. © 2015 Wiley Periodicals, Inc.
Bell, Erica; Robinson, Andrew; See, Catherine
2013-11-01
Unprecedented global population ageing accompanied by increasing complexity of aged care present major challenges of quality in aged care. In the business literature, Senge's theory of adaptive learning organisations offers a model of organisational quality. However, while accreditation of national standards is an increasing mechanism for achieving quality in aged care, there are anecdotal concerns it creates a 'minimum standards compliance mentality' and no evidence about whether it reinforces learning organisations. The research question was 'Do mandatory national accreditation standards for residential aged care, as they are written, positively model learning organisations?'. Automatic text analysis was combined with critical discourse analysis to analyse the presence of learning concepts from Senge's learning organisation theory in an exhaustive sample of national accreditation standards from 7 countries. The two stages of analysis were: (1) quantitative mapping of the presence of learning organisation concepts in standards using Bayesian-based textual analytics software and (2) qualitative critical discourse analysis to further examine how the language of standards so identified may be modelling learning organisation concepts. The learning concepts 'training', 'development', 'knowledge', and 'systems' are present with relative frequencies of 19%, 11%, 10%, and 10% respectively in the 1944 instances, in paragraph-sized text blocks, considered. Concepts such as 'team', 'integration', 'learning', 'change' and 'innovation' occur with 7%, 6%, 5%, 5%, and 1% relative frequencies respectively. Learning concepts tend to co-occur with negative rather than positive sentiment language in the 3176 instances in text blocks containing sentiment language. Critical discourse analysis suggested that standards generally use the language of organisational change and learning in limited ways that appear to model 'learning averse' communities of practice and organisational cultures. The aged care quality challenge and the role of standards need rethinking. All standards implicitly or explicitly model an organisation of some type. If standards can model a limited and negative learning organisation language, they could model a well-developed and positive learning organisation language. In the context of the global aged care crisis, the modelling of learning organisations is probably critical for minimal competence in residential aged care and certainly achievable in the language of standards. Copyright © 2013 Elsevier Ltd. All rights reserved.
Clegg, Judy; Law, James; Rush, Robert; Peters, Tim J; Roulstone, Susan
2015-01-01
An association between children's early language development and their emotional and behavioural functioning is reported in the literature. The nature of the association remains unclear and it has not been established if such an association is found in a population-based cohort in addition to clinical populations. This study examines the reported association between language development and emotional and behavioural functioning in a population-based cohort. Data from 1,314 children in the Children in Focus (CiF) sample from the Avon Longitudinal Study of Parents and Children (ALSPAC) were analysed. Regression models identified the extent to which early language ability at 2 years of age and later language ability at 4 years of age is associated with emotional and behavioural functioning at 6 years while accounting for biological and social risk and adjusting for age and performance intelligence (PIQ). A series of univariable and multivariable analyses identified a strong influence of biological risk, social risk and early and later language ability to emotional and behavioural functioning. Interestingly, social risk dropped out of the multivariate analyses when age and PIQ were controlled for. Early expressive vocabulary at 2 years and receptive language at 4 years made a strong contribution to emotional and behavioural functioning at 6 years in addition to biological risk. The final model accounted for 11.6% of the variance in emotional and behavioural functioning at 6 years. The study identified that early language ability at 2 years, specifically expressive vocabulary and later receptive language at 4 years both made a moderate, but important contribution to emotional and behavioural functioning at 6 years of age. Although children's language development is important in understanding children's emotional and behavioural functioning, the study shows that it is one of many developmental factors involved. © 2014 The Authors. Journal of Child Psychology and Psychiatry. © 2014 Association for Child and Adolescent Mental Health.
Grande, Marion; Meffert, Elisabeth; Schoenberger, Eva; Jung, Stefanie; Frauenrath, Tobias; Huber, Walter; Hussmann, Katja; Moormann, Mareike; Heim, Stefan
2012-07-02
Spontaneous language has rarely been subjected to neuroimaging studies. This study therefore introduces a newly developed method for the analysis of linguistic phenomena observed in continuous language production during fMRI. Most neuroimaging studies investigating language have so far focussed on single word or - to a smaller extent - sentence processing, mostly due to methodological considerations. Natural language production, however, is far more than the mere combination of words to larger units. Therefore, the present study aimed at relating brain activation to linguistic phenomena like word-finding difficulties or syntactic completeness in a continuous language fMRI paradigm. A picture description task with special constraints was used to provoke hesitation phenomena and speech errors. The transcribed speech sample was segmented into events of one second and each event was assigned to one category of a complex schema especially developed for this purpose. The main results were: conceptual planning engages bilateral activation of the precuneus. Successful lexical retrieval is accompanied - particularly in comparison to unsolved word-finding difficulties - by the left middle and superior temporal gyrus. Syntactic completeness is reflected in activation of the left inferior frontal gyrus (IFG) (area 44). In sum, the method has proven to be useful for investigating the neural correlates of lexical and syntactic phenomena in an overt picture description task. This opens up new prospects for the analysis of spontaneous language production during fMRI. Copyright © 2012 Elsevier Inc. All rights reserved.
Teaching Marketing in Today's World.
ERIC Educational Resources Information Center
Pozo, Ivania del; Antal, Leonard
Techniques for teaching marketing to students of business Spanish are discussed, including an examination and classification of marketing concepts, analysis of the significant and growing United States Hispanic market, and English- and Spanish-language samples of computer-assisted instructional (CAI) materials used in two colleges (Youngstown…
ERIC Educational Resources Information Center
Mass Insight Education (NJ1), 2011
2011-01-01
Organized by the key conditions areas for turnaround, "People, Program, Time and Money," this tool offers sample language for each contract element to serve as a model for modifications from a traditional CBA that may support a district's turnaround efforts. Sample language is offered from existing provisions in district-wide collective bargaining…
Kottmann, Renzo; Gray, Tanya; Murphy, Sean; Kagan, Leonid; Kravitz, Saul; Lombardot, Thierry; Field, Dawn; Glöckner, Frank Oliver
2008-06-01
The Genomic Contextual Data Markup Language (GCDML) is a core project of the Genomic Standards Consortium (GSC) that implements the "Minimum Information about a Genome Sequence" (MIGS) specification and its extension, the "Minimum Information about a Metagenome Sequence" (MIMS). GCDML is an XML Schema for generating MIGS/MIMS compliant reports for data entry, exchange, and storage. When mature, this sample-centric, strongly-typed schema will provide a diverse set of descriptors for describing the exact origin and processing of a biological sample, from sampling to sequencing, and subsequent analysis. Here we describe the need for such a project, outline design principles required to support the project, and make an open call for participation in defining the future content of GCDML. GCDML is freely available, and can be downloaded, along with documentation, from the GSC Web site (http://gensc.org).
ERIC Educational Resources Information Center
Werfel, Krystal L.; Krimm, Hannah
2017-01-01
Purpose: The purpose of this preliminary study was to (a) compare the pattern of reading subtypes among a clinical sample of children with specific language impairment (SLI) and children with typical language and (b) evaluate phonological and nonphonological language deficits within each reading impairment subtype. Method: Participants were 32…
Acoustic Sources of Accent in Second Language Japanese Speech.
Idemaru, Kaori; Wei, Peipei; Gubbins, Lucy
2018-05-01
This study reports an exploratory analysis of the acoustic characteristics of second language (L2) speech which give rise to the perception of a foreign accent. Japanese speech samples were collected from American English and Mandarin Chinese speakers ( n = 16 in each group) studying Japanese. The L2 participants and native speakers ( n = 10) provided speech samples modeling after six short sentences. Segmental (vowels and stops) and prosodic features (rhythm, tone, and fluency) were examined. Native Japanese listeners ( n = 10) rated the samples with regard to degrees of foreign accent. The analyses predicting accent ratings based on the acoustic measurements indicated that one of the prosodic features in particular, tone (defined as high and low patterns of pitch accent and intonation in this study), plays an important role in robustly predicting accent rating in L2 Japanese across the two first language (L1) backgrounds. These results were consistent with the prediction based on phonological and phonetic comparisons between Japanese and English, as well as Japanese and Mandarin Chinese. The results also revealed L1-specific predictors of perceived accent in Japanese. The findings of this study contribute to the growing literature that examines sources of perceived foreign accent.
Content and Form in the Narratives of Children with Specific Language Impairment
Colozzo, Paola; Gillam, Ronald B.; Wood, Megan; Schnell, Rebecca D.; Johnston, Judith R.
2013-01-01
Purpose: This project investigated the relationship of content and form in the narratives of school-age children. Method: Two samples of children with specific language impairment (SLI) and their age-matched peers (British Columbia sample, M age 9;0, n = 26; Texas/Kansas sample, M age 7;6, n = 40) completed the Test of Narrative Language (TNL, Gillam & Pearson, 2004). The relative strength of content elaboration and grammatical accuracy was measured for each child using variables derived from the TNL scoring system (Study 1) and from analysis of the story texts (Study 2). Results: Both studies indicated that, compared to age peers, the children with SLI were more likely to produce stories of uneven strength, either stories with poor content that were grammatically quite accurate, or stories with elaborated content that were less grammatical. Conclusions: These findings suggest that school-age children with SLI may struggle with the cumulative load of creating a story that is both elaborate and grammatical. They also show that the absence of errors is not necessarily a sign of strength. Finally, they underscore the value of comparing individual differences in multiple linguistic domains, including the elaboration of content, grammatical accuracy, and syntactic complexity. PMID:21930617
"It's a wild thing, waiting to get me": stance analysis of African Americans with diabetes.
Davis, Boyd H; Pope, Charlene; Mason, Peyton R; Magwood, Gayenell; Jenkins, Carolyn M
2011-01-01
This mixed methods study uses a unique approach from social science and linguistics methodologies, a combination of positioning theory and stance analysis, to examine how 20 African Americans with type 2 diabetes make sense of the practices that led to recurrent emergency department visits to identify needs for more effective intervention. In a purposive sample of postemergency department visit interviews with a same-race interviewer, people responded to open-ended questions reflecting on the decision to seek emergency department care. As applied to diabetes education, positioning theory explains that people use their language to position themselves toward their disease, their medications, and the changes in their lives. Transcriptions were coded using discourse analysis to categorize themes. As a form of triangulation, stance analysis measured language patterns using factor analysis to see when and how speakers revealed affect, attitude, and agentive choices for action. Final analysis revealed that one third of the sample exhibited high scores for positive agency or capacity for decision-making and self-management, while the rest expressed less control and more negative emotions and fears that may preclude self-management. This approach suggests a means to tailor diabetes education considering alternative approaches focused on communication for those facing barriers.
Child language interventions in public health: a systematic literature review.
De Cesaro, Bruna Campos; Gurgel, Léia Gonçalves; Nunes, Gabriela Pisoni Canedo; Reppold, Caroline Tozzi
2013-01-01
Systematically review the literature on interventions in children's language in primary health care. One searched the electronic databases (January 1980 to March 2013) MEDLINE (accessed by PubMed), Scopus, Lilacs and Scielo. The search terms used were "child language", "primary health care", "randomized controlled trial" and "intervention studies" (in English, Portuguese and Spanish). There were included any randomized controlled trials that addressed the issues child language and primary health care. The analysis was based on the type of language intervention conducted in primary health care. Seven studies were included and used intervention strategies such as interactive video, guidance for parents and group therapy. Individuals of both genders were included in the seven studies. The age of the children participant in the samples of the articles included in this review ranged from zero to 11 years. These seven studies used approaches that included only parents, parents and children or just children. The mainly intervention in language on primary health care, used in randomized controlled trials, involved the use of interactional video. Several professionals, beyond speech and language therapist, been inserted in the language interventions on primary health care, demonstrating the importance of interdisciplinary work. None of the articles mentioned aspects related to hearing. There was scarcity of randomized controlled trials that address on language and public health, either in Brazil or internationally.
Pimperton, Hannah; Kreppner, Jana; Mahon, Merle; Stevenson, Jim; Terlektsi, Emmanouela; Worsfold, Sarah; Yuen, Ho Ming; Kennedy, Colin R
This study aimed to examine whether (a) exposure to universal newborn hearing screening (UNHS) and b) early confirmation of hearing loss were associated with benefits to expressive and receptive language outcomes in the teenage years for a cohort of spoken language users. It also aimed to determine whether either of these two variables was associated with benefits to relative language gain from middle childhood to adolescence within this cohort. The participants were drawn from a prospective cohort study of a population sample of children with bilateral permanent childhood hearing loss, who varied in their exposure to UNHS and who had previously had their language skills assessed at 6-10 years. Sixty deaf or hard of hearing teenagers who were spoken language users and a comparison group of 38 teenagers with normal hearing completed standardized measures of their receptive and expressive language ability at 13-19 years. Teenagers exposed to UNHS did not show significantly better expressive (adjusted mean difference, 0.40; 95% confidence interval [CI], -0.26 to 1.05; d = 0.32) or receptive (adjusted mean difference, 0.68; 95% CI, -0.56 to 1.93; d = 0.28) language skills than those who were not. Those who had their hearing loss confirmed by 9 months of age did not show significantly better expressive (adjusted mean difference, 0.43; 95% CI, -0.20 to 1.05; d = 0.35) or receptive (adjusted mean difference, 0.95; 95% CI, -0.22 to 2.11; d = 0.42) language skills than those who had it confirmed later. In all cases, effect sizes were of small size and in favor of those exposed to UNHS or confirmed by 9 months. Subgroup analysis indicated larger beneficial effects of early confirmation for those deaf or hard of hearing teenagers without cochlear implants (N = 48; 80% of the sample), and these benefits were significant in the case of receptive language outcomes (adjusted mean difference, 1.55; 95% CI, 0.38 to 2.71; d = 0.78). Exposure to UNHS did not account for significant unique variance in any of the three language scores at 13-19 years beyond that accounted for by existing language scores at 6-10 years. Early confirmation accounted for significant unique variance in the expressive language information score at 13-19 years after adjusting for the corresponding score at 6-10 years (R change = 0.08, p = 0.03). This study found that while adolescent language scores were higher for deaf or hard of hearing teenagers exposed to UNHS and those who had their hearing loss confirmed by 9 months, these group differences were not significant within the whole sample. There was some evidence of a beneficial effect of early confirmation of hearing loss on relative expressive language gain from childhood to adolescence. Further examination of the effect of these variables on adolescent language outcomes in other cohorts would be valuable.
Kapalková, Svetlana; Slančová, Daniela
2017-01-01
This study compared a sample of children with primary language impairment (PLI) and typically developing age-matched children using the crosslinguistic lexical tasks (CLT-SK). We also compared the PLI children with typically developing language-matched younger children who were matched on the basis of receptive vocabulary. Overall, statistical testing showed that the vocabulary of the PLI children was significantly different from the vocabulary of the age-matched children, but not statistically different from the younger children who were matched on the basis of their receptive vocabulary size. Qualitative analysis of the correct answers revealed that the PLI children showed higher rigidity compared to the younger language-matched children who are able to use more synonyms or derivations across word class in naming tasks. Similarly, an examination of the children's naming errors indicated that the language-matched children exhibited more semantic errors, whereas PLI children showed more associative errors.
ERIC Educational Resources Information Center
Hudson, Sophie; Levickis, Penny; Down, Kate; Nicholls, Ruth; Wake, Melissa
2015-01-01
Background: Maternal responsiveness has been shown to predict child language outcomes in clinical samples of children with language delay and non-representative samples of typically developing children. An effective and timely measure of maternal responsiveness for use at the population level has not yet been established. Aims: To determine…
Language performance in siblings of nonverbal children with autism.
Levy, Yonata; Bar-Yuda, Chanit
2011-05-01
The study focuses on language and cognitive abilities of siblings of the linguistically most affected children with autism (i.e. siblings of nonverbal children - SIBS-ANV). Twenty-eight SIBS-ANV (17 boys), ages 4-9 years, took part in the study. All children attended regular schools, and none had received a diagnosis of autism. Controls were 27 typically developing children (SIBS-TD; 16 boys) matched to the SIBS-ANV on age, family background, socioeconomic status and type of school they attended. Significant IQ differences, as well as language differences as measured on the Clinical Evaluation of Language Fundamentals (CELF), emerged between SIBS-ANV and SIBS-TD. However, differences in the language scores mostly disappeared when PIQ and FSIQ were controlled for. Furthermore, grammatical analysis of spontaneous speech samples produced in the course of testing did not reveal any significant differences between the groups. These results add to recent work suggesting that language deficits may not be part of the Broad Autism Phenotype (BAP). It further suggests that the cognitive deficit characteristic of nonverbal people with autism may be familial.
Altman, Carmit
2015-04-01
Two indices of bilingualism, crossover memories and codeswitching (CS), were explored in five groups of immigrant (English-Hebrew, Georgian-Hebrew Russian-Hebrew) and indigenous bilinguals (Arabic-Hebrew, Hebrew-English). Participants recalled memories in response to cue words and then were asked to report the language of retrieval and provide a more elaborate narrative. More memories were 'same language' memories, recalled in the language of the experimental session/cue word, but as many as 48 % of the memories were crossovers, i.e. memories reported in a language other than the language of the session/cue word. In an effort to examine the ecological validity of the self-reported language of the memories, the frequency of CS in the elaborated narratives was investigated. For the entire sample, more CS was found for self-reported crossover memories in L2 sessions. In a further analysis of CS in crossover memories, collapsed across L1 and L2 sessions, significant differences emerged between immigrants and indigenous bilinguals. Differences between immigrant and non-immigrant bilinguals are discussed in terms of the role of activation in crossover memories.
Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas; Seethaler, Pamela M.; Martin, BrittanyLee N.
2018-01-01
This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory, and foundational skill (word identification, arithmetic) and (b) year-end WP solving, WP-language processing (understanding WP statements, without calculation demands), and calculations. Multivariate, multilevel path analysis, accounting for classroom and school effects, indicated that TC was a significant and comparably strong predictor of all outcomes. Start-of-year language was a significantly stronger predictor of both year-end WP outcomes than of calculations, whereas start-of-year arithmetic was a significantly stronger predictor of calculations than of either WP measure. Implications are discussed in terms of WP solving as a form of TC and a theoretically coordinated approach, focused on language, for addressing TC and WP-solving instruction. PMID:29643723
Wong, Lai-Ping; Lai, Jason Kuan-Han; Saw, Woei-Yuh; Ong, Rick Twee-Hee; Cheng, Anthony Youzhi; Pillai, Nisha Esakimuthu; Liu, Xuanyao; Xu, Wenting; Chen, Peng; Foo, Jia-Nee; Tan, Linda Wei-Lin; Koo, Seok-Hwee; Soong, Richie; Wenk, Markus Rene; Lim, Wei-Yen; Khor, Chiea-Chuen; Little, Peter; Chia, Kee-Seng; Teo, Yik-Ying
2014-05-01
South Asia possesses a significant amount of genetic diversity due to considerable intergroup differences in culture and language. There have been numerous reports on the genetic structure of Asian Indians, although these have mostly relied on genotyping microarrays or targeted sequencing of the mitochondria and Y chromosomes. Asian Indians in Singapore are primarily descendants of immigrants from Dravidian-language-speaking states in south India, and 38 individuals from the general population underwent deep whole-genome sequencing with a target coverage of 30X as part of the Singapore Sequencing Indian Project (SSIP). The genetic structure and diversity of these samples were compared against samples from the Singapore Sequencing Malay Project and populations in Phase 1 of the 1,000 Genomes Project (1 KGP). SSIP samples exhibited greater intra-population genetic diversity and possessed higher heterozygous-to-homozygous genotype ratio than other Asian populations. When compared against a panel of well-defined Asian Indians, the genetic makeup of the SSIP samples was closely related to South Indians. However, even though the SSIP samples clustered distinctly from the Europeans in the global population structure analysis with autosomal SNPs, eight samples were assigned to mitochondrial haplogroups that were predominantly present in Europeans and possessed higher European admixture than the remaining samples. An analysis of the relative relatedness between SSIP with two archaic hominins (Denisovan, Neanderthal) identified higher ancient admixture in East Asian populations than in SSIP. The data resource for these samples is publicly available and is expected to serve as a valuable complement to the South Asian samples in Phase 3 of 1 KGP.
Silva, Wanderson Roberto; Costa, David; Pimenta, Filipa; Maroco, João; Campos, Juliana Alvares Duarte Bonini
2016-07-21
The objectives of this study were to develop a unified Portuguese-language version, for use in Brazil and Portugal, of the Body Shape Questionnaire (BSQ) and to estimate its validity, reliability, and internal consistency in Brazilian and Portuguese female university students. Confirmatory factor analysis was performed using both original (34-item) and shortened (8-item) versions. The model's fit was assessed with χ²/df, CFI, NFI, and RMSEA. Concurrent and convergent validity were assessed. Reliability was estimated through internal consistency and composite reliability (α). Transnational invariance of the BSQ was tested using multi-group analysis. The original 32-item model was refined to present a better fit and adequate validity and reliability. The shortened model was stable in both independent samples and in transnational samples (Brazil and Portugal). The use of this unified version is recommended for the assessment of body shape concerns in both Brazilian and Portuguese college students.
Latent Class Analysis of Early Developmental Trajectory in Baby Siblings of Children with Autism
Landa, Rebecca J.; Gross, Alden L.; Stuart, Elizabeth A.; Bauman, Margaret
2012-01-01
Background Siblings of children with autism (sibs-A) are at increased genetic risk for autism spectrum disorders (ASD) and milder impairments. To elucidate diversity and contour of early developmental trajectories exhibited by sibs-A, regardless of diagnostic classification, latent class modeling was used. Methods Sibs-A (n=204) were assessed with the Mullen Scales of Early Learning from age 6–36 months. Mullen T scores served as dependent variables. Outcome classifications at age 36 months included: ASD (n=52); non-ASD social/communication delay (broader autism phenotype; BAP) (n=31); and unaffected (n=121). Child-specific patterns of performance were studied using latent class growth analysis. Latent class membership was then related to diagnostic outcome through estimation of within-class proportions of children assigned to each diagnostic classification. Results A 4-class model was favored. Class 1 represented accelerated development and consisted of 25.7% of the sample, primarily unaffected children. Class 2 (40.0% of the sample), was characterized by normative development with above-average nonverbal cognitive outcome. Class 3 (22.3% of the sample) was characterized by receptive language, and gross and fine motor delay. Class 4 (12.0% of the sample), was characterized by widespread delayed skill acquisition, reflected by declining trajectories. Children with an outcome diagnosis of ASD were spread across Classes 2, 3, and 4. Conclusions Results support a category of ASD that involves slowing in early non-social development. Receptive language and motor development is vulnerable to early delay in sibs-A with and without ASD outcomes. Non-ASD sibs-A are largely distributed across classes depicting average or accelerated development. Developmental trajectories of motor, language, and cognition appear independent of communication and social delays in non-ASD sibs-A. PMID:22574686
Language skills of children during the first 12 months after stuttering onset.
Watts, Amy; Eadie, Patricia; Block, Susan; Mensah, Fiona; Reilly, Sheena
2017-03-01
To describe the language development in a sample of young children who stutter during the first 12 months after stuttering onset was reported. Language production was analysed in a sample of 66 children who stuttered (aged 2-4 years). The sample were identified from a pre-existing prospective, community based longitudinal cohort. Data were collected at three time points within the first year after stuttering onset. Stuttering severity was measured, and global indicators of expressive language proficiency (length of utterances and grammatical complexity) were derived from the samples and summarised. Language production abilities of the children who stutter were contrasted with normative data. The majority of children's stuttering was rated as mild in severity, with more than 83% of participants demonstrating very mild or mild stuttering at each of the time points studied. The participants demonstrated developmentally appropriate spoken language skills comparable with available normative data. In the first year following the report of stuttering onset, the language skills of the children who were stuttering progressed in a manner that is consistent with developmental expectations. Copyright © 2016 Elsevier Inc. All rights reserved.
Peña, Elizabeth D; Gillam, Ronald B; Bedore, Lisa M
2014-12-01
To assess the identification accuracy of dynamic assessment (DA) of narrative ability in English for children learning English as a 2nd language. A DA task was administered to 54 children: 18 Spanish-English-speaking children with language impairment (LI); 18 age-, sex-, IQ- and language experience-matched typical control children; and an additional 18 age- and language experience-matched comparison children. A variety of quantitative and qualitative measures were collected in the pretest phase, the mediation phase, and the posttest phase of the study. Exploratory discriminant analysis was used to determine the set of measures that best differentiated among this group of children with and without LI. A combination of examiner ratings of modifiability (compliance, metacognition, and task orientation), DA story scores (setting, dialogue, and complexity of vocabulary), and ungrammaticality (derived from the posttest narrative sample) classified children with 80.6% to 97.2% accuracy. DA conducted in English provides a systematic means for measuring learning processes and learning outcomes, resulting in a clinically useful procedure for identifying LIs in bilingual children who are in the process of learning English as a second language.
Sample Undergraduate Linguistics Courses. Linguistics in the Undergraduate Curriculum, Appendix 5.
ERIC Educational Resources Information Center
Linguistic Society of America, Washington, DC.
Thirty-six nontraditional undergraduate courses in linguistics are described. Course topics include: animal communication, bilingualism, sociolinguistics, introductory linguistics, language and formal reasoning, language and human conflict, language and power, language and sex, language and the brain, language planning, language typology and…
Textual data in psychiatry: reasoning by analogy to quantitative principles.
Yang, Suzanne; Mulvey, Edward P; Falissard, Bruno
2012-08-01
Personal meaning in subjective experience is a key element in the treatment of persons with mental disorders. Open-response speech samples would appear to be suitable for studying this type of subjective experience, but there are still important challenges in using language as data. Scientific principles involved in sample size calculation, validity, and reliability may be applicable, by analogy, to data collected in the form of words. We describe a rationale for including computer-assisted techniques as one step of a qualitative analysis procedure that includes manual reading. Clarification of a framework for including language as data in psychiatric research may allow us to more effectively bridge biological and psychometric research with clinical practice, a setting where the patient's clinical "data" are, in large part, conveyed in words.
“It’s a Wild Thing, Waiting to Get Me”
Davis, Boyd H.; Pope, Charlene; Mason, Peyton R.; Magwood, Gayenell; Jenkins, Carolyn M.
2016-01-01
Purpose This mixed methods study uses a unique approach from social science and linguistics methodologies, a combination of positioning theory and stance analysis, to examine how 20 African Americans with type 2 diabetes make sense of the practices that led to recurrent emergency department visits to identify needs for more effective intervention. Methods In a purposive sample of postemergency department visit interviews with a same-race interviewer, people responded to open-ended questions reflecting on the decision to seek emergency department care. As applied to diabetes education, positioning theory explains that people use their language to position themselves toward their disease, their medications, and the changes in their lives. Transcriptions were coded using discourse analysis to categorize themes. As a form of triangulation, stance analysis measured language patterns using factor analysis to see when and how speakers revealed affect, attitude, and agentive choices for action. Conclusion Final analysis revealed that one third of the sample exhibited high scores for positive agency or capacity for decision-making and self-management, while the rest expressed less control and more negative emotions and fears that may preclude self-management. This approach suggests a means to tailor diabetes education considering alternative approaches focused on communication for those facing barriers. PMID:21515541
Harnessing Data to Assess Equity of Care by Race, Ethnicity and Language
Gracia, Amber; Cheirif, Jorge; Veliz, Juana; Reyna, Melissa; Vecchio, Mara; Aryal, Subhash
2015-01-01
Objective: Determine any disparities in care based on race, ethnicity and language (REaL) by utilizing inpatient (IP) core measures at Texas Health Resources, a large, faith-based, non-profit health care delivery system located in a large, ethnically diverse metropolitan area in Texas. These measures, which were established by the U.S. Centers for Medicare and Medicaid Services (CMS) and The Joint Commission (TJC), help to ensure better accountability for patient outcomes throughout the U.S. health care system. Methods: Sample analysis to understand the architecture of race, ethnicity and language (REaL) variables within the Texas Health clinical database, followed by development of the logic, method and framework for isolating populations and evaluating disparities by race (non-Hispanic White, non-Hispanic Black, Native American/Native Hawaiian/Pacific Islander, Asian and Other); ethnicity (Hispanic and non-Hispanic); and preferred language (English and Spanish). The study is based on use of existing clinical data for four inpatient (IP) core measures: Acute Myocardial Infarction (AMI), Congestive Heart Failure (CHF), Pneumonia (PN) and Surgical Care (SCIP), representing 100% of the sample population. These comprise a high number of cases presenting in our acute care facilities. Findings are based on a sample of clinical data (N = 19,873 cases) for the four inpatient (IP) core measures derived from 13 of Texas Health’s wholly-owned facilities, formulating a set of baseline data. Results: Based on applied method, Texas Health facilities consistently scored high with no discernable race, ethnicity and language (REaL) disparities as evidenced by a low percentage difference to the reference point (non-Hispanic White) on IP core measures, including: AMI (0.3%–1.2%), CHF (0.7%–3.0%), PN (0.5%–3.7%), and SCIP (0–0.7%). PMID:26703665
Time and place in the prehistory of the Aslian languages.
Dunn, Michael; Kruspe, Nicole; Burenhult, Niclas
2013-01-01
The Aslian language family, located in the Malay Peninsula and southern Thai Isthmus, consists of four distinct branches comprising some 18 languages. These languages predate the now dominant Malay and Thai. The speakers of Aslian languages exhibit some of the highest degree of phylogenetic and societal diversity present in Mainland Southeast Asia today, among them a foraging tradition particularly associated with locally ancient, Pleistocene genetic lineages. Little advance has been made in our understanding of the linguistic prehistory of this region or how such complexity arose. In this article we present a Bayesian phylogeographic analysis of a large sample of Aslian languages. An explicit geographic model of diffusion is combined with a cognate birth-word death model of lexical evolution to infer the location of the major events of Aslian cladogenesis. The resultant phylogenetic trees are calibrated against dates in the historical and archaeological record to infer a detailed picture of Aslian language history, addressing a number of outstanding questions, including (1) whether the root ancestor of Aslian was spoken in the Malay Peninsula, or whether the family had already divided before entry, and (2) the dynamics of the movement of Aslian languages across the peninsula, with a particular focus on its spread to the indigenous foragers. Copyright © 2013 Wayne State University Press, Detroit, Michigan 48201-1309.
ERIC Educational Resources Information Center
Silvestri, Julia A.
2016-01-01
This study is a mixed methods analysis of reading processes and language experiences of deaf and hearing readers. The sample includes four groups each with fifteen adults--identified as: deaf/high-achieving readers, deaf/struggling/non-academic readers, hearing/high-achieving readers, and hearing/non-academic readers. The purpose of this study is…
Connected speech as a marker of disease progression in autopsy-proven Alzheimer's disease.
Ahmed, Samrah; Haigh, Anne-Marie F; de Jager, Celeste A; Garrard, Peter
2013-12-01
Although an insidious history of episodic memory difficulty is a typical presenting symptom of Alzheimer's disease, detailed neuropsychological profiling frequently demonstrates deficits in other cognitive domains, including language. Previous studies from our group have shown that language changes may be reflected in connected speech production in the earliest stages of typical Alzheimer's disease. The aim of the present study was to identify features of connected speech that could be used to examine longitudinal profiles of impairment in Alzheimer's disease. Samples of connected speech were obtained from 15 former participants in a longitudinal cohort study of ageing and dementia, in whom Alzheimer's disease was diagnosed during life and confirmed at post-mortem. All patients met clinical and neuropsychological criteria for mild cognitive impairment between 6 and 18 months before converting to a status of probable Alzheimer's disease. In a subset of these patients neuropsychological data were available, both at the point of conversion to Alzheimer's disease, and after disease severity had progressed from the mild to moderate stage. Connected speech samples from these patients were examined at later disease stages. Spoken language samples were obtained using the Cookie Theft picture description task. Samples were analysed using measures of syntactic complexity, lexical content, speech production, fluency and semantic content. Individual case analysis revealed that subtle changes in language were evident during the prodromal stages of Alzheimer's disease, with two-thirds of patients with mild cognitive impairment showing significant but heterogeneous changes in connected speech. However, impairments at the mild cognitive impairment stage did not necessarily entail deficits at mild or moderate stages of disease, suggesting non-language influences on some aspects of performance. Subsequent examination of these measures revealed significant linear trends over the three stages of disease in syntactic complexity, semantic and lexical content. The findings suggest, first, that there is a progressive disruption in language integrity, detectable from the prodromal stage in a subset of patients with Alzheimer's disease, and secondly that measures of semantic and lexical content and syntactic complexity best capture the global progression of linguistic impairment through the successive clinical stages of disease. The identification of disease-specific language impairment in prodromal Alzheimer's disease could enhance clinicians' ability to distinguish probable Alzheimer's disease from changes attributable to ageing, while longitudinal assessment could provide a simple approach to disease monitoring in therapeutic trials.
Sansavini, Alessandra; Pentimonti, Jill; Justice, Laura; Guarini, Annalisa; Savini, Silvia; Alessandroni, Rosina; Faldella, Giacomo
2014-01-01
Survival rate of extremely low gestational age (ELGA) newborns has increased over 80% in the last 15 years, but its consequences on the short- and longer-term developmental competencies may be severe. The aim of this study was to describe growth trajectories of linguistic, motor and cognitive skills among ELGA children, compared to full-term (FT) peers, from the first to the third year of life, a crucial period for development. Growth curve analysis was used to examine individual and group differences in terms of initial status at 12 months and rate of growth through the second and the third year of life with five points of assessment. Twenty-eight monolingual Italian children, of whom 17 were ELGA (mean GA 25.7 weeks) and 11 were FT children, were assessed through the BSID-III at 12, 18, 24, 30 and 36 months for language skills and at 12, 24 and 30 months for motor and cognitive skills. ELGA children presented significantly lower scores than FT peers in language, motor and cognitive skills and they did not overcome their disadvantage by 3 years, even if their corrected age was taken into account. Concerning growth curves, in motor development a significant increasing divergence was found showing a Matthew effect with the preterm sample falling further behind the FT sample. In linguistic and cognitive development, instead, a stable gap between the two samples was found. In addition, great inter-individual differences in rate of change were observed for language development in both samples. Our findings highlight the theoretical and clinical relevance of analyzing, through growth curve analyses, the developmental trajectories of ELGA children in language skills taking into account their inter-individual variability also across motor and cognitive domains. After reading this article, the reader will interpret: (a) characteristics and growth trajectories of ELGA children from the first to the third year of life with respect to FT children in language, motor and cognitive development; (b) the method of growth curve analyses to describe group as well as inter-individual trajectories; (c) the rate of inter-individual variability in language as well as motor and cognitive skills, which gives useful indications for early interventions. Copyright © 2014 Elsevier Inc. All rights reserved.
Sampling Assumptions Affect Use of Indirect Negative Evidence in Language Learning.
Hsu, Anne; Griffiths, Thomas L
2016-01-01
A classic debate in cognitive science revolves around understanding how children learn complex linguistic patterns, such as restrictions on verb alternations and contractions, without negative evidence. Recently, probabilistic models of language learning have been applied to this problem, framing it as a statistical inference from a random sample of sentences. These probabilistic models predict that learners should be sensitive to the way in which sentences are sampled. There are two main types of sampling assumptions that can operate in language learning: strong and weak sampling. Strong sampling, as assumed by probabilistic models, assumes the learning input is drawn from a distribution of grammatical samples from the underlying language and aims to learn this distribution. Thus, under strong sampling, the absence of a sentence construction from the input provides evidence that it has low or zero probability of grammaticality. Weak sampling does not make assumptions about the distribution from which the input is drawn, and thus the absence of a construction from the input as not used as evidence of its ungrammaticality. We demonstrate in a series of artificial language learning experiments that adults can produce behavior consistent with both sets of sampling assumptions, depending on how the learning problem is presented. These results suggest that people use information about the way in which linguistic input is sampled to guide their learning.
Sampling Assumptions Affect Use of Indirect Negative Evidence in Language Learning
2016-01-01
A classic debate in cognitive science revolves around understanding how children learn complex linguistic patterns, such as restrictions on verb alternations and contractions, without negative evidence. Recently, probabilistic models of language learning have been applied to this problem, framing it as a statistical inference from a random sample of sentences. These probabilistic models predict that learners should be sensitive to the way in which sentences are sampled. There are two main types of sampling assumptions that can operate in language learning: strong and weak sampling. Strong sampling, as assumed by probabilistic models, assumes the learning input is drawn from a distribution of grammatical samples from the underlying language and aims to learn this distribution. Thus, under strong sampling, the absence of a sentence construction from the input provides evidence that it has low or zero probability of grammaticality. Weak sampling does not make assumptions about the distribution from which the input is drawn, and thus the absence of a construction from the input as not used as evidence of its ungrammaticality. We demonstrate in a series of artificial language learning experiments that adults can produce behavior consistent with both sets of sampling assumptions, depending on how the learning problem is presented. These results suggest that people use information about the way in which linguistic input is sampled to guide their learning. PMID:27310576
Nittrouer, Susan; Caldwell, Amanda; Holloman, Christopher
2012-01-01
Objective To evaluate how well various language measures typically used with very young children after they receive cochlear implants predict language and literacy skills as they enter school. Methods Subjects were 50 children who had just completed kindergarten and were 6 or 7 years of age. All had previously participated in a longitudinal study from 12 to 48 months of age. 27 children had severe-to-profound hearing loss and wore cochlear implants, 8 had moderate hearing loss and wore hearing aids, and 15 had normal hearing. A latent variable of language/literacy skill was constructed from scores on six kinds of measures: (1) language comprehension; (2) expressive vocabulary; (3) phonological awareness; (4) literacy; (5) narrative skill; and (6) processing speed. Five kinds of language measures obtained at six-month intervals from 12 to 48 months of age were used as predictor variables in correlational analyses: (1) language comprehension; (2) expressive vocabulary; (3) syntactic structure of productive speech; (4) form and (5) function of language used in language samples. Results Outcomes quantified how much variance in kindergarten language/literacy performance was explained by each predictor variable, at each earlier age of testing. Comprehension measures consistently predicted roughly 25 to 50 percent of the variance in kindergarten language/literacy performance, and were the only effective predictors before 24 months of age. Vocabulary and syntactic complexity were strong predictors after roughly 36 months of age. Amount of speech produced in language samples and number of answers to parental queries explained moderate amounts of variance in performance after 24 months of age. Number of manual gestures and nonspeech vocalizations produced in language samples explained little to no variance before 24 months of age, and after that were negatively correlated with kindergarten performance. The number of imitations produced in language samples at 24 months of age explained about 10 percent of variance in kindergarten performance, but was otherwise not correlated or negatively correlated with kindergarten outcomes. Conclusions Before 24 months of age, the best predictor of later language success is language comprehension. In general, measures that index a child’s cognitive processing of language are the most sensitive predictors of school-age language abilities. PMID:22648088
Defying Expectations: Vocabulary Growth Trajectories of High Performing Language Minority Students
ERIC Educational Resources Information Center
Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Snow, Catherine E.
2017-01-01
We investigated general vocabulary and academic vocabulary growth trajectories of adolescent language minority students using an individual growth modeling approach. Our analytical sample included 3161 sixth- to eighth-grade students from an urban school district in California. The language minority students in our sample were classified as…
In vivo language intervention: unanticipated general effects.
Hart, B; Risley, T R
1980-01-01
After observing the lack of generalization of language trained in highly structured training sessions using established behavior modification techniques, "incidental teaching" procedures were developed to change the use of specified language behaviors in the natural environment. This paper reports an analysis of the general changes in the language, other than that specifically targeted by the incidental teaching procedures, used by disadvantaged preschool children. The daily language samples of disadvantaged children involved in a previously reported experiment to increase compound sentence usage were reexamined and compared to comparable records of other disadvantaged children and of middle-class children of college parents in order to assess possible general effects of the intervention program. Whereas the language that both groups of comparison children used changed little across the preschool year, the amount of talking by the children in the experimental program increased markedly. Their use of more elaborate vocabulary and more elaborate sentences also increased in direct proportion to the increases in overall language use, such that both language use and language elaboration in the experimental group of children changed from a pattern simlar to the comparison group of disadvantaged children to a pattern similar to the comparison group of middleclass children. It is argued that some general features of the incidental teaching procedure--differentially attending to child overtures and responding relative to the child's selected topic (reinforcer)--contributed to the increase in overall language use beyond the specific language behavior targeted, and that this increase in the probability of children's talking itself resulted in the substantial increases in elaboration seen in the children's spontaneous language. Because, at least in children with fairly well-developed language repertoires, language use is contextually controlled, talking more involves talking in more varied and complex contexts, which inevitably produces the use of more elaborate language.
In vivo language intervention: unanticipated general effects.
Hart, B; Risley, T R
1980-01-01
After observing the lack of generalization of language trained in highly structured training sessions using established behavior modification techniques, "incidental teaching" procedures were developed to change the use of specified language behaviors in the natural environment. This paper reports an analysis of the general changes in the language, other than that specifically targeted by the incidental teaching procedures, used by disadvantaged preschool children. The daily language samples of disadvantaged children involved in a previously reported experiment to increase compound sentence usage were reexamined and compared to comparable records of other disadvantaged children and of middle-class children of college parents in order to assess possible general effects of the intervention program. Whereas the language that both groups of comparison children used changed little across the preschool year, the amount of talking by the children in the experimental program increased markedly. Their use of more elaborate vocabulary and more elaborate sentences also increased in direct proportion to the increases in overall language use, such that both language use and language elaboration in the experimental group of children changed from a pattern simlar to the comparison group of disadvantaged children to a pattern similar to the comparison group of middleclass children. It is argued that some general features of the incidental teaching procedure--differentially attending to child overtures and responding relative to the child's selected topic (reinforcer)--contributed to the increase in overall language use beyond the specific language behavior targeted, and that this increase in the probability of children's talking itself resulted in the substantial increases in elaboration seen in the children's spontaneous language. Because, at least in children with fairly well-developed language repertoires, language use is contextually controlled, talking more involves talking in more varied and complex contexts, which inevitably produces the use of more elaborate language. PMID:7430003
Unconventional Word Segmentation in Emerging Bilingual Students' Writing: A Longitudinal Analysis
ERIC Educational Resources Information Center
Sparrow, Wendy
2014-01-01
This study explores cross-language and longitudinal patterns in unconventional word segmentation in 25 emerging bilingual students' (Spanish/English) writing from first through third grade. Spanish and English writing samples were collected annually and analyzed for two basic types of unconventional word segmentation: hyposegmentation, in…
Evaluation of Written Language.
ERIC Educational Resources Information Center
Hillerich, Robert L.
An evaluation procedure was formulated to ascertain the effectiveness of an emphasis on the clarity and interest appeal of a composition as opposed to its mechanical correctness in improving a child's written expression. A random sample of themes were submitted to a general evaluation of content by six criteria and a linguistic analysis by nine…
[Health and Prevention Behaviour of Persons with and without Migration Background].
Walter, U; Bisson, S; Gerken, U; Machleidt, W; Krauth, C
2015-09-01
Based on a sample of the Hannover registration office this project analyses the health and prevention behaviour of Russian- and Turkish-language migrants compared to natives. The project analysis revealed considerable differences, particularly concerning addiction behaviour and physical activities. © Georg Thieme Verlag KG Stuttgart · New York.
The "Motherese" of Mr. Rogers: A Description of the Dialogue of Educational Television Programs.
ERIC Educational Resources Information Center
Rice, Mabel L.; Haight, Patti L.
Dialogue from 30-minute samples from "Sesame Street" and "Mr. Rogers' Neighborhood" was coded for grammar, content, and discourse. Grammatical analysis used the LINGQUEST computer-assisted language assessment program (Mordecai, Palen, and Palmer 1982). Content coding was based on categories developed by Rice (1984) and…
Pimperton, Hannah; Kreppner, Jana; Mahon, Merle; Stevenson, Jim; Terlektsi, Emmanouela; Worsfold, Sarah; Yuen, Ho Ming
2017-01-01
Objectives: This study aimed to examine whether (a) exposure to universal newborn hearing screening (UNHS) and b) early confirmation of hearing loss were associated with benefits to expressive and receptive language outcomes in the teenage years for a cohort of spoken language users. It also aimed to determine whether either of these two variables was associated with benefits to relative language gain from middle childhood to adolescence within this cohort. Design: The participants were drawn from a prospective cohort study of a population sample of children with bilateral permanent childhood hearing loss, who varied in their exposure to UNHS and who had previously had their language skills assessed at 6–10 years. Sixty deaf or hard of hearing teenagers who were spoken language users and a comparison group of 38 teenagers with normal hearing completed standardized measures of their receptive and expressive language ability at 13–19 years. Results: Teenagers exposed to UNHS did not show significantly better expressive (adjusted mean difference, 0.40; 95% confidence interval [CI], −0.26 to 1.05; d = 0.32) or receptive (adjusted mean difference, 0.68; 95% CI, −0.56 to 1.93; d = 0.28) language skills than those who were not. Those who had their hearing loss confirmed by 9 months of age did not show significantly better expressive (adjusted mean difference, 0.43; 95% CI, −0.20 to 1.05; d = 0.35) or receptive (adjusted mean difference, 0.95; 95% CI, −0.22 to 2.11; d = 0.42) language skills than those who had it confirmed later. In all cases, effect sizes were of small size and in favor of those exposed to UNHS or confirmed by 9 months. Subgroup analysis indicated larger beneficial effects of early confirmation for those deaf or hard of hearing teenagers without cochlear implants (N = 48; 80% of the sample), and these benefits were significant in the case of receptive language outcomes (adjusted mean difference, 1.55; 95% CI, 0.38 to 2.71; d = 0.78). Exposure to UNHS did not account for significant unique variance in any of the three language scores at 13–19 years beyond that accounted for by existing language scores at 6–10 years. Early confirmation accounted for significant unique variance in the expressive language information score at 13–19 years after adjusting for the corresponding score at 6–10 years (R2 change = 0.08, p = 0.03). Conclusions: This study found that while adolescent language scores were higher for deaf or hard of hearing teenagers exposed to UNHS and those who had their hearing loss confirmed by 9 months, these group differences were not significant within the whole sample. There was some evidence of a beneficial effect of early confirmation of hearing loss on relative expressive language gain from childhood to adolescence. Further examination of the effect of these variables on adolescent language outcomes in other cohorts would be valuable. PMID:28399063
Learning to drive in young adults with language impairment.
Durkin, Kevin; Toseeb, Umar; Pickles, Andrew; Botting, Nicola; Conti-Ramsden, Gina
2016-10-01
Language impairment (LI) is a common developmental disorder which affects many aspects of young people's functional skills and engagement with society. Little is known of early driving behaviour in those with this disability. This longitudinal study examines early driving experience in a sample of young adults with LI, compared with a sample of typically developing age-matched peers (AMPs). At age 24 years, significantly fewer participants with LI had acquired a driving licence. A crucial hurdle for those with LI appeared to be the Theory part of the (UK) test. Logistic regression analysis indicated that language ability and a measure of independence at age 17 contributed to the prediction of licence possession at age 24. There was no evidence of differences in traffic violations or accident rates between those with and without LI. There is little evidence that young people with LI are at greater risk on the roads than peers without LI, but some individuals with LI might benefit from support in the course of preparation for driving and in the driving test.
Mozzi, Alessandra; Riva, Valentina; Forni, Diego; Sironi, Manuela; Marino, Cecilia; Molteni, Massimo; Riva, Stefania; Guerini, Franca R; Clerici, Mario; Cagliani, Rachele; Mascheretti, Sara
2017-04-24
Language-based Learning Disabilities (LLDs) encompass a group of complex, comorbid, and developmentally associated deficits in communication. Language impairment and developmental dyslexia (DD) represent the most recognized forms of LLDs. Substantial genetic correlations exist between language and reading (dis)abilities. Common variants in the FOXP2 gene were consistently associated with language- and reading-related neuropsychological and neuroanatomical phenotypes. We tested the effect of a FOXP2 common variant, that is, rs6980093 (A/G), on quantitative measures of language and reading in two independent Italian samples: a population-based cohort of 699 subjects (3-11 years old) and a sample of 572 children with DD (6-18 years old). rs6980093 modulates expressive language in the general population sample, with an effect on fluency scores. In the DD sample, the variant showed an association with the accuracy in the single word reading task. rs6980093 shows distinct genetic models of association in the two cohorts, with a dominant effect of the G allele in the general population sample and heterozygote advantage in the DD cohort. We provide preliminary evidence that rs6980093 associates with language and reading (dis)abilities in two independent Italian cohorts. rs6980093 is an intronic SNP, suggesting that it (or a linked variant) modulates phenotypic association via regulation of FOXP2 expression. Because FOXP2 brain expression is finely regulated, both temporally and spatially, it is possible that the two alleles at rs6980093 differentially modulate expression levels in a developmental stage- or brain area-specific manner. This might help explaining the heterozygote advantage effect and the different genetic models in the two cohorts. © 2017 Wiley Periodicals, Inc.
Unit 802: Language Varies with Approach.
ERIC Educational Resources Information Center
Minnesota Univ., Minneapolis. Center for Curriculum Development in English.
This eighth-grade language unit stresses developing the student's sensitivity to variations in language, primarily the similarities and differences between spoken and written language. Through sample lectures and discussion questions, the students are helped to form generalizations about language: that speech is the primary form of language; that…
Liu, David; Wellman, Henry M; Tardif, Twila; Sabbagh, Mark A
2008-03-01
Theory of mind is claimed to develop universally among humans across cultures with vastly different folk psychologies. However, in the attempt to test and confirm a claim of universality, individual studies have been limited by small sample sizes, sample specificities, and an overwhelming focus on Anglo- European children. The current meta-analysis of children's false-belief performance provides the most comprehensive examination to date of theory-of-mind development in a population of non-Western children speaking non-Indo-European languages (i.e., Mandarin and Cantonese). The meta-analysis consisted of 196 Chinese conditions (127 from mainland China and 69 from Hong Kong), representing responses from more than 3,000 children, compared with 155 similar North American conditions (83 conditions from the United States and 72 conditions from Canada). The findings show parallel developmental trajectories of false-belief understanding for children in China and North America coupled with significant differences in the timing of development across communities-children's false-belief performance varied across different locales by as much as 2 or more years. These data support the importance of both universal trajectories and specific experiential factors in the development of theory of mind.
Hunter-Gatherer Color Naming Provides New Insight into the Evolution of Color Terms.
Lindsey, Delwin T; Brown, Angela M; Brainard, David H; Apicella, Coren L
2015-09-21
Most people name the myriad colors in the environment using between two and about a dozen color terms, with great variation within and between languages. Investigators generally agree that color lexicons evolve from fewer terms to more terms, as technology advances and color communication becomes increasingly important. However, little is understood about the color naming systems at the least technologically advanced end of the continuum. The Hadza people of Tanzania are nomadic hunter-gatherers who live a subsistence lifestyle that was common before the advent of agriculture (see Supplemental Experimental Procedures, section I;), suggesting that the Hadzane language should be at an early stage of color lexicon evolution. When Hadza, Somali, and US informants named 23 color samples, Hadza informants named only the black, white, and red samples with perfect consensus. Otherwise, they used low-consensus terms or responded "don't know." However, even low-consensus color terms grouped test colors into lexical categories that aligned with those found in other world languages. Furthermore, information-theoretic analysis showed that color communication efficiency within the Hadza, Somali, and US language communities falls on the same continuum as other world languages. Thus, the structure of color categories is in place in Hadzane, even though words for many of the categories are not in general use. These results suggest that even very simple color lexicons include precursors of many color categories but that these categories are initially represented in a diverse and distributed fashion. Copyright © 2015 Elsevier Ltd. All rights reserved.
Rapid Profile: A Second Language Screening Procedure.
ERIC Educational Resources Information Center
Mackey, Alison; And Others
1991-01-01
Rapid Profile, developed by Manfred Pienemann of National Languages Institute of Australia/Language Acquisition Research Centre, is a computer-based procedure for screening speech samples collected from language learners to assess their level of language development as compared to standard patterns in the acquisition of the target language. Rapid…
Seeking a valid gold standard for an innovative, dialect-neutral language test.
Pearson, Barbara Zurer; Jackson, Janice E; Wu, Haotian
2014-04-01
PURPOSE In this study, the authors explored alternative gold standards to validate an innovative, dialect-neutral language assessment. METHOD Participants were 78 African American children, ages 5;0 (years;months) to 6;11. Twenty participants had previously been identified as having language impairment. The Diagnostic Evaluation of Language Variation-Norm Referenced (DELV-NR; Seymour, Roeper, & J. de Villiers, 2005) was administered, and concurrent language samples (LSs) were collected. Using LS profiles as the gold standard, sensitivity, specificity, and other measures of diagnostic accuracy were compared for diagnoses made from the DELV-NR and participants' clinical status prior to recruitment. In a second analysis, the authors used results from the first analysis to make evidence-based adjustments in the estimates of DELV-NR diagnostic accuracy. RESULTS Accuracy of the DELV-NR relative to LS profiles was greater than that of prior diagnoses, indicating that the DELV-NR was an improvement over preexisting diagnoses for this group. Specificity met conventional standards, but sensitivity was somewhat low. Reanalysis using the positive and negative predictive power of the preexisting diagnosis in a discrepant-resolution procedure revealed that estimates for sensitivity and specificity for the DELV-NR were .85 and .93, respectively. CONCLUSION The authors found that, even after making allowances for the imperfection of available gold standards, clinical decisions made with the DELV-NR achieved high values on conventional measures of diagnostic accuracy.
The genetic assimilation in language borrowing inferred from Jing People.
Huang, Xiufeng; Zhou, Qinghui; Bin, Xiaoyun; Lai, Shu; Lin, Chaowen; Hu, Rong; Xiao, Jiashun; Luo, Dajun; Li, Yingxiang; Wei, Lan-Hai; Yeh, Hui-Yuan; Chen, Gang; Wang, Chuan-Chao
2018-02-28
The Jing people are a recognized ethnic group in Guangxi, southwest China, who are the immigrants from Vietnam during the 16th century. They speak Vietnamese but with lots of language borrowings from Cantonese, Zhuang, and Mandarin. However, it's unclear if there is large-scale gene flow from surrounding populations into Jing people during their language change due to the very limited genetic information of this population. We collected blood samples from 37 Jing and 3 Han Chinese individuals from Wanwei, Shanxin, and Wutou islands in Guangxi and genotyped about 600,000 genome-wide single nucleotide polymorphisms (SNPs). We used Principal Component Analysis (PCA), ADMIXTURE analysis, f statistics, qpWave and qpAdm to infer the population genetic structure and admixture. Our data revealed that the Jing people are genetically similar to the populations in southwest China and mainland Southeast Asia. But compared with Vietnamese, they show significant evidence of gene flow from surrounding East Asians. The admixture proportion is estimated to be around 35-42% in different Jing groups using southern Han Chinese as a proxy. The majority of the paternal lineages of Jing people are most likely from surrounding East Asians. We conclude that the formation and language change of present-day Jing people have involved genetic assimilation of surrounding East Asian populations. The language borrowing, in this case, is not only a cultural phenomenon but has involved demic diffusion. © 2018 Wiley Periodicals, Inc.
Assessments of adolescent language.
Wiig, E H
1995-02-01
I have stressed that language and learning disabilities that are exhibited in the preschool or elementary school years often persist into adolescence but that the characteristics and implications of these disabilities change with the preadolescent and adolescent transitions to metalinguistic maturity. As the student with language disabilities matures and as educational demands increase in complexity and in level of abstractness, the interactions between language and cognition become more apparent. Language disabilities of adolescents are often described in relation to observed deficits in the acquisition of content (semantics), form (morphology and syntax), and use (pragmatics). I have broadened this perspective to consider identification of metalinguistic strengths and/or deficits, deficits in the integration and organization of communication, reasoning and problem solving, and in conceptualization and creativity. Several assessment options were discussed, among them, norm-and criterion- referenced testing, language sample analysis, portfolio assessments of integrated communication, observational checklists and interviews, classroom language probes, and self-assessments. The perspectives taken for assessment have been that no single assessment option can satisfy all assessment objectives and/or constraints. I have also stressed that all tests are subject to measurement error and how to account for this error. Last, but not least, I have shared some of the voices of adolescents which express their perspectives and priorities.
Speech and language disorders in children from public schools in Belo Horizonte
Rabelo, Alessandra Terra Vasconcelos; Campos, Fernanda Rodrigues; Friche, Clarice Passos; da Silva, Bárbara Suelen Vasconcelos; Friche, Amélia Augusta de Lima; Alves, Claudia Regina Lindgren; Goulart, Lúcia Maria Horta de Figueiredo
2015-01-01
Objective: To investigate the prevalence of oral language, orofacial motor skill and auditory processing disorders in children aged 4-10 years and verify their association with age and gender. Methods: Cross-sectional study with stratified, random sample consisting of 539 students. The evaluation consisted of three protocols: orofacial motor skill protocol, adapted from the Myofunctional Evaluation Guidelines; the Child Language Test ABFW - Phonology; and a simplified auditory processing evaluation. Descriptive and associative statistical analyses were performed using Epi Info software, release 6.04. Chi-square test was applied to compare proportion of events and analysis of variance was used to compare mean values. Significance was set at p≤0.05. Results: Of the studied subjects, 50.1% had at least one of the assessed disorders; of those, 33.6% had oral language disorder, 17.1% had orofacial motor skill impairment, and 27.3% had auditory processing disorder. There were significant associations between auditory processing skills’ impairment, oral language impairment and age, suggesting a decrease in the number of disorders with increasing age. Similarly, the variable "one or more speech, language and hearing disorders" was also associated with age. Conclusions: The prevalence of speech, language and hearing disorders in children was high, indicating the need for research and public health efforts to cope with this problem. PMID:26300524
Kronenberger, William G; Pisoni, David B; Harris, Michael S; Hoen, Helena M; Xu, Huiping; Miyamoto, Richard T
2013-06-01
Verbal short-term memory (STM) and working memory (WM) skills predict speech and language outcomes in children with cochlear implants (CIs) even after conventional demographic, device, and medical factors are taken into account. However, prior research has focused on single end point outcomes as opposed to the longitudinal process of development of verbal STM/WM and speech-language skills. In this study, the authors investigated relations between profiles of verbal STM/WM development and speech-language development over time. Profiles of verbal STM/WM development were identified through the use of group-based trajectory analysis of repeated digit span measures over at least a 2-year time period in a sample of 66 children (ages 6-16 years) with CIs. Subjects also completed repeated assessments of speech and language skills during the same time period. Clusters representing different patterns of development of verbal STM (digit span forward scores) were related to the growth rate of vocabulary and language comprehension skills over time. Clusters representing different patterns of development of verbal WM (digit span backward scores) were related to the growth rate of vocabulary and spoken word recognition skills over time. Different patterns of development of verbal STM/WM capacity predict the dynamic process of development of speech and language skills in this clinical population.
Goldin-Meadow, Susan; Levine, Susan C.; Hedges, Larry V.; Huttenlocher, Janellen; Raudenbush, Stephen W.; Small, Steven L.
2014-01-01
We review findings from a four-year longitudinal study of language learning conducted on two samples: a sample of typically developing children whose parents vary substantially in socioeconomic status, and a sample of children with pre- or perinatal brain injury. This design enables us to study language development across a wide range of language learning environments and a wide range of language learners. We videotaped samples of children's and parents' speech and gestures during spontaneous interactions at home every four months, and then we transcribed and coded the tapes. We focused on two behaviors known to vary across individuals and environments—child gesture and parent speech—behaviors that have the potential to index, and perhaps even play a role in creating, differences across children in linguistic and other cognitive skills. Our observations have led to four hypotheses that have promise for the development of diagnostic tools and interventions to enhance language and cognitive development and brain plasticity after neonatal injury. One kind of hypothesis involves tools that could identify children who may be at risk for later language deficits. The other involves interventions that have the potential to promote language development. We present our four hypotheses as a summary of the findings from our study because there is scientific evidence behind them and because this evidence has the potential to be put to practical use in improving education. PMID:24911049
Wood, Carla; Diehm, Emily A; Callender, Maya F
2016-04-01
The current study was designed to (a) describe average hourly Language Environment Analysis (LENA) data for preschool-age Spanish-English bilinguals (SEBs) and typically developing monolingual peers and (b) compare LENA data with mean length of utterance in words (MLUw) and total number of words (TNW) calculated on a selected sample of consecutive excerpts of audio files (CEAFs). Investigators examined average hourly child vocalizations from daylong LENA samples for 42 SEBs and 39 monolingual English-speaking preschoolers. The relationship between average hourly child vocalizations, conversational turns, and adult words from the daylong samples and MLUw from a 50-utterance CEAF was examined and compared between groups. MLUw, TNW, average hourly child vocalizations, and conversational turns were lower for young SEBs than monolingual English-speaking peers. Average hourly child vocalizations were not strongly related to MLUw performance for monolingual or SEB participants (r = .29, r = .25, respectively). In a similar manner, average hourly conversational turns were not strongly related to MLUw for either group (r = .22, r = .21, respectively). Young SEBs from socioeconomically disadvantaged backgrounds showed lower average performance on LENA measures, MLUw, and TNW than monolingual English-speaking peers. MLUw from monolinguals were also lower than typical expectations when derived from CEAFs. LENA technology may be a promising tool for communication sampling with SEBs; however, more research is needed to establish norms for interpreting MLUw and TNW from selected CEAF samples.
Social cohesion, social support, and health among Latinos in the United States.
Mulvaney-Day, Norah E; Alegría, Margarita; Sribney, William
2007-01-01
The role of individual versus community level social connections in promoting health is an important factor to consider when addressing Latino health. This analysis examines the relationships between social support, social cohesion, and health in a sample of Latinos in the United States. Using data from the National Latino and Asian American Study, the analysis uses ordered logistic regression to explore the relationships of family support, friend support, family cultural conflict, and neighborhood social cohesion with self-rated physical and mental health, taking into account language proficiency and use, nativity, and sociodemographic variables. Family support, friend support, and neighborhood social cohesion were positively related to self-rated physical and mental health, and family cultural conflict was negatively related when controlled only for sex and age. After controlling for education, income, and other demographic measures, only family support was found to have a weak association with self-rated physical health; however, the relationship seemed to be mediated by language. In contrast, family support and family cultural conflict were strongly associated with self-rated mental health, after controlling for language, education, income, and other demographic measures. The study did not find neighborhood social cohesion to be significantly related to either self-rated physical or mental health, after accounting for the effects of the other social connection variables. Language of interview did not explain the highly significant effects of language proficiency and use. Social connections are important for health and mental health, but language and other sociodemographic factors seem to be related to how Latinos establish these social linkages. Further investigation into the role of language in the development and maintenance of social connections may help unravel the mechanisms by which they promote or decrease health.
NASA Astrophysics Data System (ADS)
Senthilkumar, K.; Ruchika Mehra Vijayan, E.
2017-11-01
This paper aims to illustrate real time analysis of large scale data. For practical implementation we are performing sentiment analysis on live Twitter feeds for each individual tweet. To analyze sentiments we will train our data model on sentiWordNet, a polarity assigned wordNet sample by Princeton University. Our main objective will be to efficiency analyze large scale data on the fly using distributed computation. Apache Spark and Apache Hadoop eco system is used as distributed computation platform with Java as development language
Factors involved in the identification of stuttering severity in a foreign language.
Cosyns, Marjan; Einarsdóttir, Jóhanna T; Van Borsel, John
2015-01-01
Speech-language pathologists nowadays are more and more confronted with clients who speak a language different from their own mother tongue. The assessment of persons who speak a foreign language poses particular challenges. The present study investigated the possible role and interplay of factors involved in the identification of stuttering severity in a foreign language. Nineteen speech-language pathologists from five different countries (i.e. Iceland, Sweden, Norway, Finland, and Belgium) rated stuttering severity of speech samples featuring persons who stutter speaking Icelandic, Swedish, Norwegian, or Dutch. Additionally, they were asked to score how easy they found it to rate the samples. Accuracy of rating stuttering severity in another language appeared to be foremost determined by the client's stuttering severity, while experienced ease of rating stuttering severity was essentially related to closeness of the language of the clinician to that of the client and familiarity of the clinician with the client's language. Stuttering measurement training programmes in different languages are needed.
ERIC Educational Resources Information Center
Areepattamannil, Shaljan; Kaur, Berinderjeet
2013-01-01
This study, employing hierarchical linear modeling (HLM), sought to investigate the student-level and school-level factors associated with the science achievement of immigrant and non-immigrant students among a national sample of 22,646 students from 896 schools in Canada. While student background characteristics such as home language, family…
ERIC Educational Resources Information Center
Menke, Mandy R.
2015-01-01
Language immersion students' lexical, syntactic, and pragmatic competencies are well documented, yet their phonological skill has remained relatively unexplored. This study investigates the Spanish vowel productions of a cross-sectional sample of 35 one-way Spanish immersion students. Learner productions were analyzed acoustically and compared to…
Psychometric Properties of an Arabic Version of the Depression Anxiety Stress Scales (DASS)
ERIC Educational Resources Information Center
Moussa, Miriam Taouk; Lovibond, Peter; Laube, Roy; Megahead, Hamido A.
2017-01-01
Objective: To translate and evaluate the psychometric properties of an Arabic-language version of the Depression Anxiety Stress Scales (DASS). Method: The items were translated, back translated, refined, and tested in an Australian immigrant sample (N = 220). Results: Confirmatory factor analysis showed that the Arabic DASS discriminates between…
Genetic and Environmental Influences on Writing and their Relations to Language and Reading
Olson, Richard K.; Hulslander, Jacqueline; Christopher, Micaela; Keenan, Janice M.; Wadsworth, Sally J.; Willcutt, Erik G.; Pennington, Bruce F.; DeFries, John C.
2011-01-01
Identical and fraternal twins (N = 540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement-Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (Phonological Awareness, Rapid Naming, and Vocabulary), and three different reading skills (Word Recognition, Spelling, and Reading Comprehension). Substantial genetic influence was found on two of the writing measures, Writing Samples and Handwriting Copy, and all of the language and reading measures. Shared environment influences were generally not significant, except for vocabulary. Non-shared environment estimates, including measurement error, were significant for all variables. Genetic influences among the writing measures were significantly correlated (highest between the speeded measures Writing Fluency and Handwriting Copy), but there were also significant independent genetic influences between Copy and Samples and between Fluency and Samples. Genetic influences on writing were significantly correlated with genetic influences on all of the language and reading skills, but significant independent genetic influences were also found for Copy and Samples, whose genetic correlations were significantly less than 1.0 with the reading and language skills. The genetic correlations varied significantly in strength depending on the overlap between the writing, language, and reading task demands. We discuss implications of our results for education, limitations of the study, and new directions for research on writing and its relations to language and reading. PMID:21842316
Reduced Left Lateralization of Language in Congenitally Blind Individuals.
Lane, Connor; Kanjlia, Shipra; Richardson, Hilary; Fulton, Anne; Omaki, Akira; Bedny, Marina
2017-01-01
Language processing depends on a left-lateralized network of frontotemporal cortical regions. This network is remarkably consistent across individuals and cultures. However, there is also evidence that developmental factors, such as delayed exposure to language, can modify this network. Recently, it has been found that, in congenitally blind individuals, the typical frontotemporal language network expands to include parts of "visual" cortices. Here, we report that blindness is also associated with reduced left lateralization in frontotemporal language areas. We analyzed fMRI data from two samples of congenitally blind adults (n = 19 and n = 13) and one sample of congenitally blind children (n = 20). Laterality indices were computed for sentence comprehension relative to three different control conditions: solving math equations (Experiment 1), a memory task with nonwords (Experiment 2), and a "does this come next?" task with music (Experiment 3). Across experiments and participant samples, the frontotemporal language network was less left-lateralized in congenitally blind than in sighted individuals. Reduction in left lateralization was not related to Braille reading ability or amount of occipital plasticity. Notably, we observed a positive correlation between the lateralization of frontotemporal cortex and that of language-responsive occipital areas in blind individuals. Blind individuals with right-lateralized language responses in frontotemporal cortices also had right-lateralized occipital responses to language. Together, these results reveal a modified neurobiology of language in blindness. Our findings suggest that, despite its usual consistency across people, the neurobiology of language can be modified by nonlinguistic experiences.
Subcomponents of Second-Language Aptitude and Second-Language Proficiency
ERIC Educational Resources Information Center
Sparks, Richard L.; Humbach, Nancy; Patton, Jon; Ganschow, Leonore
2011-01-01
A factor analysis of a test battery that included early first-language (L1) achievement, L1 cognitive ability, second-language (L2) aptitude, and L2 affective measures to predict oral and written L2 proficiency was conducted. The analysis yielded 4 factors that were labeled Language Analysis, composed of L1 and L2 language comprehension, grammar,…
Foreign Language Anxiety of Students Studying English Language and Literature: A Sample from Turkey
ERIC Educational Resources Information Center
Elaldi, Senel
2016-01-01
A considerable number of foreign language learners experience a feeling of anxiety in language learning process. The purpose of this research was to find out foreign language anxiety levels of students studying in the Faculty of English Language and Literature at Cumhuriyet University, Sivas, Turkey when they were in preparatory class and when…
XML: A Language To Manage the World Wide Web. ERIC Digest.
ERIC Educational Resources Information Center
Davis-Tanous, Jennifer R.
This digest provides an overview of XML (Extensible Markup Language), a markup language used to construct World Wide Web pages. Topics addressed include: (1) definition of a markup language, including comparison of XML with SGML (Standard Generalized Markup Language) and HTML (HyperText Markup Language); (2) how XML works, including sample tags,…
2014-01-01
Background Up to a third of children with Autism Spectrum Disorder (ASD) manifest regressive autism (R-ASD).They show normal early development followed by loss of language and social skills. Absent evidence-based therapies, anecdotal evidence suggests improvement following use of corticosteroids. This study examined the effects of corticosteroids for R-ASD children upon the 4 Hz frequency modulated evoked response (FMAER) arising from language cortex of the superior temporal gyrus (STG) and upon EEG background activity, language, and behavior. An untreated clinical convenience sample of ASD children served as control sample. Methods Twenty steroid-treated R-ASD (STAR) and 24 not-treated ASD patients (NSA), aged 3 - 5 years, were retrospectively identified from a large database. All study participants had two sequential FMAER and EEG studies;Landau-Kleffner syndrome diagnosis was excluded. All subjects’ records contained clinical receptive and expressive language ratings based upon a priori developed metrics. The STAR group additionally was scored behaviorally regarding symptom severity as based on the Diagnostic and Statistical Manual IV (DSM-IV) ASD criteria list. EEGs were visually scored for abnormalities. FMAER responses were assessed quantitatively by spectral analysis. Treated and untreated group means and standard deviations for the FMAER, EEG, language, and behavior, were compared by paired t-test and Fisher’s exact tests. Results The STAR group showed a significant increase in the 4 Hz FMAER spectral response and a significant reduction in response distortion compared to the NSA group. Star group subjects’ language ratings were significantly improved and more STAR than NSA group subjects showed significant language improvement. Most STAR group children showed significant behavioral improvement after treatment. STAR group language and behavior improvement was retained one year after treatment. Groups did not differ in terms of minor EEG abnormalities. Steroid treatment produced no lasting morbidity. Conclusions Steroid treatment was associated with a significantly increased FMAER response magnitude, reduction of FMAER response distortion, and improvement in language and behavior scores. This was not observed in the non-treated group. These pilot findings warrant a prospective randomized validation trial of steroid treatment for R-ASD utilizing FMAER, EEG, and standardized ASD, language and behavior measures, and a longer follow-up period. Please see related article http://www.biomedcentral.com/1741-7015/12/79 PMID:24885033
Pronominal Reference Skills of Second and Fourth Grade Children with Language Impairment
ERIC Educational Resources Information Center
Finestack, Lizbeth H.; Fey, Marc E.; Catts, Hugh W.
2006-01-01
Pronominal referencing was evaluated in a sample of 569 children comprising four diagnostic subgroups: typical language (TL), specific language impairment (SLI), nonspecific language impairment (NLI), and typical language with low nonverbal IQ (LNIQ). Participants generated oral narratives in second grade and again in fourth grade. The narratives…
Usage-Based Language: Investigating the Latent Structures That Underpin Acquisition
ERIC Educational Resources Information Center
Ellis, Nick C.; O'Donnell, Matthew Brook; Romer, Ute
2013-01-01
Each of us as language learners had different language experiences, yet somehow we have converged upon broadly the same language system. From diverse, often noisy samples, we have attained similar linguistic competence. How so? What mechanisms channel language acquisition? Could our linguistic commonalities possibly have converged from our shared…
Written cohesion in children with and without language learning disabilities.
Koutsoftas, Anthony D; Petersen, Victoria
2017-09-01
Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing (TD) peers on measures of cohesion in spoken language and on written transcription measures; however, there is far less research comparing groups on cohesion as a measure of written language across genres. The current study addresses this gap through the following two aims. First, to describe and compare cohesion in narrative and expository writing samples of children with and without language learning disabilities. Second, to relate measures of cohesion to written transcription and translation measures, oral language, and writing quality. Fifty intermediate-grade children produced one narrative and one expository writing sample from which measures of written cohesion were obtained. These included the frequency, adequacy and complexity of referential and conjunctive ties. Expository samples resulted in more complex cohesive ties and children with TD used more complex ties than peers with LLD. Different relationships among cohesion measures and writing were observed for narrative verse expository samples. Findings from this study demonstrate cohesion as a discourse-level measure of written transcription and how the use of cohesion can vary by genre and group (LLD, TD). Clinical implications for assessment, intervention, and future research are provided. © 2016 Royal College of Speech and Language Therapists.
Connected speech as a marker of disease progression in autopsy-proven Alzheimer’s disease
Ahmed, Samrah; Haigh, Anne-Marie F.; de Jager, Celeste A.
2013-01-01
Although an insidious history of episodic memory difficulty is a typical presenting symptom of Alzheimer’s disease, detailed neuropsychological profiling frequently demonstrates deficits in other cognitive domains, including language. Previous studies from our group have shown that language changes may be reflected in connected speech production in the earliest stages of typical Alzheimer’s disease. The aim of the present study was to identify features of connected speech that could be used to examine longitudinal profiles of impairment in Alzheimer’s disease. Samples of connected speech were obtained from 15 former participants in a longitudinal cohort study of ageing and dementia, in whom Alzheimer’s disease was diagnosed during life and confirmed at post-mortem. All patients met clinical and neuropsychological criteria for mild cognitive impairment between 6 and 18 months before converting to a status of probable Alzheimer’s disease. In a subset of these patients neuropsychological data were available, both at the point of conversion to Alzheimer’s disease, and after disease severity had progressed from the mild to moderate stage. Connected speech samples from these patients were examined at later disease stages. Spoken language samples were obtained using the Cookie Theft picture description task. Samples were analysed using measures of syntactic complexity, lexical content, speech production, fluency and semantic content. Individual case analysis revealed that subtle changes in language were evident during the prodromal stages of Alzheimer’s disease, with two-thirds of patients with mild cognitive impairment showing significant but heterogeneous changes in connected speech. However, impairments at the mild cognitive impairment stage did not necessarily entail deficits at mild or moderate stages of disease, suggesting non-language influences on some aspects of performance. Subsequent examination of these measures revealed significant linear trends over the three stages of disease in syntactic complexity, semantic and lexical content. The findings suggest, first, that there is a progressive disruption in language integrity, detectable from the prodromal stage in a subset of patients with Alzheimer’s disease, and secondly that measures of semantic and lexical content and syntactic complexity best capture the global progression of linguistic impairment through the successive clinical stages of disease. The identification of disease-specific language impairment in prodromal Alzheimer’s disease could enhance clinicians’ ability to distinguish probable Alzheimer’s disease from changes attributable to ageing, while longitudinal assessment could provide a simple approach to disease monitoring in therapeutic trials. PMID:24142144
White, Lisa J; Alexander, Alexandra; Greenfield, Daryl B
2017-12-01
Early childhood marks a time of dynamic development within language and cognitive domains. Specifically, a body of research focuses on the development of language as related to executive functions, which are foundational cognitive skills that relate to both academic achievement and social-emotional development during early childhood and beyond. Although there is evidence to support the relationship between language and executive functions, existing studies focus mostly on vocabulary and fail to examine other components of language such as syntax and language learning skills. To address this gap, this study examined the relationship between executive functioning (EF) and three aspects of language: syntax, vocabulary, and language learning. A diverse sample of 182 children (67% Latino and 33% African American) attending Head Start were assessed on both EF and language ability. Findings demonstrated that EF related to a comprehensive latent construct of language composed of vocabulary, syntax, and language learning. EF also related to each individual component of language. This study furthers our understanding of the complex relationship between language and cognitive development by measuring EF as it relates to various components of language in a sample of preschoolers from low-income backgrounds. Copyright © 2017 Elsevier Inc. All rights reserved.
Farmanova, Elina; Bonneville, Luc; Bouchard, Louise
2018-01-01
The availability of health services in French is not only weak but also inexistent in some regions in Canada. As a result, estimated 78% of more than a million of Francophones living in a minority situation in Canada experience difficulties accessing health care in French. To promote the delivery of health services in French, publicly funded organizations are encouraged to take measures to ensure that French-language services are clearly visible, available, easily accessible, and equivalent to the quality of services offered in English. This study examines the reorganization and management strategies taken by health care organizations in Ontario that provide health services in French. Review and analysis of designation plans of a sample of health care organizations. Few health care organizations providing services in French have concrete strategies to guarantee availability, visibility, and accessibility of French-language services. Implementation of the active offer of French-language services is likely to be difficult and slow. The Ontario government must strengthen collaboration with health care organizations, Francophone communities, and other key actors participating in the designation process to help health care organizations build capacities for the effective offer of French-language services. Copyright © 2017 John Wiley & Sons, Ltd.
Acculturation, discrimination and depressive symptoms among Korean immigrants in New York City.
Bernstein, Kunsook Song; Park, So-Youn; Shin, Jinah; Cho, Sunhee; Park, Yeddi
2011-02-01
Immigrant mental health issues, especially depression in relation to discrimination and acculturation, are reported to be serious problems in the United States. The current study examines the prevalence of depressive symptoms among Korean immigrants in New York City (NYC) and its relation to self-reported discrimination and acculturation. A sample of 304 Korean immigrants residing in NYC completed a survey utilizing the Center for Epidemiologic Studies Depression Scale-Korean version, Discrimination Scale, and Acculturation Stress Scale. Results indicated that 13.2% of the sample population demonstrated some symptoms of depression and that variable such as living alone, marital status, education, years in US and income impact high depression scores. Results also indicate that higher self-reported exposure to discrimination and lower self-reported language proficiency were related to higher depressive symptoms. In a regression analysis, discrimination and English language proficiency were significant predictors of depression, but acculturation stress was not significantly related to depression.
Yoshinaga-Itano, Christine; Baca, Rosalinda L; Sedey, Allison L
2010-10-01
The objective of this investigation was to describe the language growth of children with severe or profound hearing loss with cochlear implants versus those children with the same degree of hearing loss using hearing aids. A prospective longitudinal observation and analysis. University of Colorado Department of Speech Language and Hearing Sciences. There were 87 children with severe-to-profound hearing loss from 48 to 87 months of age. All children received early intervention services through the Colorado Home Intervention Program. Most children received intervention services from a certified auditory-verbal therapist or an auditory-oral therapist and weekly sign language instruction from an instructor who was deaf or hard of hearing and native or fluent in American Sign Language. The Test of Auditory Comprehension of Language, 3rd Edition, and the Expressive One Word Picture Vocabulary Test, 3rd Edition, were the assessment tools for children 4 to 7 years of age. The expressive language subscale of the Minnesota Child Development was used in the infant/toddler period (birth to 36 mo). Average language estimates at 84 months of age were nearly identical to the normative sample for receptive language and 7 months delayed for expressive vocabulary. Children demonstrated a mean rate of growth from 4 years through 7 years on these 2 assessments that was equivalent to their normal-hearing peers. As a group, children with hearing aids deviated more from the age equivalent trajectory on the Test of Auditory Comprehension of Language, 3rd Edition, and the Expressive One Word Picture Vocabulary Test, 3rd Edition, than children with cochlear implants. When a subset of children were divided into performance categories, we found that children with cochlear implants were more likely to be "gap closers" and less likely to be "gap openers," whereas the reverse was true for the children with hearing aids for both measures. Children who are educated through oral-aural combined with sign language instruction can achieve age-appropriate language levels on expressive vocabulary and receptive syntax ages 4 through 7 years. However, it is easier to maintain a constant rate of development rather than to accelerate from birth through 84 months of age, which represented approximately 80% of our sample. However, acceleration of language development is possible in some children and could result from cochlear implantation.
Latent class analysis of early developmental trajectory in baby siblings of children with autism.
Landa, Rebecca J; Gross, Alden L; Stuart, Elizabeth A; Bauman, Margaret
2012-09-01
Siblings of children with autism (sibs-A) are at increased genetic risk for autism spectrum disorders (ASD) and milder impairments. To elucidate diversity and contour of early developmental trajectories exhibited by sibs-A, regardless of diagnostic classification, latent class modeling was used. Sibs-A (N = 204) were assessed with the Mullen Scales of Early Learning from age 6 to 36 months. Mullen T scores served as dependent variables. Outcome classifications at age 36 months included: ASD (N = 52); non-ASD social/communication delay (broader autism phenotype; BAP; N = 31); and unaffected (N = 121). Child-specific patterns of performance were studied using latent class growth analysis. Latent class membership was then related to diagnostic outcome through estimation of within-class proportions of children assigned to each diagnostic classification. A 4-class model was favored. Class 1 represented accelerated development and consisted of 25.7% of the sample, primarily unaffected children. Class 2 (40.0% of the sample), was characterized by normative development with above-average nonverbal cognitive outcome. Class 3 (22.3% of the sample) was characterized by receptive language, and gross and fine motor delay. Class 4 (12.0% of the sample), was characterized by widespread delayed skill acquisition, reflected by declining trajectories. Children with an outcome diagnosis of ASD were spread across Classes 2, 3, and 4. Results support a category of ASD that involves slowing in early non-social development. Receptive language and motor development is vulnerable to early delay in sibs-A with and without ASD outcomes. Non-ASD sibs-A are largely distributed across classes depicting average or accelerated development. Developmental trajectories of motor, language, and cognition appear independent of communication and social delays in non-ASD sibs-A. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.
Language growth in children with heterogeneous language disorders: a population study.
Norbury, Courtenay Frazier; Vamvakas, George; Gooch, Debbie; Baird, Gillian; Charman, Tony; Simonoff, Emily; Pickles, Andrew
2017-10-01
Language development has been characterised by significant individual stability from school entry. However, the extent to which trajectories of language growth vary in children with language disorder as a function of co-occurring developmental challenges is a question of theoretical import, with implications for service provision. SCALES employed a population-based survey design with sample weighting procedures to estimate growth in core language skills over the first three years of school. A stratified sample (n = 529) received comprehensive assessment of language, nonverbal IQ, and social, emotional and behavioural difficulties at 5-6 years of age and 95% of the sample (n = 499) were assessed again at ages 7-8. Language growth was measured using both raw and standard scores in children with typical development, children with language disorder of unknown origin, and children with language disorders associated with a known clinical condition and/or intellectual disability. Overall, language was stable at the individual level (estimated ICC = 0.95) over the first three years of school. Linear mixed effects models highlighted steady growth in language raw scores across all three groups, including those with multiple developmental challenges. There was little evidence, however, that children with language disorders were narrowing the gap with peers (z-scores). Adjusted models indicated that while nonverbal ability, socioeconomic status and social, emotional and behavioural deficits predicted initial language score (intercept), none predicted language growth (slope). These findings corroborate previous studies suggesting stable language trajectories after ages 5-6 years, but add considerably to previous work by demonstrating similar developmental patterns in children with additional nonverbal cognitive deficits, social, emotional, and behavioural challenges, social disadvantage or clinical diagnoses. © 2017 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.
Diagnostic accuracy of language sample measures with Persian-speaking preschool children.
Kazemi, Yalda; Klee, Thomas; Stringer, Helen
2015-04-01
This study examined the diagnostic accuracy of selected language sample measures (LSMs) with Persian-speaking children. A pre-accuracy study followed by phase I and II studies are reported. Twenty-four Persian-speaking children, aged 42 to 54 months, with primary language impairment (PLI) were compared to 27 age-matched children without PLI on a set of measures derived from play-based, conversational language samples. Results showed that correlations between age and LSMs were not statistically significant in either group of children. However, a majority of LSMs differentiated children with and without PLI at the group level (phase I), while three of the measures exhibited good diagnostic accuracy at the level of the individual (phase II). We conclude that general LSMs are promising for distinguishing between children with and without PLI. Persian-specific measures are mainly helpful in identifying children without language impairment while their ability to identify children with PLI is poor.
NASA Technical Reports Server (NTRS)
Mahaffy, P. R.; Cabane, M.; Webster, C. R.; Archer, P. D.; Atreya, S. K.; Benna, M.; Brinckerhoff, W. B.; Brunner, A. E.; Buch, A.; Coll, P.;
2013-01-01
During the first 120 sols of Curiosity s landed mission on Mars (8/6/2012 to 12/7/2012) SAM sampled the atmosphere 9 times and an eolian bedform named Rocknest 4 times. The atmospheric experiments utilized SAM s quadrupole mass spectrometer (QMS) and tunable laser spectrometer (TLS) while the solid sample experiments also utilized the gas chromatograph (GC). Although a number of core experiments were pre-programmed and stored in EEProm, a high level SAM scripting language enabled the team to optimize experiments based on prior runs.
ERIC Educational Resources Information Center
Guiberson, Mark
2016-01-01
The purpose of this preliminary study was to (a) examine relationships between the symbolic and language skills of a mixed (developmental language disordered [DLD] and typical language [TL]) Spanish-speaking sample; (b) describe gesture, play, and language skills of DLD and TL groups; (c) compare the development between groups; and (d) explore…
Tchoungui Oyono, Lilly; Pascoe, Michelle; Singh, Shajila
2018-05-17
The purpose of this study was to determine the prevalence of speech and language disorders in French-speaking preschool-age children in Yaoundé, the capital city of Cameroon. A total of 460 participants aged 3-5 years were recruited from the 7 communes of Yaoundé using a 2-stage cluster sampling method. Speech and language assessment was undertaken using a standardized speech and language test, the Evaluation du Langage Oral (Khomsi, 2001), which was purposefully renormed on the sample. A predetermined cutoff of 2 SDs below the normative mean was applied to identify articulation, expressive language, and receptive language disorders. Fluency and voice disorders were identified using clinical judgment by a speech-language pathologist. Overall prevalence was calculated as follows: speech disorders, 14.7%; language disorders, 4.3%; and speech and language disorders, 17.1%. In terms of disorders, prevalence findings were as follows: articulation disorders, 3.6%; expressive language disorders, 1.3%; receptive language disorders, 3%; fluency disorders, 8.4%; and voice disorders, 3.6%. Prevalence figures are higher than those reported for other countries and emphasize the urgent need to develop speech and language services for the Cameroonian population.
Protein-protein interaction network of gene expression in the hydrocortisone-treated keloid.
Chen, Rui; Zhang, Zhiliang; Xue, Zhujia; Wang, Lin; Fu, Mingang; Lu, Yi; Bai, Ling; Zhang, Ping; Fan, Zhihong
2015-01-01
In order to explore the molecular mechanism of hydrocortisone in keloid tissue, the gene expression profiles of keloid samples treated with hydrocortisone were subjected to bioinformatics analysis. Firstly, the gene expression profiles (GSE7890) of five samples of keloid treated with hydrocortisone and five untreated keloid samples were downloaded from the Gene Expression Omnibus (GEO) database. Secondly, data were preprocessed using packages in R language and differentially expressed genes (DEGs) were screened using a significance analysis of microarrays (SAM) protocol. Thirdly, the DEGs were subjected to gene ontology (GO) function and KEGG pathway enrichment analysis. Finally, the interactions of DEGs in samples of keloid treated with hydrocortisone were explored in a human protein-protein interaction (PPI) network, and sub-modules of the DEGs interaction network were analyzed using Cytoscape software. Based on the analysis, 572 DEGs in the hydrocortisone-treated samples were screened; most of these were involved in the signal transduction and cell cycle. Furthermore, three critical genes in the module, including COL1A1, NID1, and PRELP, were screened in the PPI network analysis. These findings enhance understanding of the pathogenesis of the keloid and provide references for keloid therapy. © 2015 The International Society of Dermatology.
2010-01-01
Background Significant differences in health outcomes have been documented among Hispanic persons, the fastest-growing demographic segment of the United States. The objective of this study was to examine trends in population growth and the collection of health data among Hispanic persons, including issues of language preference and survey completion using a national health survey to highlight issues of measurement of an increasingly important demographic segment of the United States. Design Data from the 2003-2007 United States Census and the Behavioral Risk Factor Surveillance System were used to compare trends in population growth and survey sample size as well as differences in survey response based on language preference among a Hispanic population. Percentages of item non-response on selected survey questions were compared for Hispanic respondents choosing to complete the survey in Spanish and those choosing to complete the survey in English. The mean number of attempts to complete the survey was also compared based on language preference among Hispanic respondents. Results The sample size of Hispanic persons in the Behavioral Risk Factor Surveillance System saw little growth compared to the actual growth of the Hispanic population in the United States. Significant differences in survey item non-response for nine of 15 survey questions were seen based on language preference. Hispanic respondents choosing to complete the survey in Spanish had a significantly fewer number of call attempts for survey completion compared to their Hispanic counterparts choosing to communicate in English. Conclusions Including additional measures of acculturation and increasing the sample size of Hispanic persons in a national health survey such as the Behavioral Risk Factor Surveillance System may result in more precise findings that could be used to better target prevention and health care needs for an ethnic minority population. PMID:20412575
Lohmander, A; Willadsen, E; Persson, C; Henningsson, G; Bowden, M; Hutters, B
2009-07-01
To present the methodology for speech assessment in the Scandcleft project and discuss issues from a pilot study. Description of methodology and blinded test for speech assessment. Speech samples and instructions for data collection and analysis for comparisons of speech outcomes across five included languages were developed and tested. PARTICIPANTS AND MATERIALS: Randomly selected video recordings of 10 5-year-old children from each language (n = 50) were included in the project. Speech material consisted of test consonants in single words, connected speech, and syllable chains with nasal consonants. Five experienced speech and language pathologists participated as observers. Narrow phonetic transcription of test consonants translated into cleft speech characteristics, ordinal scale rating of resonance, and perceived velopharyngeal closure (VPC). A velopharyngeal composite score (VPC-sum) was extrapolated from raw data. Intra-agreement comparisons were performed. Range for intra-agreement for consonant analysis was 53% to 89%, for hypernasality on high vowels in single words the range was 20% to 80%, and the agreement between the VPC-sum and the overall rating of VPC was 78%. Pooling data of speakers of different languages in the same trial and comparing speech outcome across trials seems possible if the assessment of speech concerns consonants and is confined to speech units that are phonetically similar across languages. Agreed conventions and rules are important. A composite variable for perceptual assessment of velopharyngeal function during speech seems usable; whereas, the method for hypernasality evaluation requires further testing.
The use of conjunctions by children with typical language development.
Glória, Yasmin Alves Leão; Hanauer, Letícia Pessota; Wiethan, Fernanda Marafiga; Nóro, Letícia Arruda; Mota, Helena Bolli
2016-07-04
To investigate the use of conjunctions in the spontaneous speech of three years old children with typical language development, who live in Santa Maria - RS. 45 children, aged 3:0;0 - 3:11;29 (years:months;days) from the database of the Center for the Study of Language and Speech (CELF) participated of this study. The spontaneous speech of each child was transcribed and followed by analysis of the samples to identify the types of conjunctions for each age group. The samples were statistically analyzed using the R software that allowed the evaluation of the number and type of conjunctions used in each age group by comparing them with each other. The data indicated that the higher the age of the child, the greater the number of types of conjunctions used by them. The comparison between age groups showed significant differences when comparing the average number of conjunctions per age group, as well as for additive conjunctions and subordinating conjunctions. At age of three the children begin to develop the grammatical use of conjunctions, early appearing additive, adversative and explanatory coordinating conjunctions, and at 3:6 they are able to use the most complex conjunctions, as subordinating conjunctions.
Le Jeu des Colis--An Exercise in Foreign Language Communication.
ERIC Educational Resources Information Center
Jones, Barry
1979-01-01
Teacher prepared taped exchanges of realia between foreign language classes and classes of speakers of the target language provide language lessons through personal contact similar to those gained through a trip to the country of the target language. Sample lessons offer linguistic, cultural, and practical guidelines for implementing such a…
Language screening in preschool Chinese children.
Wong, V; Lee, P W; Lieh-Mak, F; Yeung, C Y; Leung, P W; Luk, S L; Yiu, E
1992-01-01
The incidence of language delay in Chinese preschool children was studied by a stratified proportional sampling of all 3 year olds in Hong Kong. The Developmental Language Screening Scale (DLSS) devised for use with Cantonese speaking children was used to identify children with language delay. Of 855 children sampled in the stage I screening procedure, 4%, 2.8% and 3.3% were identified as having delay in verbal comprehension, expression or both respectively. The stage II clinical diagnostic study included a randomly selected group of children screened in stage I with or without any associated behavioural problem. Among these, 3.4% were identified as having a language delay using the Reynell Language Developmental Scale (RDLS) with a criterion of language age of less than or equal to two-thirds of the chronological age; 3% had specific language delay using the criteria of language age less than or equal to two-thirds the chronological age and developmental age more than or equal to two-thirds the chronological age. More boys were found to have language delay, although this was not statistically significant.
ERIC Educational Resources Information Center
Crossley, Scott A.; Roscoe, Rod; McNamara, Danielle S.
2014-01-01
This study identifies multiple profiles of successful essays via a cluster analysis approach using linguistic features reported by a variety of natural language processing tools. The findings from the study indicate that there are four profiles of successful writers for the samples analyzed. These four profiles are linguistically distinct from one…
EFL Learners' Intercultural Competence Development in an International Web Collaboration Project
ERIC Educational Resources Information Center
Lázár, Ildikó
2015-01-01
This article is based on an analysis of a small sample of data from an international web collaboration project between four classes of English as a foreign language (EFL) learners guided by their English teachers in four different countries in Europe. As few studies have been published about intercultural communication in blended learning EFL…
ERIC Educational Resources Information Center
Hayik, Rawia
2016-01-01
Grounded in critical literacy theory, this teacher research in a Middle Eastern EFL classroom addresses the traditional female positioning in literature, media, and pop culture. Adolescent students are encouraged to challenge the traditional Cinderella fairy tale through various critical literacy engagements. A content analysis of sample written…
An Analysis of Spanish and German Learners' Errors. Working Papers on Bilingualism, No. 7.
ERIC Educational Resources Information Center
LoCoco, Veronica Gonzalez-Mena
This study analyzes Spanish and German errors committed by adult native speakers of English enrolled in elementary and intermediate levels. Four written samples were collected for each target language, over a period of five months. Errors were categorized according to their possible source. Types of errors were ordered according to their…
ERIC Educational Resources Information Center
Lee, Julia Ai Cheng; Al Otaiba, Stephanie
2017-01-01
In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The…
ERIC Educational Resources Information Center
Choi, Dowon; Hatcher, Ryan C.; Dulong-Langley, Susan; Liu, Xiaochen; Bray, Melissa A.; Courville, Troy; O'Brien, Rebecca; DeBiase, Emily
2017-01-01
The kinds of errors that children and adolescents make on phonological processing tasks were studied with a large sample between ages 4 and 19 (N = 3,842) who were tested on the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Principal component analysis identified two phonological processing factors: Basic Phonological Awareness…
ERIC Educational Resources Information Center
Lanter, Elizabeth; Freeman, Daniel; Dove, Stephanie
2013-01-01
A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically…
Electronic Circuit Analysis Language (ECAL)
NASA Astrophysics Data System (ADS)
Chenghang, C.
1983-03-01
The computer aided design technique is an important development in computer applications and it is an important component of computer science. The special language for electronic circuit analysis is the foundation of computer aided design or computer aided circuit analysis (abbreviated as CACD and CACA) of simulated circuits. Electronic circuit analysis language (ECAL) is a comparatively simple and easy to use circuit analysis special language which uses the FORTRAN language to carry out the explanatory executions. It is capable of conducting dc analysis, ac analysis, and transient analysis of a circuit. Futhermore, the results of the dc analysis can be used directly as the initial conditions for the ac and transient analyses.
[Speech and language disorders in children from public schools in Belo Horizonte].
Rabelo, Alessandra Terra Vasconcelos; Campos, Fernanda Rodrigues; Friche, Clarice Passos; da Silva, Bárbara Suelen Vasconcelos; de Lima Friche, Amélia Augusta; Alves, Claudia Regina Lindgren; de Figueiredo Goulart, Lúcia Maria Horta
2015-12-01
To investigate the prevalence of oral language, orofacial motor skill and auditory processing disorders in children aged 4-10 years old and verify their association with age and gender. Cross-sectional study with stratified, random sample consisting of 539 students. The evaluation consisted of three protocols: orofacial motor skill protocol, adapted from the Myofunctional Evaluation Guidelines; the Child Language Test ABFW--Phonology, and a simplified auditory processing evaluation. Descriptive and associative statistical analyses were performed using Epi Info software, release 6.04. Chi-square test was applied to compare proportion of events and analysis of variance was used to compare mean values. Significance was set at p≤0.05. Of the studied subjects, 50.1% had at least one of the assessed disorders; of those, 33.6% had oral language disorder, 17.1%, had orofacial motor skill impairment, and 27.3% had auditory processing disorder. There were significant associations between auditory processing skills' impairment, oral language impairment and age, suggesting a decrease in the number of disorders with increasing age. Similarly, the variable "one or more speech, language and hearing disorders" was also associated with age. The prevalence of speech, language and hearing disorders in children was high, indicating the need for research and public health efforts to cope with this problem. Copyright © 2015 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.
[Communication and language in the autistic spectrum: autism and dysphasia].
Martos, J; Ayuda, R
2002-02-01
The alterations of language and communication seen in children with autistic spectrum disorders (TEA) have some similar and some dissimilar features to those seen in children with specific language disorders (TEL). The basic disorder of TEA seems to be due to alterations in the social and mental use of codes of communication, both verbal and non verbal. Children with TEL however have better non verbal and practical abilities. In view of this, we decided to determine the qualitative difference in function in communication and language between the two populations. The great heterogeneity between persons with autistic spectrum disorders and even variation between individuals makes investigation of large groups difficult. It is therefore necessary to study individual cases or groups with small numbers. If we fix our attention on language and communication, it is important to define subtypes of function with the population affected by the autistic spectrum of disorders at an early age, in the fields of communication, receptive language and expressive language in our small sample of persons; taking the normal course of development in each field as the parameter for comparison. This is a pilot study within a long term research project. The results reported here are the preliminary findings of what will be a more extensive study with fuller analysis of the results. The preliminary findings suggest that there are different linguistic and communication function profiles in the different populations compared.
Evaluating the Discriminant Accuracy of a Grammatical Measure With Spanish-Speaking Children
Gutiérrez-Clellen, Vera F.; Restrepo, M. Adelaida; Simón-Cereijido, Gabriela
2012-01-01
Purpose The purpose of this study was to evaluate the discriminant accuracy of a grammatical measure for the identification of language impairment in Latino Spanish-speaking children. The authors hypothesized that if exposure to and use of English as a second language have an effect on the first language, bilingual children might exhibit lower rates of grammatical accuracy than their peers and be more likely to be misclassified. Method Eighty children with typical language development and 80 with language impairment were sampled from 4 different geographical regions and compared using linear discriminant function analysis. Results Results indicated fair-to-good sensitivity from 4;0 to 5;1 years, good sensitivity from 5;2 to 5;11 years, and poor sensitivity above age 6 years. The discriminant functions derived from the exploratory studies were able to predict group membership in confirmatory analyses with fair-to-excellent sensitivity up to age 6 years. Children who were bilingual did not show lower scores and were not more likely to be misclassified compared with their Spanish-only peers. Conclusions The measure seems to be appropriate for identifying language impairment in either Spanish-dominant or Spanish-only speakers between 4 and 6 years of age. However, for older children, supplemental testing is necessary. PMID:17197491
Narratives in Two Languages: Storytelling of Bilingual Cantonese-English Preschoolers.
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.
Incorporating advanced language models into the P300 speller using particle filtering
NASA Astrophysics Data System (ADS)
Speier, W.; Arnold, C. W.; Deshpande, A.; Knall, J.; Pouratian, N.
2015-08-01
Objective. The P300 speller is a common brain-computer interface (BCI) application designed to communicate language by detecting event related potentials in a subject’s electroencephalogram signal. Information about the structure of natural language can be valuable for BCI communication, but attempts to use this information have thus far been limited to rudimentary n-gram models. While more sophisticated language models are prevalent in natural language processing literature, current BCI analysis methods based on dynamic programming cannot handle their complexity. Approach. Sampling methods can overcome this complexity by estimating the posterior distribution without searching the entire state space of the model. In this study, we implement sequential importance resampling, a commonly used particle filtering (PF) algorithm, to integrate a probabilistic automaton language model. Main result. This method was first evaluated offline on a dataset of 15 healthy subjects, which showed significant increases in speed and accuracy when compared to standard classification methods as well as a recently published approach using a hidden Markov model (HMM). An online pilot study verified these results as the average speed and accuracy achieved using the PF method was significantly higher than that using the HMM method. Significance. These findings strongly support the integration of domain-specific knowledge into BCI classification to improve system performance.
Indonesian Sign Language Number Recognition using SIFT Algorithm
NASA Astrophysics Data System (ADS)
Mahfudi, Isa; Sarosa, Moechammad; Andrie Asmara, Rosa; Azrino Gustalika, M.
2018-04-01
Indonesian sign language (ISL) is generally used for deaf individuals and poor people communication in communicating. They use sign language as their primary language which consists of 2 types of action: sign and finger spelling. However, not all people understand their sign language so that this becomes a problem for them to communicate with normal people. this problem also becomes a factor they are isolated feel from the social life. It needs a solution that can help them to be able to interacting with normal people. Many research that offers a variety of methods in solving the problem of sign language recognition based on image processing. SIFT (Scale Invariant Feature Transform) algorithm is one of the methods that can be used to identify an object. SIFT is claimed very resistant to scaling, rotation, illumination and noise. Using SIFT algorithm for Indonesian sign language recognition number result rate recognition to 82% with the use of a total of 100 samples image dataset consisting 50 sample for training data and 50 sample images for testing data. Change threshold value get affect the result of the recognition. The best value threshold is 0.45 with rate recognition of 94%.
Yu, Kevin K.; Cheung, Charlton; Chua, Siew E.; McAlonan, Gráinne M.
2011-01-01
Background The question of whether Asperger syndrome can be distinguished from autism has attracted much debate and may even incur delay in diagnosis and intervention. Accordingly, there has been a proposal for Asperger syndrome to be subsumed under autism in the forthcoming Diagnostic and Statistical Manual of Mental Disorders, fifth edition, in 2013. One approach to resolve this question has been to adopt the criterion of absence of clinically significant language or cognitive delay — essentially, the “absence of language delay.” To our knowledge, this is the first meta-analysis of magnetic resonance imaging (MRI) studies of people with autism to compare absence with presence of language delay. It capitalizes on the voxel-based morphometry (VBM) approach to systematically explore the whole brain for anatomic correlates of delay and no delay in language acquisition in people with autism spectrum disorders. Methods We conducted a systematic search for VBM MRI studies of grey matter volume in people with autism. Studies with a majority (at least 70%) of participants with autism diagnoses and a history of language delay were assigned to the autism group (n = 151, control n = 190). Those with a majority (at least 70%) of individuals with autism diagnoses and no language delay were assigned to the Asperger syndrome group (n = 149, control n = 214). We entered study coordinates into anatomic likelihood estimation meta-analysis software with sampling size weighting to compare grey matter summary maps driven by Asperger syndrome or autism. Results The summary autism grey matter map showed lower volumes in the cerebellum, right uncus, dorsal hippocampus and middle temporal gyrus compared with controls; grey matter volumes were greater in the bilateral caudate, prefrontal lobe and ventral temporal lobe. The summary Asperger syndrome map indicated lower grey matter volumes in the bilateral amygdala/hippocampal gyrus and prefrontal lobe, left occipital gyrus, right cerebellum, putamen and precuneus compared with controls; grey matter volumes were greater in more limited regions, including the bilateral inferior parietal lobule and the left fusiform gyrus. Both Asperger syndrome and autism studies reported volume increase in clusters in the ventral temporal lobe of the left hemisphere. Limitations We assigned studies to autism and Asperger syndrome groups for separate analyses of the data and did not carry out a direct statistical group comparison. In addition, studies available for analysis did not capture the entire spectrum, therefore we cannot be certain that our findings apply to a wider population than that sampled. Conclusion Whereas grey matter differences in people with Asperger syndrome compared with controls are sparser than those reported in studies of people with autism, the distribution and direction of differences in each category are distinctive. PMID:21406158
Yu, Kevin K; Cheung, Charlton; Chua, Siew E; McAlonan, Gráinne M
2011-11-01
The question of whether Asperger syndrome can be distinguished from autism has attracted much debate and may even incur delay in diagnosis and intervention. Accordingly, there has been a proposal for Asperger syndrome to be subsumed under autism in the forthcoming Diagnostic and Statistical Manual of Mental Disorders, fifth edition, in 2013. One approach to resolve this question has been to adopt the criterion of absence of clinically significant language or cognitive delay--essentially, the "absence of language delay." To our knowledge, this is the first meta-analysis of magnetic resonance imaging (MRI) studies of people with autism to compare absence with presence of language delay. It capitalizes on the voxel-based morphometry (VBM) approach to systematically explore the whole brain for anatomic correlates of delay and no delay in language acquisition in people with autism spectrum disorders. We conducted a systematic search for VBM MRI studies of grey matter volume in people with autism. Studies with a majority (at least 70%) of participants with autism diagnoses and a history of language delay were assigned to the autism group (n = 151, control n = 190). Those with a majority (at least 70%) of individuals with autism diagnoses and no language delay were assigned to the Asperger syndrome group (n = 149, control n = 214). We entered study coordinates into anatomic likelihood estimation meta-analysis software with sampling size weighting to compare grey matter summary maps driven by Asperger syndrome or autism. The summary autism grey matter map showed lower volumes in the cerebellum, right uncus, dorsal hippocampus and middle temporal gyrus compared with controls; grey matter volumes were greater in the bilateral caudate, prefrontal lobe and ventral temporal lobe. The summary Asperger syndrome map indicated lower grey matter volumes in the bilateral amygdala/hippocampal gyrus and prefrontal lobe, left occipital gyrus, right cerebellum, putamen and precuneus compared with controls; grey matter volumes were greater in more limited regions, including the bilateral inferior parietal lobule and the left fusiform gyrus. Both Asperger syndrome and autism studies reported volume increase in clusters in the ventral temporal lobe of the left hemisphere. We assigned studies to autism and Asperger syndrome groups for separate analyses of the data and did not carry out a direct statistical group comparison. In addition, studies available for analysis did not capture the entire spectrum, therefore we cannot be certain that our findings apply to a wider population than that sampled. Whereas grey matter differences in people with Asperger syndrome compared with controls are sparser than those reported in studies of people with autism, the distribution and direction of differences in each category are distinctive. © 2011 Canadian Medical Association
Genetic and Environmental Links Between Natural Language Use and Cognitive Ability in Toddlers.
Canfield, Caitlin F; Edelson, Lisa R; Saudino, Kimberly J
2017-03-01
Although the phenotypic correlation between language and nonverbal cognitive ability is well-documented, studies examining the etiology of the covariance between these abilities are scant, particularly in very young children. The goal of this study was to address this gap in the literature by examining the genetic and environmental links between language use, assessed through conversational language samples, and nonverbal cognition in a sample of 3-year-old twins (N = 281 pairs). Significant genetic and nonshared environmental influences were found for nonverbal cognitive ability and language measures, including mean length of utterance and number of different words, as well as significant genetic covariance between cognitive ability and both language measures. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.
The Foreign Language Feature Film and Language Teaching Activities.
ERIC Educational Resources Information Center
Chappell, Martin
1986-01-01
Analysis of foreign language films, featuring consideration of film sequence, image and film analysis, and literary adaptation, is an effective teaching activity with foreign language students. An example illustrates film analysis activities in a first-year French class. (CB)
Bishop, Dorothy V.M.
2018-01-01
Background It has been suggested that failure to establish cerebral lateralisation may be related to developmental language disorder (DLD). There has been weak support for any link with handedness, but more consistent reports of associations with functional brain lateralisation for language. The consistency of lateralisation across different functions may also be important. We aimed to replicate previous findings of an association between DLD and reduced laterality on a quantitative measure of hand preference (reaching across the midline) and on language laterality assessed using functional transcranial Doppler ultrasound (fTCD). Methods From a sample of twin children aged from 6;0 to 11;11 years, we identified 107 cases of DLD and 156 typically-developing comparison cases for whom we had useable data from fTCD yielding a laterality index (LI) for language function during an animation description task. Handedness data were also available for these children. Results Indices of handedness and language laterality for this twin sample were similar to those previously reported for single-born children. There were no differences between the DLD and TD groups on measures of handedness or language lateralisation, or on a categorical measure of consistency of left hemisphere dominance. Contrary to prediction, there was a greater incidence of right lateralisation for language in the TD group (19.90%) than the DLD group (9.30%), confirming that atypical laterality is not inconsistent with typical language development. We also failed to replicate associations between language laterality and language test scores. Discussion and Conclusions Given the large sample studied here and the range of measures, we suggest that previous reports of atypical manual or language lateralisation in DLD may have been false positives. PMID:29333343
NASA Astrophysics Data System (ADS)
Saddhono, Kundharu
2018-03-01
Teaching Indonesian to Speakers of Other Languages (TISOL) program is increasingly in demand by people in various parts of the world. Foreign students learn a lot of Indonesian language in major cities in Indonesia. The purpose of this study is to explain the cultural and social changes of foreign students in Indonesia, especially in Java, which is following TISOL program. This study focused on the influence of Javanese culture on foreign students studying Indonesian in Java. Research method used is descriptive qualitative with ethnography approach. This research was conducted in TISOL program organized by in Central Java, East Java, and Yogyakarta. Sources of data used are documents and informants. The sampling technique used is purposive sampling. Purposive sampling is considered more capable to obtain complete data in the face of various realities. Data collection techniques are done by reviewing documents or records using content analysis techniques. Other techniques used are interview techniques with some students and lecturers to get data about the factors that affect the cultural and social changes of foreign students in Indonesia. Also, interviews were also conducted with teachers to request a different process in TISOL. The most common way used to improve validity in qualitative research is the triangulation technique. In this study used triangulation theory, triangulation method, and review of informants. The results show that using Javanese culture is very influential in the cultural and social changes of foreign students in Indonesia. Students become more enthusiastic and active in responding to learning in TISOL that is influenced by Javanese culture. The change comes from internal and external students. This change helps foreign students to understand Indonesian language and culture more comprehensively.
Jednoróg, Katarzyna; Marchewka, Artur; Altarelli, Irene; Monzalvo Lopez, Ana Karla; van Ermingen-Marbach, Muna; Grande, Marion; Grabowska, Anna; Heim, Stefan; Ramus, Franck
2015-05-01
The neural basis of specific reading disability (SRD) remains only partly understood. A dozen studies have used voxel-based morphometry (VBM) to investigate gray matter volume (GMV) differences between SRD and control children, however, recent meta-analyses suggest that few regions are consistent across studies. We used data collected across three countries (France, Poland, and Germany) with the aim of both increasing sample size (236 SRD and controls) to obtain a clearer picture of group differences, and of further assessing the consistency of the findings across languages. VBM analysis reveals a significant group difference in a single cluster in the left thalamus. Furthermore, we observe correlations between reading accuracy and GMV in the left supramarginal gyrus and in the left cerebellum, in controls only. Most strikingly, we fail to replicate all the group differences in GMV reported in previous studies, despite the superior statistical power. The main limitation of this study is the heterogeneity of the sample drawn from different countries (i.e., speaking languages with varying orthographic transparencies) and selected based on different assessment batteries. Nevertheless, analyses within each country support the conclusions of the cross-linguistic analysis. Explanations for the discrepancy between the present and previous studies may include: (1) the limited suitability of VBM to reveal the subtle brain disruptions underlying SRD; (2) insufficient correction for multiple statistical tests and flexibility in data analysis, and (3) publication bias in favor of positive results. Thus the study echoes widespread concerns about the risk of false-positive results inherent to small-scale VBM studies. © 2015 Wiley Periodicals, Inc.
Guerrero, Erick G; Khachikian, Tenie; Kim, Tina; Kong, Yinfei; Vega, William A
2013-12-01
Quality of care, such as provision of services in Spanish, is a common factor believed to improve treatment engagement among Spanish-speaking Latinos in health care. However, there is little evidence that Spanish language proficiency among providers increases treatment access and retention in publicly funded substance abuse treatment. We analyzed client and program data collected in 2010-2011 from publicly funded treatment programs in Los Angeles County, California. An analytic sample of 1903 Latino clients nested within 40 treatment programs located in minority communities was analyzed using multilevel negative binomial regressions on days to initiate and spent in treatment. As hypothesized, Spanish language proficiency was negatively associated with client wait time and positively associated with retention in treatment, after controlling for individual and program characteristics. The path analysis models showed that Spanish language proficiency played a mediating role between professional accreditation and client wait time and retention. These preliminary findings provide an evidentiary base for the role of providers' Spanish language proficiency and Latino engagement in treatment for a population at high risk of treatment dropout. Implications related to health care reform legislation, which seeks to enhance linguistically competent care, are discussed. © 2013.
Gasquoine, Philip Gerard; Gonzalez, Cassandra Dayanira
2012-05-01
Conventional neuropsychological norms developed for monolinguals likely overestimate normal performance in bilinguals on language but not visual-perceptual format tests. This was studied by comparing neuropsychological false-positive rates using the 50th percentile of conventional norms and individual comparison standards (Picture Vocabulary or Matrix Reasoning scores) as estimates of preexisting neuropsychological skill level against the number expected from the normal distribution for a consecutive sample of 56 neurologically intact, bilingual, Hispanic Americans. Participants were tested in separate sessions in Spanish and English in the counterbalanced order on La Bateria Neuropsicologica and the original English language tests on which this battery was based. For language format measures, repeated-measures multivariate analysis of variance showed that individual estimates of preexisting skill level in English generated the mean number of false positives most approximate to that expected from the normal distribution, whereas the 50th percentile of conventional English language norms did the same for visual-perceptual format measures. When using conventional Spanish or English monolingual norms for language format neuropsychological measures with bilingual Hispanic Americans, individual estimates of preexisting skill level are recommended over the 50th percentile.
Morello, Aline Nunes da Cruz; Lima, Tatiane Machado; Brandão, Lenisa
2017-01-01
ABSTRACT Alzheimer's disease considerably compromises communication skills. Language changes become more prominent as the disease progresses. Deterioration of language and cognition reduces the ability of holding conversations, which has a negative impact on social interaction. OBJECTIVE: To conduct a systematic review of the literature for articles reporting interventions focused on the language and communication of people with Alzheimer's disease (AD) without use of medication. METHODS: We performed a search using the keywords Alzheimer's disease, language, communication, cognition, cognitive intervention, rehabilitation and therapy, and their corresponding Portuguese and Spanish terms, on the SciELO, LILACS, PubMed and PsychINFO databases. We analyzed intervention studies published from 1993 to 2016 that involved stimulation of language skills and/or communication with pre-and post-intervention quantitative results, and whose samples included at least 50% with a diagnosis of probable AD. Studies were analyzed and classified into four levels of evidence, according to the criteria described in the literature. RESULTS: Twenty-eight articles were included. The majority of the designs had medium-to-low scientific evidence. Most interventions showed benefits for at least one language or communicative skill. Eight types of interventions emerged from the analysis of the studies. Further research with higher levels of evidence is recommended in the investigation of interventions focused on language and communication skills of patients with dementia. CONCLUSION: Studies with high levels of evidence on the topic investigated are only being conducted on a small scale. Two intervention techniques seem potentially effective: lexical-semantic approaches and interventions that work with different cognitive skills (including language). PMID:29213519
Language, gesture, and handedness: Evidence for independent lateralized networks.
Häberling, Isabelle S; Corballis, Paul M; Corballis, Michael C
2016-09-01
Language, gesture, and handedness are in most people represented in the left cerebral hemisphere. To explore the relations among these attributes, we collected fMRI images in a large sample of left- and right-handers while they performed language tasks and watched action sequences. Regions of interest included the frontal and parietal areas previously identified as comprising an action-observation network, and the frontal and temporal areas comprising the primary areas for language production and comprehension. All of the language areas and most of the action-observation areas showed an overall left-hemispheric bias, despite the participation of equal numbers of left- and right-handers. A factor analysis of the laterality indices derived from the different areas during the tasks indicated three independent networks, one associated with language, one associated with handedness, and one representing action observation independent of handedness. Areas 44 and 45, which together make up Broca's area, were part of the language and action-observation networks, but were not included in the part of the action observation network that was related to handedness, which in turn was strongly linked to areas in the parietal lobe. These results suggest an evolutionary scenario in which the primate mirror neuron system (MNS) became increasingly lateralized, and later fissioned onto subsystems with one mediating language and the other mediating the execution and observation of manual actions. The second network is further subdivided into one dependent on hand preference and one that is not, providing new insight into the tripartite system of language, handedness, and praxis. Copyright © 2016 Elsevier Ltd. All rights reserved.
Bishop, Dorothy V M; Laws, Glynis; Adams, Caroline; Norbury, Courtenay Frazier
2006-03-01
Previous twin studies have demonstrated high heritability of specific language impairment (SLI) when the diagnosis is based on psychometric testing. The current study measured the effectiveness of parent and teacher ratings of communication skills in identifying heritable language impairment. The Children's Communication Checklist was completed by parents and teachers of 6-year-old twins recruited from a general population sample. One hundred and thirty twin pairs (65 MZ) were selected because at least one twin had low language skills at 4 years of age; a further 66 pairs (37 MZ) were a low risk group with no indication of language difficulties at 4 years. Internal consistency, inter-rater reliability, and validity in identifying language impairment were assessed for all CCC scales. CCC scales, especially those assessing structural language skills, were highly effective in identifying cases of language impairment, but agreement between parent and teacher ratings was modest. Genetic analysis revealed negligible environmental influence and substantial genetic influence on most scales. A rater-specific effects model was fit to the data to assess how far parents and teachers assess a common genetic factor on the CCC. Ratings of parents and teachers were influenced to some extent by the same child characteristics, but rater-specific effects were also evident, especially on scales measuring pragmatic aspects of communication. This study shows that there are strong genetic influences on both structural and pragmatic language impairments in children, and these can be detected using a simple checklist completed by parents or teachers.
The Home Language Environment of Monolingual and Bilingual Children and Their Language Proficiency
ERIC Educational Resources Information Center
Scheele, Anna F.; Leseman, Paul P. M.; Mayo, Aziza Y.
2010-01-01
This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant Moroccan-Dutch (n = 46) and Turkish-Dutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite…
ERIC Educational Resources Information Center
Azar, Fereshteh Khaffafi; Saeidi, Mahnaz
2013-01-01
The present study investigated the relationship between Iranian EFL learners' learning strategies use and their language learning beliefs. A sample of 200 Iranian EFL learners who were all English language learners at different language institutes participated in this study. Two instruments, Beliefs about Language Learning Inventory (BALLI) and…
ERIC Educational Resources Information Center
Buggey, Tom
In this investigation, a case study approach was used with two preschool children with language delays to determine whether videotaped self-modeling (VSM) intervention would influence their expressive language development. Language samples of both children were videotaped and then edited to leave only the best examples of the target language…
ERIC Educational Resources Information Center
Zarei, Abbas Ali; Rahmani, Hanieh
2015-01-01
The present study investigated the relationship between Iranian EFL learners' beliefs about language learning and language learning strategy use. A sample of 104 B.A and M.A Iranian EFL learners majoring in English participated in this study. Three instruments, the Michigan Test of English Language Proficiency (MTELP), Beliefs about Language…
ERIC Educational Resources Information Center
Pray, Lisa
2009-01-01
The investigator compared the linguistic characteristics of Spanish and English language samples taken from English language learners (ELLs) diagnosed with an academic learning disability (LD) and ELLs in general education to determine if the errors and characteristics of their language use differ. There was a statistically significant difference…
Language, the Learner and the School. Penguin Papers in Education.
ERIC Educational Resources Information Center
Barnes, Douglas
This book is concerned with language as it is used by the teacher, as it affects the learner, and as it can function to integrate the curriculum. Douglas Barnes, in "Language in the Secondary Classroom," discusses the student-teacher language interaction in 12 sample lessons, and analyzes the importance upon student learning of the languages used…
ERIC Educational Resources Information Center
Golberg, Heather; Paradis, Johanne; Crago, Martha
2008-01-01
The English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency…
ERIC Educational Resources Information Center
Schiefelbusch, R. L.; Rogers-Warren, Ann
The report examines longitudinal research on language generalization in natural environments of 32 severely retarded, moderately retarded, and mildly language delayed preschool children. All Ss received language training on one of two programs and Ss' speech samples in a natural environment were collected and analyzed for evidence of…
The Correlation among EFL Learners' Test Anxiety, Foreign Language Anxiety and Language Achievement
ERIC Educational Resources Information Center
Cakici, Dilek
2016-01-01
The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayis…
Towards an understanding of dimensions, predictors, and gender gap in written composition
Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy
2014-01-01
We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing. PMID:25937667
Evaluation of criteria for developing traffic safety materials for Latinos.
Streit-Kaplan, Erica L; Miara, Christine; Formica, Scott W; Gallagher, Susan Scavo
2011-03-01
This quantitative study assessed the validity of guidelines that identified four key characteristics of culturally appropriate Spanish-language traffic safety materials: language, translation, formative evaluation, and credible source material. From a sample of 190, the authors randomly selected 12 Spanish-language educational materials for analysis by 15 experts. Hypotheses included that the experts would rate materials with more of the key characteristics as more effective (likely to affect behavioral change) and rate materials originally developed in Spanish and those that utilized formative evaluation (e.g., pilot tests, focus groups) as more culturally appropriate. Although results revealed a weak association between the number of key characteristics in a material and the rating of its effectiveness, reviewers rated materials originally created in Spanish and those utilizing formative evaluation as significantly more culturally appropriate. The findings and methodology demonstrated important implications for developers and evaluators of any health-related materials for Spanish speakers and other population groups.
Villafranca, Alexander; Kereliuk, Stephanie; Hamlin, Colin; Johnson, Andrea; Jacobsohn, Eric
2017-01-01
To facilitate informed consent, consent forms should use language below the grade eight level. Research Ethics Boards (REBs) provide consent form templates to facilitate this goal. Templates with inappropriate language could promote consent forms that participants find difficult to understand. However, a linguistic analysis of templates is lacking. We reviewed the websites of 124 REBs for their templates. These included English language medical school REBs in Australia/New Zealand (n = 23), Canada (n = 14), South Africa (n = 8), the United Kingdom (n = 34), and a geographically-stratified sample from the United States (n = 45). Template language was analyzed using Coh-Metrix linguistic software (v.3.0, Memphis, USA). We evaluated the proportion of REBs with five key linguistic outcomes at or below grade eight. Additionally, we compared quantitative readability to the REBs' own readability standards. To determine if the template's country of origin or the presence of a local REB readability standard influenced the linguistic variables, we used a MANOVA model. Of the REBs who provided templates, 0/94 (0%, 95% CI = 0-3.9%) provided templates with all linguistic variables at or below the grade eight level. Relaxing the standard to a grade 12 level did not increase this proportion. Further, only 2/22 (9.1%, 95% CI = 2.5-27.8) REBs met their own readability standard. The country of origin (DF = 20, 177.5, F = 1.97, p = 0.01), but not the presence of an REB-specific standard (DF = 5, 84, F = 0.73, p = 0.60), influenced the linguistic variables. Inappropriate language in templates is an international problem. Templates use words that are long, abstract, and unfamiliar. This could undermine the validity of participant informed consent. REBs should set a policy of screening templates with linguistic software.
Effect sizes and cut-off points: a meta-analytical review of burnout in latin American countries.
García-Arroyo, Jose; Osca Segovia, Amparo
2018-05-02
Burnout is a highly prevalent globalized health issue that causes significant physical and psychological health problems. In Latin America research on this topic has increased in recent years, however there are no studies comparing results across countries, nor normative reference cut-offs. The present meta-analysis examines the intensity of burnout (emotional exhaustion, cynicism and personal accomplishment) in 58 adult nonclinical samples from 8 countries (Argentina, Brazil, Chile, Colombia, Ecuador, Mexico, Peru and Venezuela). We found low intensity of burnout but there are significant differences between countries in emotional exhaustion explained by occupation and language. Social and human service professionals (police officers, social workers, public administration staff) are more exhausted than health professionals (physicians, nurses) or teachers. The samples with Portuguese language score higher in emotional exhaustion than Spanish, supporting the theory of cultural relativism. Demographics (sex, age) and study variables (sample size, instrument), were not found significant to predict burnout. The effect size and confidence intervals found are proposed as a useful baseline for research and medical diagnosis of burnout in Latin American countries.
Patton, Desmond Upton; MacBeth, Jamie; Schoenebeck, Sarita; Shear, Katherine; McKeown, Kathleen
2018-01-01
There is a dearth of research investigating youths' experience of grief and mourning after the death of close friends or family. Even less research has explored the question of how youth use social media sites to engage in the grieving process. This study employs qualitative analysis and natural language processing to examine tweets that follow 2 deaths. First, we conducted a close textual read on a sample of tweets by Gakirah Barnes, a gang-involved teenaged girl in Chicago, and members of her Twitter network, over a 19-day period in 2014 during which 2 significant deaths occurred: that of Raason "Lil B" Shaw and Gakirah's own death. We leverage the grief literature to understand the way Gakirah and her peers express thoughts, feelings, and behaviors at the time of these deaths. We also present and explain the rich and complex style of online communication among gang-involved youth, one that has been overlooked in prior research. Next, we overview the natural language processing output for expressions of loss and grief in our data set based on qualitative findings and present an error analysis on its output for grief. We conclude with a call for interdisciplinary research that analyzes online and offline behaviors to help understand physical and emotional violence and other problematic behaviors prevalent among marginalized communities.
Patton, Desmond Upton; MacBeth, Jamie; Schoenebeck, Sarita; Shear, Katherine; McKeown, Kathleen
2018-01-01
There is a dearth of research investigating youths’ experience of grief and mourning after the death of close friends or family. Even less research has explored the question of how youth use social media sites to engage in the grieving process. This study employs qualitative analysis and natural language processing to examine tweets that follow 2 deaths. First, we conducted a close textual read on a sample of tweets by Gakirah Barnes, a gang-involved teenaged girl in Chicago, and members of her Twitter network, over a 19-day period in 2014 during which 2 significant deaths occurred: that of Raason “Lil B” Shaw and Gakirah’s own death. We leverage the grief literature to understand the way Gakirah and her peers express thoughts, feelings, and behaviors at the time of these deaths. We also present and explain the rich and complex style of online communication among gang-involved youth, one that has been overlooked in prior research. Next, we overview the natural language processing output for expressions of loss and grief in our data set based on qualitative findings and present an error analysis on its output for grief. We conclude with a call for interdisciplinary research that analyzes online and offline behaviors to help understand physical and emotional violence and other problematic behaviors prevalent among marginalized communities. PMID:29636619
AAC Language Activity Monitoring: Entering the New Millennium.
ERIC Educational Resources Information Center
Hill, Katya; Romich, Barry
This report describes how augmentative and alternative communication (AAC) automated language activity monitoring can provide clinicians with the tools they need to collect and analyze language samples from the natural environment of children with disabilities for clinical intervention and outcomes measurements. The Language Activity Monitor (LAM)…
The African Language Program at Michigan State University.
ERIC Educational Resources Information Center
Dwyer, David
1979-01-01
Describes the African language program at Michigan State University, which provides (1) supervised, individualized instruction for high-demand languages, on two levels; (2) regular classroom instruction for Swahili and Hausa; and (3) non-credit, self-instructional programs for low-demand languages. Sample forms are appended. (AM)
Discrimination of the Language Behavior of College- and Middle-Aged Encoders.
ERIC Educational Resources Information Center
And Others; Gorcyca, Diane Atkinson
1979-01-01
Language samples of college- and middle-aged respondents were analyzed to determine if the language use of college students is appropriate for generalizations to other elements of the population. (PD)
NASA Astrophysics Data System (ADS)
Kelly, Jacquelyn
Students may use the technical engineering terms without knowing what these words mean. This creates a language barrier in engineering that influences student learning. Previous research has been conducted to characterize the difference between colloquial and scientific language. Since this research had not yet been applied explicitly to engineering, conclusions from the area of science education were used instead. Various researchers outlined strategies for helping students acquire scientific language. However, few examined and quantified the relationship it had on student learning. A systemic functional linguistics framework was adopted for this dissertation which is a framework that has not previously been used in engineering education research. This study investigated how engineering language proficiency influenced conceptual understanding of introductory materials science and engineering concepts. To answer the research questions about engineering language proficiency, a convenience sample of forty-one undergraduate students in an introductory materials science and engineering course was used. All data collected was integrated with the course. Measures included the Materials Concept Inventory, a written engineering design task, and group observations. Both systemic functional linguistics and mental models frameworks were utilized to interpret data and guide analysis. A series of regression analyses were conducted to determine if engineering language proficiency predicts group engineering term use, if conceptual understanding predicts group engineering term use, and if conceptual understanding predicts engineering language proficiency. Engineering academic language proficiency was found to be strongly linked to conceptual understanding in the context of introductory materials engineering courses. As the semester progressed, this relationship became even stronger. The more engineering concepts students are expected to learn, the more important it is that they are proficient in engineering language. However, exposure to engineering terms did not influence engineering language proficiency. These results stress the importance of engineering language proficiency for learning, but warn that simply exposing students to engineering terms does not promote engineering language proficiency.
Zubrick, Stephen R; Taylor, Catherine L; Christensen, Daniel
2015-01-01
Oral language is the foundation of literacy. Naturally, policies and practices to promote children's literacy begin in early childhood and have a strong focus on developing children's oral language, especially for children with known risk factors for low language ability. The underlying assumption is that children's progress along the oral to literate continuum is stable and predictable, such that low language ability foretells low literacy ability. This study investigated patterns and predictors of children's oral language and literacy abilities at 4, 6, 8 and 10 years. The study sample comprised 2,316 to 2,792 children from the first nationally representative Longitudinal Study of Australian Children (LSAC). Six developmental patterns were observed, a stable middle-high pattern, a stable low pattern, an improving pattern, a declining pattern, a fluctuating low pattern, and a fluctuating middle-high pattern. Most children (69%) fit a stable middle-high pattern. By contrast, less than 1% of children fit a stable low pattern. These results challenged the view that children's progress along the oral to literate continuum is stable and predictable. Multivariate logistic regression was used to investigate risks for low literacy ability at 10 years and sensitivity-specificity analysis was used to examine the predictive utility of the multivariate model. Predictors were modelled as risk variables with the lowest level of risk as the reference category. In the multivariate model, substantial risks for low literacy ability at 10 years, in order of descending magnitude, were: low school readiness, Aboriginal and/or Torres Strait Islander status and low language ability at 8 years. Moderate risks were high temperamental reactivity, low language ability at 4 years, and low language ability at 6 years. The following risk factors were not statistically significant in the multivariate model: Low maternal consistency, low family income, health care card, child not read to at home, maternal smoking, maternal education, family structure, temperamental persistence, and socio-economic area disadvantage. The results of the sensitivity-specificity analysis showed that a well-fitted multivariate model featuring risks of substantive magnitude did not do particularly well in predicting low literacy ability at 10 years.
The Impact of Electronic Communication Technology on Written Language
ERIC Educational Resources Information Center
Hamzah, Mohd. Sahandri Gani B.; Ghorbani, Mohd. Reza; Abdullah, Saifuddin Kumar B.
2009-01-01
Communication technology is changing things. Language is no exception. Some language researchers argue that language is deteriorating due to increased use in electronic communication. The present paper investigated 100 randomly selected electronic mails (e-mails) and 50 short messaging system (SMS) messages of a representative sample of…
ERIC Educational Resources Information Center
Winheller, Sandra; Hattie, John A.; Brown, Gavin T. L.
2013-01-01
This study used data from the Assessment Tools for Teaching and Learning project, which involved data on the academic performance of more than 90,000 New Zealand students in six subjects (i.e. reading, writing and mathematics in two languages). Two sub-samples of this dataset were included for detailed re-analysis to test the general applicability…
Examining the Impact of Explicit Language Instruction in Writers Workshop on ELL Student Writing
ERIC Educational Resources Information Center
Wiley, Adrienne; McKernan, Jonathan
2017-01-01
In the context of our work as literacy specialists, we taught teachers to use sentence frames to support ELL students' writing. We then studied the impact of their instruction on students. Our analysis of student writing samples revealed no group wide developmental trends so we posed deeper questions about their work using the data analysis…
Foreign Language Analysis and Recognition (FLARe) Initial Progress
2012-11-29
University Language Modeling ToolKit CoMMA Count Mediated Morphological Analysis CRUD Create, Read , Update & Delete CPAN Comprehensive Perl Archive...DATES COVERED (From - To) 1 October 2010 – 30 September 2012 4. TITLE AND SUBTITLE Foreign Language Analysis and Recognition (FLARe) Initial Progress...AFRL-RH-WP-TR-2012-0165 FOREIGN LANGUAGE ANALYSIS AND RECOGNITION (FLARE) INITIAL PROGRESS Brian M. Ore
NASA Astrophysics Data System (ADS)
Marks, Jamar Terry
The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction with traditional science classroom instruction as compared to when instructed using solely traditional science classroom instruction. The targeted sample population consisted of fourth-grade students enrolled in a public elementary school located in the southeastern region of the United States. The convenience sample size consisted of 115 fourth-grade students enrolled in science classes. The pretest and posttest academic achievement data collected consisted of the science segment from the Spring 2015, and Spring 2016 state standardized assessments. Pretest and posttest academic achievement data were analyzed using an ANCOVA statistical procedure to test for differences, and the researcher reported the results of the statistical analysis. The results of the study show no significant difference in science academic achievement between treatment and control groups. An interpretation of the results and recommendations for future research were provided by the researcher upon completion of the statistical analysis.
Formal verification of medical monitoring software using Z language: a representative sample.
Babamir, Seyed Morteza; Borhani, Mehdi
2012-08-01
Medical monitoring systems are useful aids assisting physicians in keeping patients under constant surveillance; however, taking sound decision by the systems is a physician concern. As a result, verification of the systems behavior in monitoring patients is a matter of significant. The patient monitoring is undertaken by software in modern medical systems; so, software verification of modern medial systems have been noticed. Such verification can be achieved by the Formal Languages having mathematical foundations. Among others, the Z language is a suitable formal language has been used to formal verification of systems. This study aims to present a constructive method to verify a representative sample of a medical system by which the system is visually specified and formally verified against patient constraints stated in Z Language. Exploiting our past experience in formal modeling Continuous Infusion Insulin Pump (CIIP), we think of the CIIP system as a representative sample of medical systems in proposing our present study. The system is responsible for monitoring diabetic's blood sugar.
Goodrich, J Marc; Lonigan, Christopher J; Kleuver, Cherie G; Farver, Joann M
2016-09-01
In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54·51 months, 54·3% male; Sample 2: N = 116, mean age = 60·70 months, 56·0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9-12 months apart. We examined whether unique L1 and L2 vocabulary at time 1 predicted later L2 and L1 vocabulary, respectively. Results indicated that unique L1 vocabulary did not predict later L2 vocabulary after controlling for initial L2 vocabulary. An identical pattern of results emerged for L1 vocabulary outcomes. We also examined whether children acquired translational equivalents for words known in one language but not the other. Results indicated that children acquired translational equivalents, providing partial support for the transfer of vocabulary knowledge across languages.
Chaves, Cristiane Ribeiro; Campbell, Melanie; Côrtes Gama, Ana Cristina
2017-03-01
This study aimed to determine the influence of native language on the auditory-perceptual assessment of voice, as completed by Brazilian and Anglo-Canadian listeners using Brazilian vocal samples and the grade, roughness, breathiness, asthenia, strain (GRBAS) scale. This is an analytical, observational, comparative, and transversal study conducted at the Speech Language Pathology Department of the Federal University of Minas Gerais in Brazil, and at the Communication Sciences and Disorders Department of the University of Alberta in Canada. The GRBAS scale, connected speech, and a sustained vowel were used in this study. The vocal samples were drawn randomly from a database of recorded speech of Brazilian adults, some with healthy voices and some with voice disorders. The database is housed at the Federal University of Minas Gerais. Forty-six samples of connected speech (recitation of days of the week), produced by 35 women and 11 men, and 46 samples of the sustained vowel /a/, produced by 37 women and 9 men, were used in this study. The listeners were divided into two groups of three speech therapists, according to nationality: Brazilian or Anglo-Canadian. The groups were matched according to the years of professional experience of participants. The weighted kappa was used to calculate the intra- and inter-rater agreements, with 95% confidence intervals, respectively. An analysis of the intra-rater agreement showed that Brazilians and Canadians had similar results in auditory-perceptual evaluation of sustained vowel and connected speech. The results of the inter-rater agreement of connected speech and sustained vowel indicated that Brazilians and Canadians had, respectively, moderate agreement on the overall severity (0.57 and 0.50), breathiness (0.45 and 0.45), and asthenia (0.50 and 0.46); poor correlation on roughness (0.19 and 0.007); and weak correlation on strain to connected speech (0.22), and moderate correlation to sustained vowel (0.50). In general, auditory-perceptual evaluation is not influenced by the native language on most dimensions of the perceptual parameters of the GRBAS scale. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
Exploring Cultural Competence amongst OT Students.
Govender, Pragashnie; Mpanza, December M; Carey, Tarryn; Jiyane, Kwenzile; Andrews, Bicolé; Mashele, Sam
2017-01-01
Occupational therapy relies primarily on communication between the therapist and client for effective intervention. Adequate communication may be influenced by language and cultural differences between the therapist and client. Cultural competence in relation to language and culture is thus a vital part in practice. Limited research exists on cultural competence in occupational therapy students. This study thus aimed to explore the cultural competence of final year students and their perceptions of their own cultural competence, with respect to language and culture in their practice as students. An explorative qualitative study design was utilised with a nonprobability purposeful sample of 21 final year undergraduate students at a tertiary institute in South Africa. Three focus groups were conducted, comprising between 6 and 8 students in each group. Thematic analysis using inductive reasoning was undertaken in order to analyse the students' experiences and understanding of cultural competence. Findings of the study suggest that cultural competence, in relation to language and culture, influences the occupational therapy intervention process. It was shown to both positively and negatively influence intervention through supporting or hindering rapport building, client centeredness, and effective intervention.
Exploring Cultural Competence amongst OT Students
Mpanza, December M.; Carey, Tarryn; Jiyane, Kwenzile; Andrews, Bicolé; Mashele, Sam
2017-01-01
Occupational therapy relies primarily on communication between the therapist and client for effective intervention. Adequate communication may be influenced by language and cultural differences between the therapist and client. Cultural competence in relation to language and culture is thus a vital part in practice. Limited research exists on cultural competence in occupational therapy students. This study thus aimed to explore the cultural competence of final year students and their perceptions of their own cultural competence, with respect to language and culture in their practice as students. An explorative qualitative study design was utilised with a nonprobability purposeful sample of 21 final year undergraduate students at a tertiary institute in South Africa. Three focus groups were conducted, comprising between 6 and 8 students in each group. Thematic analysis using inductive reasoning was undertaken in order to analyse the students' experiences and understanding of cultural competence. Findings of the study suggest that cultural competence, in relation to language and culture, influences the occupational therapy intervention process. It was shown to both positively and negatively influence intervention through supporting or hindering rapport building, client centeredness, and effective intervention. PMID:29097961
García-Hermoso, Antonio; Esteban-Cornejo, Irene; Olloquequi, Jordi; Ramírez-Vélez, Robinson
2017-08-01
To examine the combined association of fatness and physical fitness components (cardiorespiratory fitness [CRF] and muscular strength) with academic achievement, and to determine whether CRF and muscular strength are mediators of the association between fatness and academic achievement in a nationally representative sample of adolescents from Chile. Data were obtained for a sample of 36 870 adolescents (mean age, 13.8 years; 55.2% boys) from the Chilean System for the Assessment of Educational Quality test for eighth grade in 2011, 2013, and 2014. Physical fitness tests included CRF (20-m shuttle run) and muscular strength (standing long jump). Weight, height, and waist circumference were assessed, and body mass index and waist circumference-to-height ratio were calculated. Academic achievement in language and mathematics was assessed using standardized tests. The PROCESS script developed by Hayes was used for mediation analysis. Compared with unfit and high-fatness adolescents, fit and low-fatness adolescents had significantly higher odds for attaining high academic achievement in language and mathematics. However, in language, unfit and low-fatness adolescents did not have significantly higher odds for obtaining high academic achievement. Those with high fatness had higher academic achievement (both language and mathematics) if they were fit. Linear regression models suggest a partial or full mediation of physical fitness in the association of fatness variables with academic achievement. CRF and muscular strength may attenuate or even counteract the adverse influence of fatness on academic achievement in adolescents. Copyright © 2017 Elsevier Inc. All rights reserved.
NASA Astrophysics Data System (ADS)
Lopez-Ferrao, Julio E.
The purpose of this study is to contribute to the understanding and explanation of the science achievement gap between Spanish-speaking English language learners (ELLs) and their mainstream peers. The sample of purposefully selected participants (N = 23) included students representing eight Spanish-speaking countries who attended three middle schools (grades 6th-8th), 11 boys and 12 girls, with different years of schooling in the United States, English proficiency levels, and science achievement levels. Data gathering strategies included individual interviews with participants, classroom observations, and analysis of secondary data sources on students' English language proficiency and science achievement. Data interpretation strategies using a critical-interpretive perspective consisted of coding and narrative analysis, including analyses of excerpts and case studies. Two major findings emerge from the study: (1) An inverse relation between participants' number of years of exposure to science learning in an English-only learning environment and their science achievement levels; and (2) specific participant-identified problems, such as learning the science vocabulary, writing in science, the use of mathematics in science, and the lack of sense making in the science classroom. Key recommendations comprise: (1) Acknowledging the value of dual language education; (2) supporting the science-literacy connection; (3) ensuring high-quality science through research-informed instructional strategies; and (4) assessing ELLs' science achievement.
Longitudinal trajectories of peer relations in children with specific language impairment.
Mok, Pearl L H; Pickles, Andrew; Durkin, Kevin; Conti-Ramsden, Gina
2014-05-01
Peer relations is a vulnerable area of functioning in children with specific language impairment (SLI), but little is known about the developmental trajectories of individuals. Peer problems were investigated over a 9-year period (from 7 to 16 years of age) in 171 children with a history of SLI. Discrete factor growth modelling was used to chart developmental trajectories. Multinomial logistic regression analysis was conducted to investigate factors associated with group membership. Four distinct developmental trajectories were identified: low-level/no problems in peer relations (22.2% of participants), childhood-limited problems (12.3%), childhood-onset persistent problems (39.2%) and adolescent-onset problems (26.3%). Risk of poor trajectories of peer relations was greater for those children with pragmatic language difficulties. Prosocial behaviour was the factor most strongly associated with trajectory group membership. Overall, the more prosocial children with better pragmatic language skills and lower levels of emotional problems had less difficulty in developing peer relations. Analysis of developmental trajectories enriches our understanding of social development. A sizeable minority in the present sample sustained positive relations through childhood and adolescence, and others overcame early difficulties to achieve low levels of problems by their early teens; the majority, however, showed childhood-onset persistent or adolescent-onset problems. © 2014 The Authors Journal of Child Psychology and Psychiatry published by John Wiley © Sons Ltd on behalf of Association for Child and Adolescent Mental Health.
Performing skin microbiome research: A method to the madness
Kong, Heidi H.; Andersson, Björn; Clavel, Thomas; Common, John E.; Jackson, Scott A.; Olson, Nathan D.; Segre, Julia A.; Traidl-Hoffmann, Claudia
2017-01-01
Growing interest in microbial contributions to human health and disease has increasingly led investigators to examine the microbiome in both healthy skin and cutaneous disorders, including acne, psoriasis and atopic dermatitis. The need for common language, effective study design, and validated methods are critical for high-quality, standardized research. Features, unique to skin, pose particular challenges when conducting microbiome research. This review discusses microbiome research standards and highlights important factors to consider, including clinical study design, skin sampling, sample processing, DNA sequencing, control inclusion, and data analysis. PMID:28063650
ERIC Educational Resources Information Center
Goodrich, J. Marc; Lonigan, Christopher J.; Kleuver, Cherie G.; Farver, Joann M.
2016-01-01
In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54.51 months, 54.3% male; Sample 2: N = 116, mean age = 60·70 months, 56.0% male) completed measures of receptive, expressive, and definitional vocabulary in their first…
Shuttle Data Center File-Processing Tool in Java
NASA Technical Reports Server (NTRS)
Barry, Matthew R.; Miller, Walter H.
2006-01-01
A Java-language computer program has been written to facilitate mining of data in files in the Shuttle Data Center (SDC) archives. This program can be executed on a variety of workstations or via Web-browser programs. This program is partly similar to prior C-language programs used for the same purpose, while differing from those programs in that it exploits the platform-neutrality of Java in implementing several features that are important for analysis of large sets of time-series data. The program supports regular expression queries of SDC archive files, reads the files, interleaves the time-stamped samples according to a chosen output, then transforms the results into that format. A user can choose among a variety of output file formats that are useful for diverse purposes, including plotting, Markov modeling, multivariate density estimation, and wavelet multiresolution analysis, as well as for playback of data in support of simulation and testing.
Quality of Work: Validation of a New Instrument in Three Languages
Steffgen, Georges; Kohl, Diane; Reese, Gerhard; Happ, Christian; Sischka, Philipp
2015-01-01
Introduction and objective: A new instrument to measure quality of work was developed in three languages (German, French and Luxembourgish) and validated in a study of employees working in Luxembourg. Methods and results: A representative sample (n = 1529) was taken and exploratory factor analysis revealed a six-factor solution for the 21-item instrument (satisfaction and respect, mobbing, mental strain at work, cooperation, communication and feedback, and appraisal). Reliability analysis showed satisfying reliability for all six factors and the total questionnaire. In order to examine the construct validity of the new instrument, regression analyses were conducted to test whether the instrument predicted work characteristics’ influence on three components of well-being—burnout, psychological stress and maladaptive coping behaviors. Conclusion: The present validation offers a trilingual inventory for measuring quality of work that may be used, for example, as an assessment tool or for testing the effectiveness of interventions. PMID:26703634
Quality of Work: Validation of a New Instrument in Three Languages.
Steffgen, Georges; Kohl, Diane; Reese, Gerhard; Happ, Christian; Sischka, Philipp
2015-11-26
A new instrument to measure quality of work was developed in three languages (German, French and Luxembourgish) and validated in a study of employees working in Luxembourg. A representative sample (n = 1529) was taken and exploratory factor analysis revealed a six-factor solution for the 21-item instrument (satisfaction and respect, mobbing, mental strain at work, cooperation, communication and feedback, and appraisal). Reliability analysis showed satisfying reliability for all six factors and the total questionnaire. In order to examine the construct validity of the new instrument, regression analyses were conducted to test whether the instrument predicted work characteristics’ influence on three components of well-being -- burnout, psychological stress and maladaptive coping behaviors. The present validation offers a trilingual inventory for measuring quality of work that may be used, for example, as an assessment tool or for testing the effectiveness of interventions.
NASA Technical Reports Server (NTRS)
1974-01-01
Computer program listings as well as graphical and tabulated data needed by the analyst to perform a BRAVO analysis were examined. Graphical aid which can be used to determine the earth coverage of satellites in synchronous equatorial orbits was described. A listing for satellite synthesis computer program as well as a sample printout for the DSCS-11 satellite program and a listing of the symbols used in the program were included. The APL language listing for the payload program cost estimating computer program was given. This language is compatible with many of the time sharing remote terminals computers used in the United States. Data on the intelsat communications network was studied. Costs for telecommunications systems leasing, line of sight microwave relay communications systems, submarine telephone cables, and terrestrial power generation systems were also described.
Individualized Foreign Language Islands: Sample Materials.
ERIC Educational Resources Information Center
Mountain View School District, CA.
Students at Mountain View High School, California, are participating in an experimental foreign language program which is based on individualized instruction within a modular schedule. This collection of sample materials which students and parents receive reflects the goals and requirements of the program. Materials include: (1) program…
Psychometric Evaluation of Lexical Diversity Indices: Assessing Length Effects.
Fergadiotis, Gerasimos; Wright, Heather Harris; Green, Samuel B
2015-06-01
Several novel techniques have been developed recently to assess the breadth of a speaker's vocabulary exhibited in a language sample. The specific aim of this study was to increase our understanding of the validity of the scores generated by different lexical diversity (LD) estimation techniques. Four techniques were explored: D, Maas, measure of textual lexical diversity, and moving-average type-token ratio. Four LD indices were estimated for language samples on 4 discourse tasks (procedures, eventcasts, story retell, and recounts) from 442 adults who are neurologically intact. The resulting data were analyzed using structural equation modeling. The scores for measure of textual lexical diversity and moving-average type-token ratio were stronger indicators of the LD of the language samples. The results for the other 2 techniques were consistent with the presence of method factors representing construct-irrelevant sources. These findings offer a deeper understanding of the relative validity of the 4 estimation techniques and should assist clinicians and researchers in the selection of LD measures of language samples that minimize construct-irrelevant sources.
Textbook presentations of weight: Conceptual difficulties and language ambiguities
NASA Astrophysics Data System (ADS)
Taibu, Rex; Rudge, David; Schuster, David
2015-06-01
The term "weight" has multiple related meanings in both scientific and everyday usage. Even among experts and in textbooks, weight is ambiguously defined as either the gravitational force on an object or operationally as the magnitude of the force an object exerts on a measuring scale. This poses both conceptual and language difficulties for learners, especially for accelerating objects where the scale reading is different from the gravitational force. But while the underlying physical constructs behind the two referents for the term weight (and their relation to each other) are well understood scientifically, it is unclear how the concept of weight should be introduced to students and how the language ambiguities should be dealt with. We investigated treatments of weight in a sample of twenty introductory college physics textbooks, analyzing and coding their content based on the definition adopted, how the distinct constructs were dealt with in various situations, terminologies used, and whether and how language issues were handled. Results indicate that language-related issues, such as different, inconsistent, or ambiguous uses of the terms weight, "apparent weight," and "weightlessness," were prevalent both across and within textbooks. The physics of the related constructs was not always clearly presented, particularly for accelerating bodies such as astronauts in spaceships, and the language issue was rarely addressed. Our analysis of both literature and textbooks leads us to an instructional position which focuses on the physics constructs before introducing the term weight, and which explicitly discusses the associated language issues.
Conway, L J; Levickis, P A; Mensah, F; Smith, J A; Wake, M; Reilly, S
2018-06-21
We explored whether supported (SJE) or coordinated joint engagement (CJE) between mothers recruited from the community and their 24-month-old children who were slow-to-talk at 18 months old were associated with child language scores at ages 24, 36, and 48 months (n = 197). We further explored whether SJE or CJE modified the concurrent positive associations between maternal responsive behaviours and language scores. Previous research has shown that SJE, maternal expansions, imitations, and responsive questions were associated with better language scores. Our main finding was that SJE but not CJE was consistently positively associated with 24- and 36-month-old expressive and receptive language scores, but not with 48-month-old language scores. SJE modified how expansions and imitations, but not responsive questions, were associated with language scores; the associations were evident in all but the highest levels of SJE. Further research is necessary to test these findings in other samples before clinical recommendations can be made.
Procedures for Obtaining and Analyzing Writing Samples of School-Age Children and Adolescents.
Price, Johanna R; Jackson, Sandra C
2015-10-01
Many students' writing skills are below grade-level expectations, and students with oral language difficulties are at particular risk for writing difficulties. Speech-language pathologists' (SLPs') expertise in language applies to both the oral and written modalities, yet evidence suggests that SLPs' confidence regarding writing assessment is low. Writing samples are a clinically useful, criterion-referenced assessment technique that is relevant to helping students satisfy writing-related requirements of the Common Core State Standards (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010a). This article provides recommendations for obtaining and analyzing students' writing samples. In this tutorial, the authors provide a comprehensive literature review of methods regarding (a) collection of writing samples from narrative, expository (informational/explanatory), and persuasive (argument) genres; (b) variables of writing performance that are useful to assess; and (c) manual and computer-aided techniques for analyzing writing samples. The authors relate their findings to expectations for writing skills expressed in the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010a). SLPs can readily implement many techniques for obtaining and analyzing writing samples. The information in this article provides SLPs with recommendations for the use of writing samples and may help increase SLPs' confidence regarding written language assessment.
ERIC Educational Resources Information Center
Croft, Carla; Beckett, Celia; Rutter, Michael; Castle, Jenny; Colvert, Emma; Groothues, Christine; Hawkins, Amanda; Kreppner, Jana; Stevens, Suzanne E.; Sonuga-Barke, Edmund J. S.
2007-01-01
Background: There is uncertainty about the extent to which language skills are part of general intelligence and even more uncertainty on whether deprivation has differential effects on language and non-language skills. Methods: Language and cognitive outcomes at 6 and 11 years of age were compared between a sample of 132 institution-reared…
Children's Speech Perception in Noise: Evidence for Dissociation From Language and Working Memory.
Magimairaj, Beula M; Nagaraj, Naveen K; Benafield, Natalie J
2018-05-17
We examined the association between speech perception in noise (SPIN), language abilities, and working memory (WM) capacity in school-age children. Existing studies supporting the Ease of Language Understanding (ELU) model suggest that WM capacity plays a significant role in adverse listening situations. Eighty-three children between the ages of 7 to 11 years participated. The sample represented a continuum of individual differences in attention, memory, and language abilities. All children had normal-range hearing and normal-range nonverbal IQ. Children completed the Bamford-Kowal-Bench Speech-in-Noise Test (BKB-SIN; Etymotic Research, 2005), a selective auditory attention task, and multiple measures of language and WM. Partial correlations (controlling for age) showed significant positive associations among attention, memory, and language measures. However, BKB-SIN did not correlate significantly with any of the other measures. Principal component analysis revealed a distinct WM factor and a distinct language factor. BKB-SIN loaded robustly as a distinct 3rd factor with minimal secondary loading from sentence recall and short-term memory. Nonverbal IQ loaded as a 4th factor. Results did not support an association between SPIN and WM capacity in children. However, in this study, a single SPIN measure was used. Future studies using multiple SPIN measures are warranted. Evidence from the current study supports the use of BKB-SIN as clinical measure of speech perception ability because it was not influenced by variation in children's language and memory abilities. More large-scale studies in school-age children are needed to replicate the proposed role played by WM in adverse listening situations.
Kim, So Hyun; Junker, Dörte; Lord, Catherine
2014-01-01
A new language measure, the Observation of Spontaneous Expressive Language (OSEL), is intended to document spontaneous use of syntax, pragmatics, and semantics in 2-12-year-old children with ASD and other communication disorders with expressive language levels comparable to typical 2-5 year olds. Because the purpose of the OSEL is to provide developmental norms for use of language, the first step involves assessment of the scale’s feasibility, validity, and reliability using a sample of 180 2-5 year-old typically developing children. Pilot data from the OSEL shows strong internal consistency, high reliabilities and validity. Once replicated with a large population-based sample and in special populations, the scale should be helpful in designing appropriate interventions for children with ASD and other communication disorders. PMID:25022249
Kim, So Hyun; Junker, Dörte; Lord, Catherine
2014-12-01
A new language measure, the Observation of Spontaneous Expressive Language (OSEL), is intended to document spontaneous use of syntax, pragmatics, and semantics in 2-12-year-old children with Autism Spectrum Disorder (ASD) and other communication disorders with expressive language levels comparable to typical 2-5 year olds. Because the purpose of the OSEL is to provide developmental norms for use of language, the first step involves assessment of the scale's feasibility, validity, and reliability using a sample of 180 2-5 year-old typically developing children. Pilot data from the OSEL shows strong internal consistency, high reliabilities and validity. Once replicated with a large population-based sample and in special populations, the scale should be helpful in designing appropriate interventions for children with ASD and other communication disorders.
White, Rebecca M. B.; Umaña-Taylor, Adriana J.; Knight, George P.; Zeiders, Katharine H.
2011-01-01
The current study considers methodological challenges in developmental research with linguistically diverse samples of young adolescents. By empirically examining the cross-language measurement equivalence of a measure assessing three components of ethnic identity development (i.e., exploration, resolution, and affirmation) among Mexican American adolescents, the study both assesses the cross-language measurement equivalence of a common measure of ethnic identity and provides an appropriate conceptual and analytical model for researchers needing to evaluate measurement scales translated into multiple languages. Participants are 678 Mexican-origin early adolescents and their mothers. Measures of exploration and resolution achieve the highest levels of equivalence across language versions. The measure of affirmation achieves high levels of equivalence. Results highlight potential ways to correct for any problems of nonequivalence across language versions of the affirmation measure. Suggestions are made for how researchers working with linguistically diverse samples can use the highlighted techniques to evaluate their own translated measures. PMID:22116736
Is the planum temporale surface area a marker of hemispheric or regional language lateralization?
Tzourio-Mazoyer, Nathalie; Crivello, Fabrice; Mazoyer, Bernard
2018-04-01
We investigated the association between the left planum temporale (PT) surface area or asymmetry and the hemispheric or regional functional asymmetries during language production and perception tasks in 287 healthy adults (BIL&GIN) who were matched for sex and handedness. The measurements of the PT surface area were performed after manually delineating the region using brain magnetic resonance images (MRI) and considering the Heschl's gyrus (HG) duplication pattern; the measurements either included (PT tot ) or did not include (PT post ) the second gyrus. A region encompassing both the PT and HG (HGPT) was also studied. Regardless of the ROI measured, 80% of the sample had a positive left minus right PT asymmetry. We first tested whether the PT tot , PT post and HGPT surface areas in the left or right hemispheres or PT asymmetries differed in groups of individuals varying in language lateralization by assessing their hemispheric index during a sentence production minus word list production task. We then investigated the association between these different measures of the PT anatomy and the regional asymmetries measured during the task. Regardless of the anatomical definition used, we observed no correlations between the left surface areas or asymmetries and the hemispheric or regional functional asymmetries during the language production task. We then performed a similar analysis using the same sample measuring language functional lateralization during speech listening tasks (i.e., listening to sentences and lists of words). Although the hemispheric lateralization during speech listening was not correlated with the left PT tot , PT post or HGPT surface areas or the PT asymmetries, significant positive correlations were observed between the asymmetries in these regions and the regional functional asymmetries measured in areas adjacent to the end of the Sylvian fissure while participants listened to the word lists or sentences. The PT asymmetry thus appears to be associated with the local functional asymmetries in auditory areas but is not a marker of inter-individual variability in language dominance.
Children's Language Assessment--Situational Tasks.
ERIC Educational Resources Information Center
Conrad, Eva E.; And Others
The Children's Language Assessment-Situational Tasks (CLA-ST) was developed to collect language samples within a normally operating classroom. The language is taken on a cassette tape recorder, which is placed at the foot of a small table. At this table, in a committee setting, four children are engaged with a teacher in an activity similar to…
A Program That Acquires Language Using Positive and Negative Feedback.
ERIC Educational Resources Information Center
Brand, James
1987-01-01
Describes the language learning program "Acquire," which is a sample of grammar induction. It is a learning algorithm based on a pattern-matching scheme, using both a positive and negative network to reduce overgeneration. Language learning programs may be useful as tutorials for learning the syntax of a foreign language. (Author/LMO)
The Development of Executive Function and Language Skills in the Early School Years
ERIC Educational Resources Information Center
Gooch, Debbie; Thompson, Paul; Nash, Hannah M.; Snowling, Margaret J.; Hulme, Charles
2016-01-01
Background: The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated…
Preschool Teachers' Language and Literacy Practices with Dual Language Learners
ERIC Educational Resources Information Center
Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; Lopez, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene
2016-01-01
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…
Preschool Teachers' Language and Literacy Practices with Dual Language Learners
ERIC Educational Resources Information Center
Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene
2016-01-01
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…
Incidental Language Learning in Foreign Language Content Courses
ERIC Educational Resources Information Center
Rodgers, Daryl M.
2015-01-01
This study examined the extent to which 40 students enrolled in upper level foreign language literary/cultural studies content courses showed evidence of incidental language learning over the course of a semester. Students completed a cloze passage and provided both writing and speaking samples at the beginning and end of the semester. In…
Weismer, Susan Ellis
2015-01-01
Purpose Spoken language benchmarks proposed by Tager-Flusberg et al. (2009) were used to characterize communication profiles of toddlers with autism spectrum disorders and to investigate if there were differences in variables hypothesized to influence language development at different benchmark levels. Method The communication abilities of a large sample of toddlers with autism spectrum disorders (N = 105) were characterized in terms of spoken language benchmarks. The toddlers were grouped according to these benchmarks to investigate whether there were differences in selected variables across benchmark groups at a mean age of 2.5 years. Results The majority of children in the sample presented with uneven communication profiles with relative strengths in phonology and significant weaknesses in pragmatics. When children were grouped according to one expressive language domain, across-group differences were observed in response to joint attention and gestures but not cognition or restricted and repetitive behaviors. Conclusion The spoken language benchmarks are useful for characterizing early communication profiles and investigating features that influence expressive language growth. PMID:26254475
Bayley-III: Cultural differences and language scale validity in a Danish sample.
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.
Reliability of the Language ENvironment Analysis system (LENA™) in European French.
Canault, Mélanie; Le Normand, Marie-Thérèse; Foudil, Samy; Loundon, Natalie; Thai-Van, Hung
2016-09-01
In this study, we examined the accuracy of the Language ENvironment Analysis (LENA) system in European French. LENA is a digital recording device with software that facilitates the collection and analysis of audio recordings from young children, providing automated measures of the speech overheard and produced by the child. Eighteen native French-speaking children, who were divided into six age groups ranging from 3 to 48 months old, were recorded about 10-16 h per day, three days a week. A total of 324 samples (six 10-min chunks of recordings) were selected and then transcribed according to the CHAT format. Simple and mixed linear models between the LENA and human adult word count (AWC) and child vocalization count (CVC) estimates were performed, to determine to what extent the automatic and the human methods agreed. Both the AWC and CVC estimates were very reliable (r = .64 and .71, respectively) for the 324 samples. When controlling the random factors of participants and recordings, 1 h was sufficient to obtain a reliable sample. It was, however, found that two age groups (7-12 months and 13-18 months) had a significant effect on the AWC data and that the second day of recording had a significant effect on the CVC data. When noise-related factors were added to the model, only a significant effect of signal-to-noise ratio was found on the AWC data. All of these findings and their clinical implications are discussed, providing strong support for the reliability of LENA in French.
Rota-Donahue, Christine; Schwartz, Richard G.; Shafer, Valerie; Sussman, Elyse S.
2016-01-01
Background Frequency discrimination is often impaired in children developing language atypically. However, findings in the detection of small frequency changes in these children are conflicting. Previous studies on children’s auditory perceptual abilities usually involved establishing differential sensitivity thresholds in sample populations who were not tested for auditory deficits. To date, there are no data comparing suprathreshold frequency discrimination ability in children tested for both auditory processing and language skills. Purpose This study examined the perception of small frequency differences (Δf) in children with auditory processing disorder (APD) and/or specific language impairment (SLI). The aim was to determine whether children with APD and children with SLI showed differences in their behavioral responses to frequency changes. Results were expected to identify different degrees of impairment and shed some light on the auditory perceptual overlap between pediatric APD and SLI. Research Design An experimental group design using a two-alternative forced-choice procedure was used to determine frequency discrimination ability for three magnitudes of Δf from the 1000-Hz base frequency. Study Sample Thirty children between 10 years of age and 12 years, 11 months of age: 17 children with APD and/or SLI, and 13 typically developing (TD) peers participated. The clinical groups included four children with APD only, four children with SLI only, and nine children with both APD and SLI. Data Collection and Analysis Behavioral data collected using headphone delivery were analyzed using the sensitivity index d′, calculated for three Δf was 2%, 5%, and 15% of the base frequency or 20, 50, and 150 Hz. Correlations between the dependent variable d′ and the independent variables measuring auditory processing and language skills were also obtained. A stepwise regression analysis was then performed. Results TD children and children with APD and/or SLI differed in the detection of small-tone Δf. In addition, APD or SLI status affected behavioral results differently. Comparisons between auditory processing test scores or language test scores and the sensitivity index d′ showed different strengths of correlation based on the magnitudes of the Δf. Auditory processing scores showed stronger correlation to the sensitivity index d′ for the small Δf, while language scores showed stronger correlation to the sensitivity index d′ for the large Δf. Conclusion Although children with APD and/or SLI have difficulty with behavioral frequency discrimination, this difficulty may stem from two different levels: a basic auditory level for children with APD and a higher language processing level for children with SLI; the frequency discrimination performance seemed to be affected by the labeling demands of the same versus different frequency discrimination task for the children with SLI. PMID:27310407
Language Ability Predicts Cortical Structure and Covariance in Boys with Autism Spectrum Disorder.
Sharda, Megha; Foster, Nicholas E V; Tryfon, Ana; Doyle-Thomas, Krissy A R; Ouimet, Tia; Anagnostou, Evdokia; Evans, Alan C; Zwaigenbaum, Lonnie; Lerch, Jason P; Lewis, John D; Hyde, Krista L
2017-03-01
There is significant clinical heterogeneity in language and communication abilities of individuals with Autism Spectrum Disorders (ASD). However, no consistent pathology regarding the relationship of these abilities to brain structure has emerged. Recent developments in anatomical correlation-based approaches to map structural covariance networks (SCNs), combined with detailed behavioral characterization, offer an alternative for studying these relationships. In this study, such an approach was used to study the integrity of SCNs of cortical thickness and surface area associated with language and communication, in 46 high-functioning, school-age children with ASD compared with 50 matched, typically developing controls (all males) with IQ > 75. Findings showed that there was alteration of cortical structure and disruption of fronto-temporal cortical covariance in ASD compared with controls. Furthermore, in an analysis of a subset of ASD participants, alterations in both cortical structure and covariance were modulated by structural language ability of the participants, but not communicative function. These findings indicate that structural language abilities are related to altered fronto-temporal cortical covariance in ASD, much more than symptom severity or cognitive ability. They also support the importance of better characterizing ASD samples while studying brain structure and for better understanding individual differences in language and communication abilities in ASD. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.
SoS Notebook: An Interactive Multi-Language Data Analysis Environment.
Peng, Bo; Wang, Gao; Ma, Jun; Leong, Man Chong; Wakefield, Chris; Melott, James; Chiu, Yulun; Du, Di; Weinstein, John N
2018-05-22
Complex bioinformatic data analysis workflows involving multiple scripts in different languages can be difficult to consolidate, share, and reproduce. An environment that streamlines the entire processes of data collection, analysis, visualization and reporting of such multi-language analyses is currently lacking. We developed Script of Scripts (SoS) Notebook, a web-based notebook environment that allows the use of multiple scripting language in a single notebook, with data flowing freely within and across languages. SoS Notebook enables researchers to perform sophisticated bioinformatic analysis using the most suitable tools for different parts of the workflow, without the limitations of a particular language or complications of cross-language communications. SoS Notebook is hosted at http://vatlab.github.io/SoS/ and is distributed under a BSD license. bpeng@mdanderson.org.
Lou, William; Peck, Kyung K; Brennan, Nicole; Mallela, Arka; Holodny, Andrei
2017-07-05
An abundance of evidence points to the role of a presupplementary motor area (pre-SMA) in human language. This study explores the pre-SMA resting state connectivity network and the nature of its connections to known language areas. We tested the hypothesis that by seeding the pre-SMA, one would be able to establish language laterality to known cortical and subcortical language areas. We analyzed data from 30 right-handed healthy controls and performed the resting state functional MRI. A seed-based analysis using a manually drawn pre-SMA region of interest template was applied. Time-course signals in the pre-SMA region of interest were averaged and cross-correlated to every voxel in the brain. Results show that the pre-SMA has significant left-lateralized functional connectivity to the pars opercularis within Broca's area. Among cortical regions, pre-SMA functional connectivity is strongest to the pars opercularis In addition, pre-SMA connectivity was shown to exist to other cortical language-association regions, including Wernicke's Area, supramarginal gyri, angular gyri, and middle frontal gyri. Among subcortical areas, considerable left-lateralized functional connectivity occurs to the caudate and thalamus, whereas cerebellar subregions show right lateralization. The current study shows that the pre-SMA most strongly connects to the pars opercularis within Broca's area and that cortical connections to language areas are left lateralized among a sample of right-handed patients. We provide resting state functional MRI evidence that the functional connectivity of the pre-SMA is involved in semantic language processing and that this identification may be useful for establishing language laterality in preoperative neurosurgical planning.
How Will We React to the Discovery of Extraterrestrial Life?
Kwon, Jung Yul; Bercovici, Hannah L; Cunningham, Katja; Varnum, Michael E W
2017-01-01
How will humanity react to the discovery of extraterrestrial life? Speculation on this topic abounds, but empirical research is practically non-existent. We report the results of three empirical studies assessing psychological reactions to the discovery of extraterrestrial life using the Linguistic Inquiry and Word Count (LIWC) text analysis software. We examined language use in media coverage of past discovery announcements of this nature, with a focus on extraterrestrial microbial life (Pilot Study). A large online sample ( N = 501) was asked to write about their own and humanity's reaction to a hypothetical announcement of such a discovery (Study 1), and an independent, large online sample ( N = 256) was asked to read and respond to a newspaper story about the claim that fossilized extraterrestrial microbial life had been found in a meteorite of Martian origin (Study 2). Across these studies, we found that reactions were significantly more positive than negative, and more reward vs. risk oriented. A mini-meta-analysis revealed large overall effect sizes (positive vs. negative affect language: g = 0.98; reward vs. risk language: g = 0.81). We also found that people's forecasts of their own reactions showed a greater positivity bias than their forecasts of humanity's reactions (Study 1), and that responses to reading an actual announcement of the discovery of extraterrestrial microbial life showed a greater positivity bias than responses to reading an actual announcement of the creation of man-made synthetic life (Study 2). Taken together, this work suggests that our reactions to a future confirmed discovery of microbial extraterrestrial life are likely to be fairly positive.
How Will We React to the Discovery of Extraterrestrial Life?
Kwon, Jung Yul; Bercovici, Hannah L.; Cunningham, Katja; Varnum, Michael E. W.
2018-01-01
How will humanity react to the discovery of extraterrestrial life? Speculation on this topic abounds, but empirical research is practically non-existent. We report the results of three empirical studies assessing psychological reactions to the discovery of extraterrestrial life using the Linguistic Inquiry and Word Count (LIWC) text analysis software. We examined language use in media coverage of past discovery announcements of this nature, with a focus on extraterrestrial microbial life (Pilot Study). A large online sample (N = 501) was asked to write about their own and humanity’s reaction to a hypothetical announcement of such a discovery (Study 1), and an independent, large online sample (N = 256) was asked to read and respond to a newspaper story about the claim that fossilized extraterrestrial microbial life had been found in a meteorite of Martian origin (Study 2). Across these studies, we found that reactions were significantly more positive than negative, and more reward vs. risk oriented. A mini-meta-analysis revealed large overall effect sizes (positive vs. negative affect language: g = 0.98; reward vs. risk language: g = 0.81). We also found that people’s forecasts of their own reactions showed a greater positivity bias than their forecasts of humanity’s reactions (Study 1), and that responses to reading an actual announcement of the discovery of extraterrestrial microbial life showed a greater positivity bias than responses to reading an actual announcement of the creation of man-made synthetic life (Study 2). Taken together, this work suggests that our reactions to a future confirmed discovery of microbial extraterrestrial life are likely to be fairly positive. PMID:29367849
Tracking the Demographics of (Urban) Language Shift--An Analysis of South African Census Data
ERIC Educational Resources Information Center
Deumert, Ana
2010-01-01
This paper provides an analysis of language shift from African languages to English (and Afrikaans) in South Africa, using home language data from the South African population census (1996 and 2001). Although census data have been criticised for its "essentialist" construction of language, they nevertheless provide sociolinguists with a…
LADO as a Language Test: Issues of Validity
ERIC Educational Resources Information Center
McNamara, Tim; Van Den Hazelkamp, Carolien; Verrips, Maaike
2016-01-01
This article brings together the theoretical field of language testing and the practical field of language analysis for the determination of the origin of asylum seekers. It considers what it would mean to think of language analysis as a form of language test, subject to the same validity constraints, and proposes a research agenda.
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…
Language, reading, and math learning profiles in an epidemiological sample of school age children.
Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel
2013-01-01
Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.
Girard, Lisa-Christine; Pingault, Jean-Baptiste; Falissard, Bruno; Boivin, Michel; Dionne, Ginette; Tremblay, Richard E.
2014-01-01
Background Does poor language ability in early childhood increase the likelihood of physical aggression or is language ability delayed by frequent physical aggression? This study examined the longitudinal associations between physical aggression and language ability from toddlerhood to early childhood in a population sample while controlling for parenting behaviours, non-verbal intellectual functioning, and children’s sex. Methods Children enrolled in the Quebec Longitudinal Study of Child Development (QLSCD) (N = 2, 057) were assessed longitudinally from 17 to 72 months via parent reports and standardized assessments. Results The cross-lagged models revealed modest reciprocal associations between physical aggression and language performance from 17 to 41 months but not thereafter. Conclusions Significant associations between physical aggression and poor language ability are minimal and limited to the period when physical aggression and language performance are both substantially increasing. During that period parenting behaviours may play an important role in supporting language ability while reducing the frequency of physical aggression. Further studies are needed that utilize multiple assessments of physical aggression, assess multiple domains of language abilities, and that examine the potential mediating role of parenting behaviours between 12 and 48 months. PMID:25375971
Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children
Archibald, Lisa M. D.; Oram Cardy, Janis; Joanisse, Marc F.; Ansari, Daniel
2013-01-01
Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities. PMID:24155959
Development and validation of the Spanish-English Language Proficiency Scale (SELPS).
Smyk, Ekaterina; Restrepo, M Adelaida; Gorin, Joanna S; Gray, Shelley
2013-07-01
This study examined the development and validation of a criterion-referenced Spanish-English Language Proficiency Scale (SELPS) that was designed to assess the oral language skills of sequential bilingual children ages 4-8. This article reports results for the English proficiency portion of the scale. The SELPS assesses syntactic complexity, grammatical accuracy, verbal fluency, and lexical diversity based on 2 story retell tasks. In Study 1, 40 children were given 2 story retell tasks to evaluate the reliability of parallel forms. In Study 2, 76 children participated in the validation of the scale against language sample measures and teacher ratings of language proficiency. Study 1 indicated no significant differences between the SELPS scores on the 2 stories. Study 2 indicated that the SELPS scores correlated significantly with their counterpart language sample measures. Correlations between the SELPS and teacher ratings were moderate. The 2 story retells elicited comparable SELPS scores, providing a valuable tool for test-retest conditions in the assessment of language proficiency. Correlations between the SELPS scores and external variables indicated that these measures assessed the same language skills. Results provided empirical evidence regarding the validity of inferences about language proficiency based on the SELPS score.
Evaluating Language Environment Analysis System Performance for Chinese: A Pilot Study in Shanghai
ERIC Educational Resources Information Center
Gilkerson, Jill; Zhang, Yiwen; Xu, Dongxin; Richards, Jeffrey A.; Xu, Xiaojuan; Jiang, Fan; Harnsberger, James; Topping, Keith
2015-01-01
Purpose: The purpose of this study was to evaluate performance of the Language Environment Analysis (LENA) automated language-analysis system for the Chinese Shanghai dialect and Mandarin (SDM) languages. Method: Volunteer parents of 22 children aged 3-23 months were recruited in Shanghai. Families provided daylong in-home audio recordings using…
Language Planning and Policy in a School Site: A Diachronic Analysis
ERIC Educational Resources Information Center
Kemp, Shaun
2017-01-01
This article engages with diachronic analysis, an analysis of changes over time, as it relates to the field of language planning and policy (LPP) through a case study of a local language problem: the introduction of Chinese language into an established government school over a 10-year period. Using cultural-historical activity theory, expanding…
ERIC Educational Resources Information Center
In'nami, Yo; Koizumi, Rie
2013-01-01
The importance of sample size, although widely discussed in the literature on structural equation modeling (SEM), has not been widely recognized among applied SEM researchers. To narrow this gap, we focus on second language testing and learning studies and examine the following: (a) Is the sample size sufficient in terms of precision and power of…
Lawrence, Diana M; Kemp, Brian M; Eshleman, Jason; Jantz, Richard L; Snow, Meradeth; George, Debra; Smith, David Glenn
2010-04-01
Mitochondrial DNA (mtDNA) was extracted from skeletal remains excavated from three Arikara sites in South Dakota occupied between AD 1600 and 1832. The diagnostic markers of four mtDNA haplogroups to which most Native Americans belong (A, B, C, and D) were successfully identified in the extracts of 55 (87%) of the 63 samples studied. The frequencies of the four haplogroups were 42%, 29%, 22%, and 7%, respectively, and principal coordinates analysis and Fisher's exact tests were conducted to compare these haplogroup frequencies with those from other populations. Both analyses showed closer similarity among the Mohawk, Arikara, and Sioux populations than between any of these three and any other of the comparison populations. Portions of the first hypervariable segment (HVSI) of the mitochondrial genome were successfully amplified and sequenced for 42 of these 55 samples, and haplotype networks were constructed for two of the four haplogroups. The sharing of highly derived lineages suggests that some recent admixture of the Arikara with Algonquian-speaking and Siouan-speaking groups has occurred. The Arikara shared more ancient lineages with both Siouan and Cherokee populations than with any other population, consistent with the Macro-Siouan language hypothesis that Iroquoian, Siouan, and Caddoan languages share a relatively recent common ancestry.
Reliability and validity of the PedsQL™ Multidimensional Fatigue Scale in Japan.
Kobayashi, Kyoko; Okano, Yoshiyuki; Hohashi, Naohiro
2011-09-01
To examine the reliability and validity of the Japanese-language version of the PedsQL™ Multidimensional Fatigue Scale and to investigate the agreement between child self-reported fatigue and parent proxy-reported fatigue. The Japanese-language version of the PedsQL™ Multidimensional Fatigue Scale was administered to 652 preschoolers and schoolchildren aged 5-12 and their parents, and to 91 parents of preschool children aged 1-4. Internal consistency reliability was 0.62-0.87 for children and 0.81-0.93 for parents. Known-group validity was examined between a group of healthy samples (n = 530) and chronic condition sample (n = 102); the chronically ill group reported a significantly higher perceived fatigue problem. Correlations between child self- and parent proxy reports ranged from poor to fair. In subgroups identified by cluster analysis based on child self-reported scores, the greatest agreement between child and parent reports was seen in the good HRQOL group, while the least occurred in the poor HRQOL group. The parents overestimated their child's fatigue more when the child's HRQOL was low. The Japanese-language version of the PedsQL™ Multidimensional Fatigue Scale demonstrated good reliability and validity and could be useful in evaluating Japanese children in school and health care settings.
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.
ERIC Educational Resources Information Center
Iscan, Adem; Karagöz, Beytullah; Konyar, Merve
2017-01-01
Culture and language are two phenomena that have existed by influencing each other for centuries. It is impossible to think independently of the culture on which the language is cultivated, nor on the language, which influences culture. One of the best signs of mastering a language is the ability to understand the cultural elements and the…
Food marketing to children on U.S. Spanish-language television.
Kunkel, Dale; Mastro, Dana; Ortiz, Michelle; McKinley, Christopher
2013-01-01
Latino children in particular are at risk of childhood obesity. Because exposure to televised food marketing is a contributor to childhood obesity, it is important to examine the nutritional quality of foods advertised on Spanish-language children's programming. The authors analyzed a sample of 158 Spanish-language children's television programs for its advertising content and compared them with an equivalent sample of English-language advertising. The authors evaluated nutritional quality of each advertised product using a food rating system from the U.S. Department of Health and Human Services. In addition, the authors assessed compliance with industry self-regulatory pledges. The authors found that amount of food advertising on Spanish-language channels (M = 2.2 ads/hour) was lower than on English-language programs, but the nutritional quality of food products on Spanish-language channels was substantially poorer than on English channels. Industry self-regulation was less effective on Spanish-language channels. The study provides clear evidence of significant disparities. Food advertising targeted at Spanish-speaking children is more likely to promote nutritionally poor food products than advertising on English-language channels. Industry self-regulation is less effective on Spanish-language television channels. Given the disproportionately high rate of childhood obesity among Latinos, the study's findings hold important implications for public health policy.
ERIC Educational Resources Information Center
Hart, Sara A.; Petrill, Stephen A.; Kamp Dush, Claire M.
2010-01-01
Purpose: The present study had two purposes: provide an illustration of use of the National Longitudinal Survey of Youth 1979 Children's (CNLSY; U.S. Department of Labor, 2009) database and use the database to seek convergent evidence regarding the magnitude and significance of genetic effects influencing low and typical performers on measures of…
ERIC Educational Resources Information Center
Trautwein, Ulrich; Schnyder, Inge; Niggli, Alois; Neumann, Marko; Ludtke, Oliver
2009-01-01
Using a data set specifically tailored to homework research, with a sample of 1275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, and within-student level). The strength and direction of the homework-achievement…
ERIC Educational Resources Information Center
Huang, Francis L.; Konold, Timothy R.
2014-01-01
Psychometric properties of the Phonological Awareness Literacy Screening for Kindergarten (PALS-K) instrument were investigated in a sample of 2844 first-time public school kindergarteners. PALS-K is a widely used English literacy screening assessment. Exploratory factor analysis revealed a theoretically defensible measurement structure that was…
Narrative and Expository Writing of Adolescents with Language-Learning Disabilities: A Pilot Study
ERIC Educational Resources Information Center
Hall-Mills, Shannon; Apel, Kenn
2013-01-01
We evaluated the narrative and expository writing samples of 12 adolescents with language-learning disabilities (LLD) in Grades 6 to 12 for elements of microstructure (e.g., productivity, grammatical complexity) and macrostructure (genre-specific text structure elements) using an experimental measure. Writing samples were elicited with…
Assessing Group Interaction with Social Language Network Analysis
NASA Astrophysics Data System (ADS)
Scholand, Andrew J.; Tausczik, Yla R.; Pennebaker, James W.
In this paper we discuss a new methodology, social language network analysis (SLNA), that combines tools from social language processing and network analysis to assess socially situated working relationships within a group. Specifically, SLNA aims to identify and characterize the nature of working relationships by processing artifacts generated with computer-mediated communication systems, such as instant message texts or emails. Because social language processing is able to identify psychological, social, and emotional processes that individuals are not able to fully mask, social language network analysis can clarify and highlight complex interdependencies between group members, even when these relationships are latent or unrecognized.
Composing in a Second Language: A Case Study of a Russian College Student.
ERIC Educational Resources Information Center
Kim, Anna Charr
The case study examined the development of English writing skills in a native Russian-speaking college student with no previous instruction in English as a Second Language. It drew on writing samples from 2 years of English language instruction. Theories of first and second language acquisition, especially in written expression, are analyzed in…
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…
ERIC Educational Resources Information Center
Cha, Kijoo; Goldenberg, Claude
2015-01-01
This study examined how emergent bilingual children's English and Spanish proficiencies moderated the relationships between Spanish and English input at home (bilingual home language input [BHLI]) and children's oral language skills in each language. The sample comprised over 1,400 Spanish-dominant kindergartners in California and Texas. BHLI was…
School-Based Speech-Language Pathologists' Use of iPads
ERIC Educational Resources Information Center
Romane, Garvin Philippe
2017-01-01
This study explored school-based speech-language pathologists' (SLPs') use of iPads and apps for speech and language instruction, specifically for articulation, language, and vocabulary goals. A mostly quantitative-based survey was administered to approximately 2,800 SLPs in a K-12 setting; the final sample consisted of 189 licensed SLPs. Overall,…
A Sample Corpus Integration in Language Teacher Education through Coursebook Evaluation
ERIC Educational Resources Information Center
Asik, Asuman
2017-01-01
The use of corpora has an increased interest in language teaching in the past two decades. Many corpora have been utilized for several purposes in language classrooms directly or indirectly. In spite of the increasing awareness towards the use of corpora and the corpus tools, language teacher education programs still do not include corpus…
ERIC Educational Resources Information Center
Heilmann, John J.; Rojas, Raúl; Iglesias, Aquiles; Miller, Jon F.
2016-01-01
Background: Language sampling, recognized as a gold standard for expressive language assessment, is often elicited using wordless picture storybooks. A series of wordless storybooks, commonly referred to as "Frog" stories, have been frequently used in language-based research with children from around the globe. Aims: To examine the…
ERIC Educational Resources Information Center
Koonce, Nicole M.
2015-01-01
This research investigated the expository language of school-age speakers of African American English. Specifically, the study describes the language productivity, syntax, and pragmatic features present in expository language samples produced by African American children and compares their performance with White children in the extant literature.…
Dell Hymes and the New Language Policy Studies: Update from an Underdeveloped Country
ERIC Educational Resources Information Center
McCarty, Teresa L.; Collins, James; Hopson, Rodney K.
2011-01-01
This essay updates Dell Hymes's "Report from an Underdeveloped Country" (the USA), positioning our analysis in the New Language Policy Studies. Taking up Hymes's call for comparative, critical studies of language use, we examine three cases, organizing our analysis around Hymes's questions: What "counts" as a language, a language problem, and…
The Naivasha Language Policy: The Language of Politics and the Politics of Language in the Sudan
ERIC Educational Resources Information Center
Abdelhay, Ashraf Kamal; Makoni, Busi; Makoni, Sinfree Bullock
2011-01-01
This article provides a textual analysis of the Naivasha language provisions in Sudan in an attempt to explore how political discourse is manifested in each policy statement. Using Critical Discourse Analysis (CDA) as an analytic and interpretive framework, the article argues that the Naivasha language provisions as political discourse are shaped…
Kover, Sara T.; McDuffie, Andrea; Abbeduto, Leonard; Brown, W. Ted
2012-01-01
Purpose This study examined the impact of sampling context on multiple aspects of expressive language in males with fragile X syndrome in comparison to males with Down syndrome or typical development. Method Participants with fragile X syndrome (n = 27), ages 10 to 17 years, were matched groupwise on nonverbal mental age to adolescents with Down syndrome (n = 15) and typically developing 3- to 6-year-olds (n = 15). Language sampling contexts were an interview-style conversation and narration of a wordless book, with scripted examiner behavior. Language was assessed in terms of amount of talk, MLU of communication unit (MLCU), lexical diversity, fluency, and intelligibility. Results Participants with fragile X syndrome had lower MLCU and lexical diversity than participants with typical development. Participants with Down syndrome produced yet lower MLCU. A differential effect of context among those with fragile X syndrome, Down syndrome, and typical development emerged for the number of attempts per minute, MLCU, and fluency. For participants with fragile X syndrome, autism symptom severity related to the number of utterances produced in conversation. Aspects of examiner behavior related to participant performance. Conclusions Sampling context characteristics should be considered when assessing expressive language in individuals with neurodevelopmental disabilities. PMID:22232386
Fuller, Alison
2010-01-01
Sure Start has been a flagship policy for the UK Labour Government since 1998. Its aim was to improve the life chances of children under five years of age who live in areas of socio-economic disadvantage by means of multi-agency, multidisciplinary Sure Start Local Programmes (SSLPs). Speech and language therapists have played a key part in many SSLPs, and have had the opportunity to extend their roles. Despite the scrutiny paid to Sure Start, there has been no comprehensive analysis of speech and language therapists' contribution to date. Studies have focused on individual programmes or small samples: there has been no attempt to collate the full range of practice. As Sure Start evolved and Children's Centres emerged, it became vital to learn from the Sure Start experience and inform the mainstreaming of practice, before the window of opportunity closed. The survey aims were, firstly, to identify the range of practice amongst speech and language therapists working in SSLPs, highlighting new practice, and, secondly, to categorize the practices according to the tiered model of UK health and social services of the Royal College of Speech and Language Therapists (RCSLT 2006). An online mixed-method, semi-structured survey was designed to elicit primarily quantitative and categorical data. A total of 501 Sure Start Local Programmes were invited to take part. A total of 128 speech and language therapists responded, giving a response rate of 26%. A descriptive analysis of the response data was undertaken. A total of 103 respondents (80%) reported maintaining a clinical role as well as extending their roles to include preventative services. Of those 103 respondents, 69% were able to see referred children at a younger average age and 80% saw them more quickly than before Sure Start. A wide variety of preventative practice was identified. A widening of access to speech and language therapist was reported in terms of venues used and hours offered. Respondents reported on their use of evaluation or outcome measures, which was at a higher rate for new practice than for established practice. A total of 121 respondents (95%) reported at least one example of new practice; 103 (80%) reported at least one use of evaluation or outcome measures. The tiered model of UK health and social services provided an effective way of categorizing practice. A categorized record of Sure Start speech and language therapist is presented that may contribute to establishing a broad curriculum of practice for speech and language therapist in the early years. The effectiveness of the practices is not investigated: suggestions are made for further research to develop the evidence base. 2010 Royal College of Speech & Language Therapists.
Exploring Emotive Verbs in Persian and English Short Stories: A Contrastive Sociopragmatic Approach.
Karimi, Keihaneh; Biria, Reza
2017-04-01
Current developments in the areas of discourse analysis and cross-cultural studies have led to an increased interest in the way people of different cultures express their affections on various occasions. Individuals learn how to regulate their emotional reactions according to sociocultural norms of behavior defined by the cultures to which they belong. Accordingly, this article aimed to investigate the linguistic expression of emotions in English and Persian short stories in order to fathom out the impact of culture on the way feelings are expressed cross-culturally. For this purpose, a corpus of eight different English and Persian short stories, four in each language, was selected based on a purposive sampling method. Then, using Devon's (The origin of emotions, 2006) typology of emotions, different types of emotive verbs were selected as the unit of analysis. Finally, the frequency and percentage values of emotive verb tokens used in these stories were carefully tabulated in terms of types and their respective metalinguistic categories introduced by Wierzbicka (Emotions across languages and cultures: diversity and universals, Cambridge University Press, Cambridge, 1999). The results obtained from the analysis of the targeted corpora reflected that English and Persian writers employ different types of emotive verbs in expressing their feelings. Essentially, the findings of the present study may have important implications for language teachers, material developers, and course designers.
Lequerica, Anthony; Krch, Denise; Lengenfelder, Jean; Chiaravalloti, Nancy; Arango-Lasprilla, Juan Carlos; Hammond, Flora M; O'Neil-Pirozzi, Therese M; Perrin, Paul B; Sander, Angelle M
2015-01-01
To examine the effect of primary language on admission and discharge FIM™ communication ratings in a sample of individuals with moderate-to-severe traumatic brain injury (TBI). Secondary data analysis of rehabilitation admission and discharge FIM™ communication ratings of 2795 individuals hospitalized at a Traumatic Brain Injury Model Systems (TBIMS) centre between 2007-2012. Individuals who spoke no English were rated worse on functional communication outcomes at inpatient rehabilitation discharge relative to individuals whose primary language was English. These findings may reflect systematic bias in FIM™ communication ratings of non-English-speaking individuals with TBI and/or TBI-induced communication difficulties in non-English-speaking individuals. Clinical and research implications are discussed.
Integrated Processing in Planning and Understanding.
1986-12-01
to language analysis seemed necessary. The second observation was the rather commonsense one that it is easier to understand a foreign language ...syntactic analysis Probably the most widely employed method for natural language analysis is augmea ted transition network parsing, or ATNs (Thorne, Bratley...accomplished. It is for this reason that the programming language Prolog, which implements that general method , has proven so well-stilted to writing ATN
ERIC Educational Resources Information Center
Dunmore, Stuart S.
2017-01-01
Scholars have consistently theorised that language ideologies can influence the ways in which bilingual speakers in minority language settings identify and engage with the linguistic varieties available to them. Research conducted by the author examined the interplay of language use and ideologies among a purposive sample of adults who started in…
ERIC Educational Resources Information Center
Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha; Hou, Likun
2014-01-01
This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were…
ERIC Educational Resources Information Center
Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian
2016-01-01
This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using…
ERIC Educational Resources Information Center
Marinova-Todd, Stefka H.; Siegel, Linda S.; Mazabel, Silvia
2013-01-01
Purpose: The main goal of this study was to examine whether the morphological structure of a child's first language determined the strength of association between morphological awareness and reading and spelling skills in English, their second language. Methods: The sample consisted of 888 Grade six students who had English as their first language…
ERIC Educational Resources Information Center
Rice, Mabel L.; Smolik, Filip; Perpich, Denise; Thompson, Travis; Rytting, Nathan; Blossom, Megan
2010-01-01
Purpose: The mean length of children's utterances is a valuable estimate of their early language acquisition. The available normative data lack documentation of language and nonverbal intelligence levels of the samples. This study reports age-referenced mean length of utterance (MLU) data from children with specific language impairment (SLI) and…
ERIC Educational Resources Information Center
Longobardi, Emiddia; Spataro, Pietro; Frigerio, Alessandra; Rescorla, Leslie
2016-01-01
The present study examined the relation between language and social ability in a sample of 268 preschoolers aged 18-35 months. Expressive language was assessed with the Italian adaptation of the Language Development Survey (LDS), and Social Competence was assessed with the Questionnaire on Peer Interactions in the Kindergarten (QPI). Results…
E-Story and Writing Skill among Second Language Learners
ERIC Educational Resources Information Center
Abd Rahim, Normaliza; Abdul Halim, Hazlina; Mansor, Nor Shahila
2017-01-01
The study focused on the use of e-story and writing skill among the second language Korean learners. The objectives of the study were to identify and discuss the students' writing in the second language by using e-story. The samples of the study involved all 21 participants from two classes of Malay language at one of the universities in South…
Phonology and Vocal Behavior in Toddlers with Autism Spectrum Disorders
Schoen, Elizabeth; Paul, Rhea; Chawarska, Katyrzyna
2011-01-01
Scientific Abstract The purpose of this study is to examine the phonological and other vocal productions of children, 18-36 months, with autism spectrum disorder (ASD) and to compare these productions to those of age-matched and language-matched controls. Speech samples were obtained from 30 toddlers with ASD, 11 age-matched toddlers and 23 language-matched toddlers during either parent-child or clinician-child play sessions. Samples were coded for a variety of speech-like and non-speech vocalization productions. Toddlers with ASD produced speech-like vocalizations similar to those of language-matched peers, but produced significantly more atypical non-speech vocalizations when compared to both control groups.Toddlers with ASD show speech-like sound production that is linked to their language level, in a manner similar to that seen in typical development. The main area of difference in vocal development in this population is in the production of atypical vocalizations. Findings suggest that toddlers with autism spectrum disorders might not tune into the language model of their environment. Failure to attend to the ambient language environment negatively impacts the ability to acquire spoken language. PMID:21308998
Typological Asymmetries in Round Vowel Harmony: Support from Artificial Grammar Learning
ERIC Educational Resources Information Center
Finley, Sara
2012-01-01
Providing evidence for the universal tendencies of patterns in the world's languages can be difficult, as it is impossible to sample all possible languages, and linguistic samples are subject to interpretation. However, experimental techniques, such as artificial grammar learning paradigms, make it possible to uncover the psychological reality of…
Going to the MALL: Mobile Assisted Language Learning
ERIC Educational Resources Information Center
Chinnery, George M.
2006-01-01
Practically since their availability, a succession of audiovisual recording devices (e.g., reel-to-reel, VCRs, PCs) has been used to capture language samples, and myriad playback and broadcast devices (e.g., phonographs, radios, televisions) have provided access to authentic speech samples. The espousal of audiolingual theory in the 1950s brought…
ERIC Educational Resources Information Center
Whitehouse, Andrew J. O.; Mattes, Eugen; Maybery, Murray T.; Sawyer, Michael G.; Jacoby, Peter; Keelan, Jeffrey A.; Hickey, Martha
2012-01-01
Background: Preliminary evidence suggests that prenatal testosterone exposure may be associated with language delay. However, no study has examined a large sample of children at multiple time-points. Methods: Umbilical cord blood samples were obtained at 861 births and analysed for bioavailable testosterone (BioT) concentrations. When…
Kong, Anthony Pak-Hin
2009-01-01
Discourse produced by speakers with aphasia contains rich and valuable information for researchers to understand the manifestation of aphasia as well as for clinicians to plan specific treatment components for their clients. Various approaches to investigate aphasic discourse have been proposed in the English literature. However, this is not the case in Chinese. As a result, clinical evaluations of aphasic discourse have not been a common practice. This problem is further compounded by the lack of validated stimuli that are culturally appropriate for language elicitation. The purpose of this study was twofold: (a) to develop and validate four sequential pictorial stimuli for elicitation of language samples in Cantonese speakers with aphasia, and (b) to investigate the use of a main concept measurement, a clinically oriented quantitative system, to analyze the elicited language samples. Twenty speakers with aphasia and ten normal speakers were invited to participate in this study. The aphasic group produced significantly less key information than the normal group. More importantly, a strong relationship was also found between aphasia severity and production of main concepts. While the results of the inter-rater and intra-rater reliability suggested the scoring system to be reliable, the test-retest results yielded strong and significant correlations across two testing sessions one to three weeks apart. Readers will demonstrate better understanding of (1) the development and validation of newly devised sequential pictorial stimuli to elicit oral language production, and (2) the use of a main concept measurement to quantify aphasic connected speech in Cantonese Chinese.
Robust model selection and the statistical classification of languages
NASA Astrophysics Data System (ADS)
García, J. E.; González-López, V. A.; Viola, M. L. L.
2012-10-01
In this paper we address the problem of model selection for the set of finite memory stochastic processes with finite alphabet, when the data is contaminated. We consider m independent samples, with more than half of them being realizations of the same stochastic process with law Q, which is the one we want to retrieve. We devise a model selection procedure such that for a sample size large enough, the selected process is the one with law Q. Our model selection strategy is based on estimating relative entropies to select a subset of samples that are realizations of the same law. Although the procedure is valid for any family of finite order Markov models, we will focus on the family of variable length Markov chain models, which include the fixed order Markov chain model family. We define the asymptotic breakdown point (ABDP) for a model selection procedure, and we show the ABDP for our procedure. This means that if the proportion of contaminated samples is smaller than the ABDP, then, as the sample size grows our procedure selects a model for the process with law Q. We also use our procedure in a setting where we have one sample conformed by the concatenation of sub-samples of two or more stochastic processes, with most of the subsamples having law Q. We conducted a simulation study. In the application section we address the question of the statistical classification of languages according to their rhythmic features using speech samples. This is an important open problem in phonology. A persistent difficulty on this problem is that the speech samples correspond to several sentences produced by diverse speakers, corresponding to a mixture of distributions. The usual procedure to deal with this problem has been to choose a subset of the original sample which seems to best represent each language. The selection is made by listening to the samples. In our application we use the full dataset without any preselection of samples. We apply our robust methodology estimating a model which represent the main law for each language. Our findings agree with the linguistic conjecture, related to the rhythm of the languages included on our dataset.
Support like a walking stick: parent-buddy matching for language and culture in the NICU.
Ardal, Frida; Sulman, Joanne; Fuller-Thomson, Esme
2011-01-01
(1) To explore the experience of non-English-speaking mothers with preterm, very low birth weight (VLBW) infants (,1,500 g); and (2) to examine mothers' assessment of a peer support program matching them with linguistically and culturally similar parent-buddies. An exploratory, qualitative analysis based on grounded theory. A convenience sample of eight mothers from four of the most prevalent non-English-speaking cultures (Spanish, Portuguese, Chinese, and Tamil) in an urban Canadian-teaching hospital. Non-Anglophone mothers' experience and support in the NICU. Study mothers experienced intense role disequilibrium during the unanticipated crisis of preterm birth of a VLBW infant; situational crises owing to the high-tech NI CU environment and their infant's condition; and developmental crises with feelings of loss, guilt, helplessness, and anxiety. Language barriers compounded the difficulties. Parent-buddies helped non-English-speaking mothers mobilize their strengths. Culture and language are important determinants of service satisfaction for non-English-speaking mothers. Linguistically congruent parent-to-parent matching increases access to service.
Evaluating the dimensionality of first grade written composition
Kim, Young-Suk; Al Otaiba, Stephanie; Folsom, Jessica S.; Greulich, Luana; Puranik, Cynthia
2013-01-01
Purpose We examined dimensions of written composition using multiple evaluative approaches such as an adapted 6+1 trait scoring, syntactic complexity measures, and productivity measures. We further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. Method A large sample of first grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach including confirmatory factor analysis and structural equation modeling. Results The seven traits in the 6+1 trait system were best described as two constructs: substantive quality, and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition. Conclusions These four dimensions may be a useful guideline for evaluating developing beginning writer’s compositions. PMID:24687472
Zamora-Kapoor, Anna; Omidpanah, Adam; Monico, Evelyn; Buchwald, Dedra; Harris, Raymond; Jimenez, Nathalia
2017-03-01
This study examined the role of English language use in the reported frequency of musculoskeletal pain among Hispanic and non-Hispanic White youth. This is a secondary data analysis using a cross-sectional sample of 12,189 Hispanic and non-Hispanic White adolescents recruited for the National Longitudinal Study of Adolescent to Adult Health. Respondents were classified into three groups: (a) English-speaking non-Hispanic Whites, (b) English-speaking Hispanics, and (c) Spanish-speaking Hispanics. After controlling for body mass index and demographic, socioeconomic, and behavioral variables, Spanish-speaking Hispanics reported the least frequent musculoskeletal pain ( OR = 0.415, 95% CI [0.361, 0.477]; p < .001), followed by English-speaking Hispanics ( OR = 0.773, 95% CI [0.690, 0.865]; p < .001). The experience of musculoskeletal pain is a physiological as well as a cultural phenomenon. Health care providers should consider the role of language use in reports of pain in Hispanic and non-Hispanic White adolescents.
ERIC Educational Resources Information Center
Oriol-Boyer, Claudette
1990-01-01
A method of second-language instruction that acknowledges and reinforces the connection between ordinary and artistic uses of language is discussed. The theory, rationale, methods, and some sample activities for the approach are outlined. (MSE)
Szagun, Gisela; Schramm, Satyam A
2016-05-01
The aim of the present study was to analyze the relative influence of age at implantation, parental expansions, and child language internal factors on grammatical progress in children with cochlear implants (CI). Data analyses used two longitudinal corpora of spontaneous speech samples, one with twenty-two and one with twenty-six children, implanted between 0;6 and 3;10. Analyses were performed on the combined and separate samples. Regression analyses indicate that early child MLU is the strongest predictor of child MLU two and two-and-a-half years later, followed by parental expansions and age at implantation. Associations between earliest MLU gains and MLU two years later point to stability of individual differences. Early type and token frequencies of determiners predict MLU two years later more strongly than early frequency of lexical words. We conclude that features of CI children's very early language have considerable predictive value for later language outcomes.
Language Nests and Language Acquisition: An Empirical Analysis
ERIC Educational Resources Information Center
Okura, Eve K.
2017-01-01
This dissertation presents the findings from interviews conducted with language nest workers, teachers, language nest coordinators, administrators of language revitalization programs, principals and directors of language immersion schools that work in close proximity with language nests, and linguists involved in language revitalization efforts.…
Improving Interoperability by Incorporating UnitsML Into Markup Languages
Celebi, Ismet; Dragoset, Robert A.; Olsen, Karen J.; Schaefer, Reinhold; Kramer, Gary W.
2010-01-01
Maintaining the integrity of analytical data over time is a challenge. Years ago, data were recorded on paper that was pasted directly into a laboratory notebook. The digital age has made maintaining the integrity of data harder. Nowadays, digitized analytical data are often separated from information about how the sample was collected and prepared for analysis and how the data were acquired. The data are stored on digital media, while the related information about the data may be written in a paper notebook or stored separately in other digital files. Sometimes the connection between this “scientific meta-data” and the analytical data is lost, rendering the spectrum or chromatogram useless. We have been working with ASTM Subcommittee E13.15 on Analytical Data to create the Analytical Information Markup Language or AnIML—a new way to interchange and store spectroscopy and chromatography data based on XML (Extensible Markup Language). XML is a language for describing what data are by enclosing them in computer-useable tags. Recording the units associated with the analytical data and metadata is an essential issue for any data representation scheme that must be addressed by all domain-specific markup languages. As scientific markup languages proliferate, it is very desirable to have a single scheme for handling units to facilitate moving information between different data domains. At NIST, we have been developing a general markup language just for units that we call UnitsML. This presentation will describe how UnitsML is used and how it is being incorporated into AnIML. PMID:27134778
Improving Interoperability by Incorporating UnitsML Into Markup Languages.
Celebi, Ismet; Dragoset, Robert A; Olsen, Karen J; Schaefer, Reinhold; Kramer, Gary W
2010-01-01
Maintaining the integrity of analytical data over time is a challenge. Years ago, data were recorded on paper that was pasted directly into a laboratory notebook. The digital age has made maintaining the integrity of data harder. Nowadays, digitized analytical data are often separated from information about how the sample was collected and prepared for analysis and how the data were acquired. The data are stored on digital media, while the related information about the data may be written in a paper notebook or stored separately in other digital files. Sometimes the connection between this "scientific meta-data" and the analytical data is lost, rendering the spectrum or chromatogram useless. We have been working with ASTM Subcommittee E13.15 on Analytical Data to create the Analytical Information Markup Language or AnIML-a new way to interchange and store spectroscopy and chromatography data based on XML (Extensible Markup Language). XML is a language for describing what data are by enclosing them in computer-useable tags. Recording the units associated with the analytical data and metadata is an essential issue for any data representation scheme that must be addressed by all domain-specific markup languages. As scientific markup languages proliferate, it is very desirable to have a single scheme for handling units to facilitate moving information between different data domains. At NIST, we have been developing a general markup language just for units that we call UnitsML. This presentation will describe how UnitsML is used and how it is being incorporated into AnIML.
Balardin, Joana Bisol; Sato, João Ricardo; Vieira, Gilson; Feng, Yeu; Daly, Eileen; Murphy, Clodagh; Murphy, Declan; Ecker, Christine
2015-10-01
Autism spectrum disorders (ASD) are a group of conditions that show abnormalities in the neuroanatomy of multiple brain regions. The variability in the development of intelligence and language among individuals on the autism spectrum has long been acknowledged, but it remains unknown whether these differences impact on the neuropathology of ASD. In this study, we aimed to compare associations between surface-based regional brain measures and general intelligence (IQ) scores in ASD individuals with and without a history of language delay. We included 64 ASD adults of normal intelligence (37 without a history of language delay and 27 with a history of language delay and 80 neurotypicals). Regions with a significant association between verbal and nonverbal IQ and measures of cortical thickness (CT), surface area, and cortical volume were first identified in the combined sample of individuals with ASD and controls. Thicker dorsal frontal and temporal cortices, and thinner lateral orbital frontal and parieto-occipital cortices were associated with greater and lower verbal IQ scores, respectively. Correlations between cortical volume and verbal IQ were observed in similar regions as revealed by the CT analysis. A significant difference between ASD individuals with and without a history of language delay in the association between CT and verbal IQ was evident in the parieto-occipital region. These results indicate that ASD subgroups defined on the basis of differential language trajectories in childhood can have different associations between verbal IQ and brain measures in adulthood despite achieving similar levels of cognitive performance. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.
Baldwin, Carol M; Choi, Myunghan; McClain, Darya Bonds; Celaya, Alma; Quan, Stuart F
2012-04-15
To translate, back-translate and cross-language validate (English/Spanish) the Sleep Heart Health Study Sleep Habits Questionnaire for use with Spanish-speakers in clinical and research settings. Following rigorous translation and back-translation, this cross-sectional cross-language validation study recruited bilingual participants from academic, clinic, and community-based settings (N = 50; 52% women; mean age 38.8 ± 12 years; 90% of Mexican heritage). Participants completed English and Spanish versions of the Sleep Habits Questionnaire, the Epworth Sleepiness Scale, and the Acculturation Rating Scale for Mexican Americans II one week apart in randomized order. Psychometric properties were assessed, including internal consistency, convergent validity, scale equivalence, language version intercorrelations, and exploratory factor analysis using PASW (Version18) software. Grade level readability of the sleep measure was evaluated. All sleep categories (duration, snoring, apnea, insomnia symptoms, other sleep symptoms, sleep disruptors, restless legs syndrome) showed Cronbach α, Spearman-Brown coefficients and intercorrelations ≥ 0.700, suggesting robust internal consistency, correlation, and agreement between language versions. The Epworth correlated significantly with snoring, apnea, sleep symptoms, restless legs, and sleep disruptors) on both versions, supporting convergent validity. Items loaded on 4 factors accounted for 68% and 67% of the variance on the English and Spanish versions, respectively. The Spanish-language Sleep Habits Questionnaire demonstrates conceptual and content equivalency. It has appropriate measurement properties and should be useful for assessing sleep health in community-based clinics and intervention studies among Spanish-speaking Mexican Americans. Both language versions showed readability at the fifth grade level. Further testing is needed with larger samples.
Beyond Growth: The Next Stage in Language and Area Studies.
1984-04-01
including Spanish for Latin America, enjoy a favorable situation on all four dimensions; Quechua and other Indian languages (not listed in Table 2.2) have...34 Sample size: 51 applicants in EE, of which 27 took " EE language instruction. LATIN AMERICA Spanish 4 1 3 4 Portuguese 3 3 2 5 Quechua 1 2 1 - Sample...100.0 - - 2 Portuguese 80.7 11.5 7.8 398 Quechua 100.0 - - 12 Quiche maya 100.0 - - 10 Spanish 76.5 16.2 7.3 7368 MIDDLE EAST 7 Arabic Colloquial
Bonifacci, Paola; Tobia, Valentina; Bernabini, Luca; Marzocchi, Gian Marco
2016-01-01
Many studies have suggested that the concept of “number” is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool. The sample included 156 preschool children. Of these, 77 were bilingual minority children (mean age = 58.27 ± 5.90), and 79 were monolinguals (mean age = 58.45 ± 6.03). The study focused on three levels of analysis: group differences in language and number skills, concurrent linguistic predictors of early numeracy and, finally, profile analysis of linguistic skills in children with impaired vs. adequate numeracy skills. The results showed that, apart from the expected differences in linguistic measures, bilinguals differed from monolinguals in numerical skills with a verbal component, such as semantic knowledge of digits, but they did not differ in a pure non-verbal component such as quantity comparison. The multigroup structural equation model indicated that letter knowledge was a significant predictor of the verbal component of numeracy for both groups. Phonological awareness was a significant predictor of numeracy skills only in the monolingual group. Profile analysis showed that children with a selective weakness in the non-verbal component of numeracy had fully adequate verbal skills. Results from the present study suggest that only some specific components of language competence predict numerical processing, although linguistic proficiency may not be a prerequisite for developing adequate early numeracy skills. PMID:27458413
Bonifacci, Paola; Tobia, Valentina; Bernabini, Luca; Marzocchi, Gian Marco
2016-01-01
Many studies have suggested that the concept of "number" is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool. The sample included 156 preschool children. Of these, 77 were bilingual minority children (mean age = 58.27 ± 5.90), and 79 were monolinguals (mean age = 58.45 ± 6.03). The study focused on three levels of analysis: group differences in language and number skills, concurrent linguistic predictors of early numeracy and, finally, profile analysis of linguistic skills in children with impaired vs. adequate numeracy skills. The results showed that, apart from the expected differences in linguistic measures, bilinguals differed from monolinguals in numerical skills with a verbal component, such as semantic knowledge of digits, but they did not differ in a pure non-verbal component such as quantity comparison. The multigroup structural equation model indicated that letter knowledge was a significant predictor of the verbal component of numeracy for both groups. Phonological awareness was a significant predictor of numeracy skills only in the monolingual group. Profile analysis showed that children with a selective weakness in the non-verbal component of numeracy had fully adequate verbal skills. Results from the present study suggest that only some specific components of language competence predict numerical processing, although linguistic proficiency may not be a prerequisite for developing adequate early numeracy skills.
ERIC Educational Resources Information Center
Bailey, Kathleen M., Ed.; And Others
This collection of 10 selected conference papers report the results of language testing research. Titles and authors are: "Computerized Adaptive Language Testing: A Spanish Placement Exam" (Jerry W. Larson); "Utilizing Rasch Analysis to Detect Cheating on Language Examinations" (Harold S. Madsen); "Scalar Analysis of…
NASA Technical Reports Server (NTRS)
Reichel, R. H.; Hague, D. S.; Jones, R. T.; Glatt, C. R.
1973-01-01
This computer program manual describes in two parts the automated combustor design optimization code AUTOCOM. The program code is written in the FORTRAN 4 language. The input data setup and the program outputs are described, and a sample engine case is discussed. The program structure and programming techniques are also described, along with AUTOCOM program analysis.
ERIC Educational Resources Information Center
Kerins, John; Ramsay, Allan
2012-01-01
This paper reports on the development of a prototype tool which shows how learners can be helped to reflect upon the accuracy of their writing. Analysis of samples of freely written texts by intermediate and advanced learners of English as a foreign language (EFL) showed evidence of weakness in the use of tense and aspect. Computational discourse…
ERIC Educational Resources Information Center
Amato, Antonio
1979-01-01
The development of an intensive Italian course for science students attending Somalia's National University is described. The historical background for this project, sponsored by the Italian Government and staffed by Italian teachers, is outlined. Course objectives, methods, and organization are illustrated by samples of instructional materials,…
Zubrick, Stephen R.; Taylor, Catherine L.; Christensen, Daniel
2015-01-01
Aims Oral language is the foundation of literacy. Naturally, policies and practices to promote children’s literacy begin in early childhood and have a strong focus on developing children’s oral language, especially for children with known risk factors for low language ability. The underlying assumption is that children’s progress along the oral to literate continuum is stable and predictable, such that low language ability foretells low literacy ability. This study investigated patterns and predictors of children’s oral language and literacy abilities at 4, 6, 8 and 10 years. The study sample comprised 2,316 to 2,792 children from the first nationally representative Longitudinal Study of Australian Children (LSAC). Six developmental patterns were observed, a stable middle-high pattern, a stable low pattern, an improving pattern, a declining pattern, a fluctuating low pattern, and a fluctuating middle-high pattern. Most children (69%) fit a stable middle-high pattern. By contrast, less than 1% of children fit a stable low pattern. These results challenged the view that children’s progress along the oral to literate continuum is stable and predictable. Findings Multivariate logistic regression was used to investigate risks for low literacy ability at 10 years and sensitivity-specificity analysis was used to examine the predictive utility of the multivariate model. Predictors were modelled as risk variables with the lowest level of risk as the reference category. In the multivariate model, substantial risks for low literacy ability at 10 years, in order of descending magnitude, were: low school readiness, Aboriginal and/or Torres Strait Islander status and low language ability at 8 years. Moderate risks were high temperamental reactivity, low language ability at 4 years, and low language ability at 6 years. The following risk factors were not statistically significant in the multivariate model: Low maternal consistency, low family income, health care card, child not read to at home, maternal smoking, maternal education, family structure, temperamental persistence, and socio-economic area disadvantage. The results of the sensitivity-specificity analysis showed that a well-fitted multivariate model featuring risks of substantive magnitude did not do particularly well in predicting low literacy ability at 10 years. PMID:26352436
An analysis of absorbing image on the Indonesian text by using color matching
NASA Astrophysics Data System (ADS)
Hutagalung, G. A.; Tulus; Iryanto; Lubis, Y. F. A.; Khairani, M.; Suriati
2018-03-01
The insertion of messages in an image is performed by inserting per character message in some pixels. One way of inserting a message into an image is by inserting the ASCII decimal value of a character to the decimal value of the primary color of the image. Messages that use characters in letters, numbers or symbols, where the use of letters of each word is different in number and frequency of use, as well as the use of letters in various messages within each language. In Indonesian language, the use of the letter A to be the most widely used, and the use of other letters greatly affect the clarity of a message or text presented in the language. This study aims to determine the capacity to absorb the message in Indonesian language from an image and what are the things that affect the difference. The data used in this study consists of several images in JPG or JPEG format can be obtained from the image drawing software or hardware of the image makers at different image sizes. The results of testing on four samples of a color image have been obtained by using an image size of 1200 X 1920.
Degeling, Chris; Rock, Melanie; Toews, Lorraine; Teows, Lorraine
2011-01-01
In industrialized societies, more than 1 in 3 dogs and people currently qualify as overweight or obese. Experts in public health expect both these figures to rise. Although clinical treatment remains important, so are public perceptions and social norms. This article presents a thematic analysis of English-language mass media coverage on canine obesity from 2000 through 2009 and compares these results with a thematic analysis of articles on canine obesity in leading veterinary journals during the same time period. Drawing on Giddens's theory of structuration, this study identified articles that emphasized individual agency, environmental structure, or both as contributors to canine obesity. Comparisons with weight-related health problems in human populations were virtually absent from the veterinary sample. Although such comparisons were almost always present in the media sample, quotations from veterinarians and other spokespeople for the welfare of nonhuman animals emphasized the agency of individual caregivers (owners) over structural influences. Now that weight gain and obesity have been established as a pressing animal welfare problem, these results suggest a need for research and for interventions, such as media advocacy, that emphasize intersections between animal-owner agency, socioenvironmental determinants, and connections between animal welfare and human health.
Merz, Erin L; Malcarne, Vanessa L; Roesch, Scott C; Riley, Natasha; Sadler, Georgia Robins
2011-07-01
Depression is a significant problem for ethnic minorities that remains understudied partly due to a lack of strong measures with established psychometric properties. One screening tool, the Patient Health Questionnaire-9 (PHQ-9), which was developed for use in primary care has also gained popularity in research settings. The reliability and validity of the PHQ-9 has been well established among predominantly Caucasian samples, in addition to many minority groups. However, there is little evidence regarding its utility among Hispanic Americans, a large and growing cultural group in the United States. In this study, we investigated the reliability and structural validity of the PHQ-9 in Hispanic American women. A community sample of 479 Latina women from southern California completed the PHQ-9 in their preferred language of English or Spanish. Cronbach's alphas suggested that there was good internal consistency for both the English- and Spanish-language versions. Structural validity was investigated using multigroup confirmatory factor analysis. Results support a similar one-factor structure with equivalent response patterns and variances among English- and Spanish-speaking Latinas. These results suggest that the PHQ-9 can be used with confidence in both English and Spanish versions to screen Latinas for depression.
Merz, Erin L.; Malcarne, Vanessa L.; Roesch, Scott C.; Riley, Natasha; Sadler, Georgia Robins
2014-01-01
Depression is a significant problem for ethnic minorities that remains understudied partly due to a lack of strong measures with established psychometric properties. One screening tool, the Patient Health Questionnaire-9 (PHQ-9), which was developed for use in primary care has also gained popularity in research settings. The reliability and validity of the PHQ-9 has been well established among predominantly Caucasian samples, in addition to many minority groups. However, there is little evidence regarding its utility among Hispanic Americans, a large and growing cultural group in the United States. In this study, we investigated the reliability and structural validity of the PHQ-9 in Hispanic American women. A community sample of 479 Latina women from southern California completed the PHQ-9 in their preferred language of English or Spanish. Cronbach’s alphas suggested that there was good internal consistency for both the English- and Spanish-language versions. Structural validity was investigated using multigroup confirmatory factor analysis (CFA). Results support a similar one-factor structure with equivalent response patterns and variances among English- and Spanish-speaking Latinas. These results suggest that the PHQ-9 can be used with confidence in both English and Spanish versions to screen Latinas for depression. PMID:21787063
Diagnostic memory assessment in Italian-born Australians.
Fratti, Sara; Bowden, Stephen C; Pino, Olimpia
2011-09-01
In many English-speaking countries neuropsychological assessment of non-English speakers is often performed in English or through an interpreter. Relying on interpreters often involves unstandardized and ad hoc translations of tests which may limit valid assessment. In a sample of 75 Italian-born elderly Australians from the general community (48 women and 27 men, aged 56-90 years) we administered standardized and normed psychological tests in both English (WMS-III, WAIS-III, BNT, Schonell Graded Word Reading Test) and Italian (Milan Overall Dementia Assessment, MODA). We examined the hypothesis that long-term retrieval ability assessed in English is primarily influenced by cognitive abilities assessed in Italian and by English language competence. Regression analysis showed that the strongest predictor of long-term retrieval in English was long-term retrieval in Italian (R2 = 0.229, F(72) = 29.12, p<0.01). After inclusion of an estimate of general cognitive ability in Italian, English language competence failed to add significantly to variance explained in memory tested in English (p > 0.05). Results of the present study support the view that long-term retrieval memory is not significantly affected by second language proficiency after control of cognitive ability assessed in Italian. As a consequence, if an Italian-born elder Australian with English as a second language scores poorly on a diagnostic memory test, this result may be due to cognitive impairment rather than language issues. If, instead, we attribute poor performance to language competence, an increased risk of false negative diagnosis may arise.
Adolescent relationship violence and acculturation among NYC Latinos.
DuPont-Reyes, Melissa; Fry, Deborah; Rickert, Vaughn; Davidson, Leslie L
2015-07-01
Acculturation has been shown to positively and negatively affect Latino health. Little research investigates the overlap between acculturation and the different types of relationship violence among Latino youth and most research in this area predominantly involves Mexican-American samples. The current study examined associations between indices of acculturation (language use at home, chosen survey language, and nativity) and relationship physical violence and sexual coercion, both received and delivered, among predominantly Dominican and Puerto Rican adolescents from New York City. From 2006 to 2007, 1,454 adolescents aged 13-21 years in New York City completed an anonymous survey that included the Conflict in Adolescent Relationships Inventory which estimates experiences of physical violence and sexual coercion, both received and delivered, in the previous year. This analysis includes bivariate and multivariate methods to test the associations between language use at home, chosen survey language, and nativity with the different types of relationship violence. Among females, there is a significant association between language use at home and overall level of acculturation with delivering and receiving relationship physical violence; however, we did not find this association in delivering and receiving relationship sexual coercion. We found no association between acculturation and any type of relationship violence among males. Among Latina females, language spoken at home is an indicator of other protective factors of physical relationship violence. Future research in this area should explore the potential protective factors surrounding relationship violence among Latina females of various subgroups using comprehensive measures of acculturation, household composition and family engagement.
Turned on to Language Arts: Computer Literacy in the Primary Grades.
ERIC Educational Resources Information Center
Guthrie, Larry F.; Richardson, Susan
1995-01-01
Describes Apple Computer's Early Language Connections (ELC) program. Designed for K-2 grades, ELC integrates Macintosh computers, children's literature, instructional software, and other curriculum materials, including sample lessons constructed around thematic units. The literature-based product uses a whole-language approach (with phonics…
Longitudinal Effects on Early Adolescent Language: A Twin Study
ERIC Educational Resources Information Center
Harlarr, Nicole; De Thorne, Laura Segebart; Smith, Jamie Mahurin; Betancourt, Mariana Aparicio; Petrill, Stephen A.
2016-01-01
Purpose: We evaluated genetic and environmental contributions to individual differences in language skills during early adolescence, measured by both language sampling and standardized tests, and examined the extent to which these genetic and environmental effects are stable across time. Purpose: We evaluated genetic and environmental…
The development of executive function and language skills in the early school years.
Gooch, Debbie; Thompson, Paul; Nash, Hannah M; Snowling, Margaret J; Hulme, Charles
2016-02-01
The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills. Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour. © 2015 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.
Gregl, Ana; Kirigin, Marin; Bilać, Snjeiana; Sućeska Ligutić, Radojka; Jaksić, Nenad; Jakovljević, Miro
2014-09-01
This research aims to investigate differences in speech comprehension between children with specific language impairment (SLI) and their developmentally normal peers, and the relationship between speech comprehension and emotional/behavioral problems on Achenbach's Child Behavior Checklist (CBCL) and Caregiver Teacher's Report Form (C-TRF) according to the DSMIV The clinical sample comprised 97preschool children with SLI, while the peer sample comprised 60 developmentally normal preschool children. Children with SLI had significant delays in speech comprehension and more emotional/behavioral problems than peers. In children with SLI, speech comprehension significantly correlated with scores on Attention Deficit/Hyperactivity Problems (CBCL and C-TRF), and Pervasive Developmental Problems scales (CBCL)(p<0.05). In the peer sample, speech comprehension significantly correlated with scores on Affective Problems and Attention Deficit/Hyperactivity Problems (C-TRF) scales. Regression analysis showed that 12.8% of variance in speech comprehension is saturated with 5 CBCL variables, of which Attention Deficit/Hyperactivity (beta = -0.281) and Pervasive Developmental Problems (beta = -0.280) are statistically significant (p < 0.05). In the reduced regression model Attention Deficit/Hyperactivity explains 7.3% of the variance in speech comprehension, (beta = -0.270, p < 0.01). It is possible that, to a certain degree, the same neurodevelopmental process lies in the background of problems with speech comprehension, problems with attention and hyperactivity, and pervasive developmental problems. This study confirms the importance of triage for behavioral problems and attention training in the rehabilitation of children with SLI and children with normal language development that exhibit ADHD symptoms.
Silva, Regiane Serafim Abreu; Simões-Zenari, Marcia; Nemr, Nair Kátia
2012-01-01
To analyze the impact of auditory training for auditory-perceptual assessment carried out by Speech-Language Pathology undergraduate students. During two semesters, 17 undergraduate students enrolled in theoretical subjects regarding phonation (Phonation/Phonation Disorders) analyzed samples of altered and unaltered voices (selected for this purpose), using the GRBAS scale. All subjects received auditory training during nine 15-minute meetings. In each meeting, a different parameter was presented using the different voices sample, with predominance of the trained aspect in each session. Sample assessment using the scale was carried out before and after training, and in other four opportunities throughout the meetings. Students' assessments were compared to an assessment carried out by three voice-experts speech-language pathologists who were the judges. To verify training effectiveness, the Friedman's test and the Kappa index were used. The rate of correct answers in the pre-training was considered between regular and good. It was observed maintenance of the number of correct answers throughout assessments, for most of the scale parameters. In the post-training moment, the students showed improvements in the analysis of asthenia, a parameter that was emphasized during training after the students reported difficulties analyzing it. There was a decrease in the number of correct answers for the roughness parameter after it was approached segmented into hoarseness and harshness, and observed in association with different diagnoses and acoustic parameters. Auditory training enhances students' initial abilities to perform the evaluation, aside from guiding adjustments in the dynamics of the university subject.
Vanhoucke, Elodie; Cousin, Emilie; Baciu, Monica
2013-03-01
Growing evidence suggests that age impacts on interhemispheric representation of language. Dichotic listening test allows assessing language lateralization for spoken language and it generally reveals right-ear/left-hemisphere (LH) predominance for language in young adult subjects. According to reported results, elderly would display increasing LH predominance in some studies or stable LH language lateralization for language in others ones. The aim of this study was to depict the main pattern of results in respect with the effect of normal aging on the hemisphere specialization for language by using dichotic listening test. A meta-analysis based on 11 studies has been performed. The inter-hemisphere asymmetry does not seem to increase according to age. A supplementary qualitative analysis suggests that right-ear advantage seems to increase between 40 and 49 y old and becomes stable or decreases after 55 y old, suggesting right-ear/LH decline.
Moeller, Mary Pat; McCleary, Elizabeth; Putman, Coille; Tyler-Krings, Amy; Hoover, Brenda; Stelmachowicz, Patricia
2010-01-01
Objective Studies of language development in children with mild-moderate hearing loss are relatively rare. Longitudinal studies of children with late-identified hearing loss have not been conducted, and they are relevant for determining how a period of unaided mild-moderate hearing loss impacts development. In recent years, newborn hearing screening programs have effectively reduced the ages of identification for most children with permanent hearing loss. However, some children continue to be identified late and research is needed to guide management decisions. Further, studies of this group may help to discern if language normalizes following intervention, and/or if certain aspects of language might be vulnerable to persistent delays. The current study examines the impact of late identification and reduced audibility on speech and language outcomes via a longitudinal study of four children with mild-moderate sensorineural hearing loss. Design Longitudinal outcomes of four children with late-identified mild-moderate sensorinueral hearing loss were studied using standardized measures and language sampling procedures, from at or near the point of identification (28 – 41 months) through 84 months of age. The children with hearing loss were compared to ten age-matched children with normal hearing on a majority of the measures through 60 months of age. Spontaneous language samples were collected from mother-child interaction sessions, recorded at consistent intervals in a laboratory-based play setting. Transcripts were analyzed using computer-based procedures (Systematic Analysis of Language Transcripts) and the Index of Productive Syntax. Possible influences of audibility were explored by examining the onset and productive use of a set of verb tense markers, and by monitoring the children’s accuracy in use of morphological endings. Phonological samples at baseline were transcribed and analyzed using Computerized Profiling. Results At entry to the study, the four children with hearing loss demonstrated language delays, with pronounced delays in phonological development. Three of the four children demonstrated rapid progress with development and interventions, and performed within the average range on standardized speech and language measures compared to age-matched children by 60-months of age. However, persistent differences from children with normal hearing were observed in the areas of morphosyntax, speech intelligibility in conversation, and production of fricatives. Children with mild-moderate hearing loss demonstrated later than typical emergence of certain verb tense markers, which may be related to reduced or inconsistent audibility. Conclusions The results of this study suggest that early communication delays will resolve for children with late-identified mild-moderate hearing loss, given appropriate amplification and intervention services. A positive result is that three of four children demonstrated normalization of broad language behaviors by 60-months of age, in spite of significant delays at baseline. However, these children are at risk for persistent delays in phonology at the conversational level and for accuracy in use of morphological markers. The ways in which reduced auditory experiences and audibility may contribute to these delays are explored, along with implications for evaluation of outcomes. PMID:20548239
ERIC Educational Resources Information Center
Han, Myae; Vukelich, Carol; Buell, Martha; Meacham, Sohyun
2014-01-01
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62…
ERIC Educational Resources Information Center
Yetis, Veda Aslim; Kurt, Çigdem
2016-01-01
The aim of this study is to determine whether intercultural sensitivity levels vary among foreign language teacher candidates in terms of variables such as target language, year of study (grade), and gender in both intra and inters programs. Research sample consists of 1,049 Turkish freshmen, sophomore, junior, and senior foreign language teacher…
Associations between schizotypy and cerebral laterality.
Park, Haeme R P; Waldie, Karen E
2017-03-01
Atypical lateralization for language has been found in schizophrenia, suggesting that language and thought disorders on the schizophrenia spectrum may be due to left hemispheric dysfunction. However, research with those with non-clinical schizotypy has been inconsistent, with some studies finding reduced or reversed language laterality (particularly with positive schizotypal traits), and others finding typical left hemispheric specialization. The aim of the current study was to use both a behavioural (dual reading-finger tapping) task and an functional magnetic resonance imaging lexical decision task to investigate language laterality in a university sample of high- and low-schizotypal adults. Findings revealed no evidence for atypical lateralization in our sample for both overall schizotypy (measured by the Oxford-Liverpool Inventory of Feelings and Experiences) and positive schizotypy (measured by the Unusual Experiences subscale) groups. Our findings provide further evidence that non-clinical schizotypy is not associated with atypical language laterality.
The language growth of spanish-speaking English language learners.
Rojas, Raúl; Iglesias, Aquiles
2013-01-01
Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples (6,516 Spanish; 5,732 English) produced by 1,723 ELLs during the first 3 years of formal schooling (M age at first observation = 5 years 7 months). Results indicated distinct trajectories of language growth over time for each language differentially impacted by summer vacation and gender, significant intra- and interindividual differences in initial status and growth rates across both languages, and language-specific relations between language growth and initial status. Implications of ELLs' language growth are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Internal Versus External DSLs for Trace Analysis: Extended Abstract
NASA Technical Reports Server (NTRS)
Barringer, Howard; Havelund, Klaus
2011-01-01
This tutorial explores the design and implementation issues arising in the development of domain-specific languages for trace analysis. It introduces the audience to the general concepts underlying such special-purpose languages building upon the authors' own experiences in developing both external domain specific languages and systems, such as EAGLE, HAWK, RULER and LOGSCOPE, and the more recent internal domain-specific language and system TRACECONTRACT within the SCALA language.
A Large-Scale Analysis of Variance in Written Language.
Johns, Brendan T; Jamieson, Randall K
2018-01-22
The collection of very large text sources has revolutionized the study of natural language, leading to the development of several models of language learning and distributional semantics that extract sophisticated semantic representations of words based on the statistical redundancies contained within natural language (e.g., Griffiths, Steyvers, & Tenenbaum, ; Jones & Mewhort, ; Landauer & Dumais, ; Mikolov, Sutskever, Chen, Corrado, & Dean, ). The models treat knowledge as an interaction of processing mechanisms and the structure of language experience. But language experience is often treated agnostically. We report a distributional semantic analysis that shows written language in fiction books varies appreciably between books from the different genres, books from the same genre, and even books written by the same author. Given that current theories assume that word knowledge reflects an interaction between processing mechanisms and the language environment, the analysis shows the need for the field to engage in a more deliberate consideration and curation of the corpora used in computational studies of natural language processing. Copyright © 2018 Cognitive Science Society, Inc.
Growth of Finiteness in the Third Year of Life: Replication and Predictive Validity
ERIC Educational Resources Information Center
Hadley, Pamela A.; Rispoli, Matthew; Holt, Janet K.; Fitzgerald, Colleen; Bahnsen, Alison
2014-01-01
Purpose: The authors of this study investigated the validity of tense and agreement productivity (TAP) scoring in diverse sentence frames obtained during conversational language sampling as an alternative measure of finiteness for use with young children. Method: Longitudinal language samples were used to model TAP growth from 21 to 30 months of…
Cross-National Evidence for Compatibility of Psychological Type in Polish and American Samples.
ERIC Educational Resources Information Center
Tobacyk, Jerome; Cyrson, Edward; Tobacyk, Zofia
2000-01-01
A study of three Polish groups (71 managers, 107 marketing/management students, 75 English-language students) showed that the psychological type distributions of managers and marketing/management students were similar to each other and to U.S. samples. English-language students' types were nearly the opposite and were similar to U.S. liberal arts…
ERIC Educational Resources Information Center
Wang, Shudong; Wang, Ning; Hoadley, David
This study examined the comparability of scores on the National Nurses Aides Assessment Program (NNAAP) test across language and administration condition groups for calibration and validation samples that were randomly drawn from the same population. A sample of 20,568 candidate responses to 1 test form was used. This examination is given in…
Effective Teaching Strategies for Predicting Reading Growth in English Language Learners
ERIC Educational Resources Information Center
Melgarejo, Melina
2017-01-01
The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in…
ERIC Educational Resources Information Center
Uchikoshi, Yuuko; Yang, Lu; Liu, Siwei
2018-01-01
This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish-English and Cantonese-English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and…
ERIC Educational Resources Information Center
Lambert, Olga D.
2015-01-01
This study investigates the relationships between individual learner characteristics and gain in writing performance as measured by a standardized writing assessment in a sample of community college academic English as a Second Language (ESL) students in the United States. The ethnically and linguistically diverse convenience sample included 76…
ERIC Educational Resources Information Center
Abraham, Lee B.
2008-01-01
Language learners have unprecedented opportunities for developing second language literacy skills and intercultural understanding by reading authentic texts on the Internet and in multimedia computer-assisted language learning environments. This article presents findings from a meta-analysis of 11 studies of computer-mediated glosses in second…
The Factor Structure of the English Language Development Assessment: A Confirmatory Factor Analysis
ERIC Educational Resources Information Center
Kuriakose, Anju
2011-01-01
This study investigated the internal factor structure of the English language development Assessment (ELDA) using confirmatory factor analysis. ELDA is an English language proficiency test developed by a consortium of multiple states and is used to identify and reclassify English language learners in kindergarten to grade 12. Scores on item…
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…
Kaqchikel Maya Language Analysis Project
ERIC Educational Resources Information Center
Eddy de Pappa, Sarah
2010-01-01
The purpose of this analysis was to study the linguistic features of Kaqchikel, a Mayan language currently spoken in Guatemala and increasingly in the United States, in an effort to better prepare teachers of English as a second language (ESL) or English as a foreign language (EFL) to address the distinct needs of a frequently neglected and…
Language Learning of Gifted Individuals: A Content Analysis Study
ERIC Educational Resources Information Center
Gokaydin, Beria; Baglama, Basak; Uzunboylu, Huseyin
2017-01-01
This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research…
Flight program language requirements. Volume 2: Requirements and evaluations
NASA Technical Reports Server (NTRS)
1972-01-01
The efforts and results are summarized for a study to establish requirements for a flight programming language for future onboard computer applications. Several different languages were available as potential candidates for future NASA flight programming efforts. The study centered around an evaluation of the four most pertinent existing aerospace languages. Evaluation criteria were established, and selected kernels from the current Saturn 5 and Skylab flight programs were used as benchmark problems for sample coding. An independent review of the language specifications incorporated anticipated future programming requirements into the evaluation. A set of detailed language requirements was synthesized from these activities. The details of program language requirements and of the language evaluations are described.
Flight program language requirements. Volume 3: Appendices
NASA Technical Reports Server (NTRS)
1972-01-01
Government-sponsored study and development efforts were directed toward design and implementation of high level programming languages suitable for future aerospace applications. The study centered around an evaluation of the four most pertinent existing aerospace languages. Evaluation criteria were established, and selected kernels from the current Saturn 5 and Skylab flight programs were used as benchmark problems for sample coding. An independent review of the language specifications incorporated anticipated future programming requirements into the evaluation. A set of language requirements was synthesized from these activities.
Procedures for Obtaining and Analyzing Writing Samples of School-Age Children and Adolescents
ERIC Educational Resources Information Center
Price, Johanna R.; Jackson, Sandra C.
2015-01-01
Purpose: Many students' writing skills are below grade-level expectations, and students with oral language difficulties are at particular risk for writing difficulties. Speech-language pathologists' (SLPs') expertise in language applies to both the oral and written modalities, yet evidence suggests that SLPs' confidence regarding writing…
Students' Motivation toward Computer-Based Language Learning
ERIC Educational Resources Information Center
Genc, Gulten; Aydin, Selami
2011-01-01
The present article examined some factors affecting the motivation level of the preparatory school students in using a web-based computer-assisted language-learning course. The sample group of the study consisted of 126 English-as-a-foreign-language learners at a preparatory school of a state university. After performing statistical analyses…
Language and the African American Child
ERIC Educational Resources Information Center
Green, Lisa J.
2011-01-01
How do children acquire African American English? How do they develop the specific language patterns of their communities? Drawing on spontaneous speech samples and data from structured elicitation tasks, this book explains the developmental trends in the children's language. It examines topics such as the development of tense/aspect marking,…
Production of Infinitival Complements by Children with Specific Language Impairment
ERIC Educational Resources Information Center
Arndt, Karen Barako; Schuele, C. Melanie
2012-01-01
The purpose of this study was to explore the production of infinitival complements by children with specific language impairment (SLI) as compared with mean length of utterance (MLU)-matched children in an effort to clarify inconsistencies in the literature. Spontaneous language samples were analysed for infinitival complements (reduced…
A Strategy for Language Assessment of Young Children: A Combination of Two Approaches.
ERIC Educational Resources Information Center
Kelly, Donna J.; Rice, Mabel L.
1986-01-01
A proposed strategy for language assessment advocates a combination of descriptive and formal assessment measures. This approach involves a parent-clinician interview, parent-child observations, clinician-directed formal and nonformal assessment procedures, and a parent-clinician interpretation. An elaborated sample of language assessment is…
Robotics-assisted mass spectrometry assay platform enabled by open-source electronics.
Chiu, Shih-Hao; Urban, Pawel L
2015-02-15
Mass spectrometry (MS) is an important analytical technique with numerous applications in clinical analysis, biochemistry, environmental analysis, geology and physics. Its success builds on the ability of MS to determine molecular weights of analytes, and elucidate their structures. However, sample handling prior to MS requires a lot of attention and labor. In this work we were aiming to automate processing samples for MS so that analyses could be conducted without much supervision of experienced analysts. The goal of this study was to develop a robotics and information technology-oriented platform that could control the whole analysis process including sample delivery, reaction-based assay, data acquisition, and interaction with the analyst. The proposed platform incorporates a robotic arm for handling sample vials delivered to the laboratory, and several auxiliary devices which facilitate and secure the analysis process. They include: multi-relay board, infrared sensors, photo-interrupters, gyroscopes, force sensors, fingerprint scanner, barcode scanner, touch screen panel, and internet interface. The control of all the building blocks is achieved through implementation of open-source electronics (Arduino), and enabled by custom-written programs in C language. The advantages of the proposed system include: low cost, simplicity, small size, as well as facile automation of sample delivery and processing without the intervention of the analyst. It is envisaged that this simple robotic system may be the forerunner of automated laboratories dedicated to mass spectrometric analysis of biological samples. Copyright © 2014 Elsevier B.V. All rights reserved.
Changes in research on language barriers in health care since 2003: A cross-sectional review study.
Schwei, Rebecca J; Del Pozo, Sam; Agger-Gupta, Niels; Alvarado-Little, Wilma; Bagchi, Ann; Chen, Alice Hm; Diamond, Lisa; Gany, Francesca; Wong, Doreena; Jacobs, Elizabeth A
2016-02-01
Understanding how to mitigate language barriers is becoming increasingly important for health care providers around the world. Language barriers adversely affect patients in their access to health services; comprehension and adherence; quality of care; and patient and provider satisfaction. In 2003, the United States (US) government made a major change in national policy guidance that significantly affected limited English proficient patients' ability to access language services. The objectives of this paper are to describe the state of the language barriers literature inside and outside the US since 2003 and to compare the research that was conducted before and after a national policy change occurred in the US. We hypothesize that language barrier research would increase inside and outside the US but that the increase in research would be larger inside the US in response to this national policy change. We reviewed the research literature on language barriers in health care and conducted a cross sectional analysis by tabulating frequencies for geographic location, language group, methodology, research focus and specialty and compared the literature before and after 2003. Our sample included 136 studies prior to 2003 and 426 studies from 2003 to 2010. In the 2003-2010 time period there was a new interest in studying the providers' perspective instead of or in addition to the patients' perspective. The methods remained similar between periods with greater than 60% of studies being descriptive and 12% being interventions. There was an increase in research on language barriers inside and outside the US and we believe this was larger due to the change in the national policy. We suggest that researchers worldwide should move away from simply documenting the existence of language barriers and should begin to focus their research on documenting how language concordant care influences patient outcomes, providing evidence for interventions that mitigate language barriers, and evaluating the cost effectiveness of providing language concordant care to patients with language barriers. We think this is possible if funding agencies around the world begin to request proposals for these types of research studies. Together, we can begin document meaningful ways to provide high quality health care to patients with language barriers. Copyright © 2015 Elsevier Ltd. All rights reserved.
Depression in non-Korean women residing in South Korea following marriage to Korean men.
Kim, Hyun-Sil; Kim, Hun-Soo
2013-06-01
The purpose of the study was to examine the roles of acculturative stress, life satisfaction, and language literacy in depression in non-Korean women residing in South Korea following marriage to Korean men. A cross-sectional study was performed, using an anonymous, self-reporting questionnaire. A total of 173 women were selected using a proportional stratified random sampling method. The relation between acculturation, depression, language literacy, life satisfaction and socio-demographic variables and the predictors of depression among participants were analyzed. The analysis included descriptive statistics and hierarchical multiple regression. Of the participants, 9.2% had depression, which was almost twice the rate of depression found in the general Korean population. In hierarchical multiple regression analysis, acculturative stress (beta=-.325, P<.001) and life satisfaction (beta=-.282, P=.003) were significantly associated with the level of depression. This final model was statistically significant and life satisfaction, acculturative stress, language literacy accounted for 31.0% (adjusted R(2)) of the variance in the depression score (P<.001). Elevated acculturative stress and less life satisfaction were significantly associated with a higher level of depression in migrant wives in Korea. Implications for practice and research are discussed. Copyright © 2013 Elsevier Inc. All rights reserved.
Methodological challenges in cross-language qualitative research: a research review.
Squires, Allison
2009-02-01
Cross-language qualitative research occurs when a language barrier is present between researchers and participants. The language barrier is frequently mediated through the use of a translator or interpreter. The purpose of this analysis of cross-language qualitative research was threefold: (1) review the methods literature addressing cross-language research; (2) synthesize the methodological recommendations from the literature into a list of criteria that could evaluate how researchers methodologically managed translators and interpreters in their qualitative studies; (3) test these criteria on published cross-language qualitative studies. A group of 40 purposively selected cross-language qualitative studies found in nursing and health sciences journals. The synthesis of the cross-language methods literature produced 14 criteria to evaluate how qualitative researchers managed the language barrier between themselves and their study participants. To test the criteria, the researcher conducted a summative content analysis framed by discourse analysis techniques of the 40 cross-language studies. The evaluation showed that only 6 out of 40 studies met all the criteria recommended by the cross-language methods literature for the production of trustworthy results in cross-language qualitative studies. Multiple inconsistencies, reflecting disadvantageous methodological choices by cross-language researchers, appeared in the remaining 33 studies. To name a few, these included rendering the translator or interpreter as an invisible part of the research process, failure to pilot test interview questions in the participant's language, no description of translator or interpreter credentials, failure to acknowledge translation as a limitation of the study, and inappropriate methodological frameworks for cross-language research. The finding about researchers making the role of the translator or interpreter invisible during the research process supports studies completed by other authors examining this issue. The analysis demonstrated that the criteria produced by this study may provide useful guidelines for evaluating cross-language research and for novice cross-language researchers designing their first studies. Finally, the study also indicates that researchers attempting cross-language studies need to address the methodological issues surrounding language barriers between researchers and participants more systematically.
ERIC Educational Resources Information Center
Han, Nguyen Van
2014-01-01
Discourse analysis, as Murcia and Olshtain (2000) assume, is a vast study of language in use that extends beyond sentence level, and it involves a more cognitive and social perspective on language use and communication exchanges. Holding a wide range of phenomena about language with society, culture and thought, discourse analysis contains various…
Roy, P; Chiat, S
2014-10-01
This paper addressed relations between language, social communication and behaviour, and their trajectories, in a sample of 9-11-year-olds (n=91) who had been referred to clinical services with concerns about language as pre-schoolers. Children were first assessed at 2½-4 years, and again 18 months later. Results revealed increasing differentiation of profiles across time. By 9-11 years, 11% of the sample had social communication deficits, 27% language impairment, 20% both, and 42% neither. The size of group differences on key language and social communication measures was striking (2-3 standard deviations). Social communication deficits included autistic mannerisms and were associated with social, emotional and behavioural difficulties (SEBDs); in contrast, language impairment was associated with hyperactivity only. Children with both language and social communication problems had the most severe difficulties on all measures. These distinct school-age profiles emerged gradually. Investigation of developmental trajectories revealed that the three impaired groups did not differ significantly on language or SEBD measures when the children were first seen. Only low performance on the Early Sociocognitive Battery, a new measure of social responsiveness, joint attention and symbolic understanding, differentiated the children with and without social communication problems at 9-11 years. These findings suggest that some children who first present with language delay or difficulties have undetected Autism Spectrum Disorders which may or may not be accompanied by language impairment in the longer term. This new evidence of developmental trajectories starting in the preschool years throws further light on the nature of social communication and language problems in school-age children, relations between language impairment and SEBDs, and on the nature of early language development. Copyright © 2014 Elsevier Ltd. All rights reserved.
Diffusion of Lexical Change in Social Media
Eisenstein, Jacob; O'Connor, Brendan; Smith, Noah A.; Xing, Eric P.
2014-01-01
Computer-mediated communication is driving fundamental changes in the nature of written language. We investigate these changes by statistical analysis of a dataset comprising 107 million Twitter messages (authored by 2.7 million unique user accounts). Using a latent vector autoregressive model to aggregate across thousands of words, we identify high-level patterns in diffusion of linguistic change over the United States. Our model is robust to unpredictable changes in Twitter's sampling rate, and provides a probabilistic characterization of the relationship of macro-scale linguistic influence to a set of demographic and geographic predictors. The results of this analysis offer support for prior arguments that focus on geographical proximity and population size. However, demographic similarity – especially with regard to race – plays an even more central role, as cities with similar racial demographics are far more likely to share linguistic influence. Rather than moving towards a single unified “netspeak” dialect, language evolution in computer-mediated communication reproduces existing fault lines in spoken American English. PMID:25409166
Whissell, Cynthia
2003-06-01
56 samples (n > half a million phonemes) of names (e.g., men's, women's jets'), song lyrics (e.g., Paul Simon's, rap, Beatles'), poems (frequently anthologized English poems), and children's materials (books directed at children ages 3-10 years) were used to study a proposed new measure of English language samples--Pronounceability-based on children's mastery of some phonemes in advance of others. This measure was provisionally equated with greater "youthfulness" and "playfulness" in language samples and with less "maturity." Findings include the facts that women's names were less pronounceable than men's and that poetry was less pronounceable than song lyrics or children's materials. In a supplementary study, 13 university student volunteers' assessments of the youth of randomly constructed names was linearly related to how pronounceable each name was (eta = .8), providing construct validity for the interpretation of Pronounceability as a measure of Youthfulness.
Horn, David L; Pisoni, David B; Miyamoto, Richard T
2006-08-01
The objective of this study was to assess relations between fine and gross motor development and spoken language processing skills in pediatric cochlear implant users. The authors conducted a retrospective analysis of longitudinal data. Prelingually deaf children who received a cochlear implant before age 5 and had no known developmental delay or cognitive impairment were included in the study. Fine and gross motor development were assessed before implantation using the Vineland Adaptive Behavioral Scales, a standardized parental report of adaptive behavior. Fine and gross motor scores reflected a given child's motor functioning with respect to a normative sample of typically developing, normal-hearing children. Relations between these preimplant scores and postimplant spoken language outcomes were assessed. In general, gross motor scores were found to be positively related to chronologic age, whereas the opposite trend was observed for fine motor scores. Fine motor scores were more strongly correlated with postimplant expressive and receptive language scores than gross motor scores. Our findings suggest a disassociation between fine and gross motor development in prelingually deaf children: fine motor skills, in contrast to gross motor skills, tend to be delayed as the prelingually deaf children get older. These findings provide new knowledge about the links between motor and spoken language development and suggest that auditory deprivation may lead to atypical development of certain motor and language skills that share common cortical processing resources.
Wilkins, Victoria; Elliott, Marc N; Richardson, Andrea; Lozano, Paula; Mangione-Smith, Rita
2011-01-01
Objective To examine the association between care experiences and parent ratings of care within racial/ethnic/language subgroups. Data Source National Consumer Assessment of Healthcare Providers and Systems Benchmarking Database 3.0 (2003–2006). Sample Characteristics 111,139 parents of minor Medicaid managed care enrollees. Study Design Cross-sectional observational study predicting “poor” (0–5 on 0–10 scale) parent ratings of personal doctor, specialist, health care, and health plan from care experiences for different parent race/ethnicity/language subgroups (Latino/Spanish, Latino/English, white, and black). Principal Findings Care experiences had similar associations with the probability of poor parent ratings of care across the four racial/ethnic/language subgroups (p>.20). A one standard deviation improvement in the doctor communication care experience was associated with about half the frequency of poor ratings of care for personal doctor and health care in all subgroups (p<.05). Sensitivity analysis of individual communication items found that failure to provide explanations to children predicted poor ratings of care only among whites, who also weighed the length of physician interaction more heavily than other subgroups. Conclusions Communication-based interventions may improve experiences and ratings of care for all subgroups, although implementation of these interventions may need to consider preferences associated with race, ethnicity, and language. PMID:21275987
ERIC Educational Resources Information Center
Board, Kathryn; Tinsley, Teresa
2014-01-01
The Language Trends survey 2013/4 is the 12th in a series of annual research exercises charting the health of language teaching and learning in English schools. The findings are based on an online survey completed by teachers in a large sample of secondary schools across the country from both the state and independent sectors. In 2012, and again…
ERIC Educational Resources Information Center
Sa'd, Seyyed Hatam Tamimi; Qadermazi, Zohre
2014-01-01
This study is an attempt to examine the possible effect that exposure to English has had on the use of refusal strategies in English as a Foreign Language (EFL) learners compared with those of non-English learners when refusing in their native language, Persian. The sample included 12 EFL learners and 12 learners of other academic majors including…
ERIC Educational Resources Information Center
Szagun, Gisela; Schramm, Satyam A.
2016-01-01
The aim of the present study was to analyze the relative influence of age at implantation, parental expansions, and child language internal factors on grammatical progress in children with cochlear implants (CI). Data analyses used two longitudinal corpora of spontaneous speech samples, one with twenty-two and one with twenty-six children,…
ERIC Educational Resources Information Center
Lee, Nancy Raitano; Wallace, Gregory L.; Adeyemi, Elizabeth I.; Lopez, Katherine C.; Blumenthal, Jonathan D.; Clasen, Liv S.; Giedd, Jay N.
2012-01-01
Background: Supernumerary sex chromosome aneuploidies (X/Y-aneuploidies), the presence of extra X and/or Y chromosomes, are associated with heightened rates of language impairments and social difficulties. However, no single study has examined different language domains and social functioning in the same sample of children with tri-, tetra-, and…
"¿Cómo Lo Escribo en Inglés o en Español?" Writing in Dual-Language Learners
ERIC Educational Resources Information Center
Gillanders, Cristina
2018-01-01
The purpose of this article is to describe the development of writing in young dual language learners, who are children under 5 years old who are learning the dominant language and another language at the same time. Early writing has been associated with literacy outcomes in the later years of elementary school. The article presents samples of…
Harrison, Linda J; McLeod, Sharynne
2010-04-01
To determine risk and protective factors for speech and language impairment in early childhood. Data are presented for a nationally representative sample of 4,983 children participating in the Longitudinal Study of Australian Children (described in McLeod & Harrison, 2009). Thirty-one child, parent, family, and community factors previously reported as being predictors of speech and language impairment were tested as predictors of (a) parent-rated expressive speech/language concern and (b) receptive language concern, (c) use of speech-language pathology services, and (d) low receptive vocabulary. Bivariate logistic regression analyses confirmed 29 of the identified factors. However, when tested concurrently with other predictors in multivariate analyses, only 19 remained significant: 9 for 2-4 outcomes and 10 for 1 outcome. Consistent risk factors were being male, having ongoing hearing problems, and having a more reactive temperament. Protective factors were having a more persistent and sociable temperament and higher levels of maternal well-being. Results differed by outcome for having an older sibling, parents speaking a language other than English, and parental support for children's learning at home. Identification of children requiring speech and language assessment requires consideration of the context of family life as well as biological and psychosocial factors intrinsic to the child.
Exploring the Use of Multidimensional Analysis of Learner Language to Promote Register Awareness
ERIC Educational Resources Information Center
Aguado-Jimenez, Pilar; Perez-Paredes, Pascual; Sanchez, Purificacion
2012-01-01
This paper discusses the use of multidimensional analysis (MA) of learner language to promote the awareness of linguistic concepts such as register and variation. Our research explores the introduction of learner register awareness by using MA of learner language in the field of university Foreign Language Teaching (FLT). In this context, a group…
Gender Differences in Children's Language: A Meta-Analysis of Slovenian Studies
ERIC Educational Resources Information Center
Marjanovic-Umek, Ljubica; Fekonja-Peklaj, Urška
2017-01-01
Child gender has been proved to affect toddlers'/children's language development in several studies, but its effect was not found to be stable across different ages or various aspects of language ability. The effect of gender on toddler's, children's and adolescents' language ability was examined in the present meta-analysis of ten Slovenian…
Estimated effects of in utero cocaine exposure on language development through early adolescence.
Bandstra, Emmalee S; Morrow, Connie E; Accornero, Veronica H; Mansoor, Elana; Xue, Lihua; Anthony, James C
2011-01-01
The potential longitudinal effects of prenatal cocaine exposure (PCE) on language functioning were estimated from early childhood through early adolescence in a large, well-retained urban sample of 451 full-term children (242 cocaine-exposed, 209 non-cocaine-exposed) participating in the Miami Prenatal Cocaine Study (MPCS). The sample was enrolled prospectively at birth, with documentation of prenatal drug exposure status through maternal interview, and toxicology assays of maternal and infant urine, and infant meconium. Age-appropriate versions of the Clinical Evaluation of Language Fundamentals (CELF) were used to measure total, expressive, and receptive language at ages 3, 5, and 12years. Longitudinal latent growth curve (LLGC) modeling of the data revealed an association between PCE (measured dichotomously as yes/no) and lower functioning in expressive and total language scores, after considering other sources of variation including child's age at testing, sex, prenatal exposure to alcohol, marijuana, and tobacco, and additional medical and social-demographic covariates. Analyses of level of PCE showed a gradient, i.e. dose-dependent, relationship between PCE level and expressive, receptive, and total language scores in the models controlling for age, child's sex, and other prenatal drug exposures. With additional covariate control these findings were most stable for the total language score. The evidence supports an inference about an enduring stable cocaine-specific effect on children's language abilities, with no effect on language growth over time in the longitudinal trajectory of language development. Copyright © 2010 Elsevier Inc. All rights reserved.
Literature Review of the Classifications of "Needs" in Needs Analysis Theory
ERIC Educational Resources Information Center
Juan, L. I.
2014-01-01
Needs analysis makes it possible that the language course can cater to the needs of learners from different countries, different language levels and different targets. A well-established needs analysis may provide references for the policy making, curriculum design of foreign language teaching. This paper reviews the point of view of some…
Narrating Beliefs: A Language Ideologies Approach to Teacher Beliefs
ERIC Educational Resources Information Center
Razfar, Aria
2012-01-01
This article explores how we can better understand the language ideologies of teachers working with second language learners through narrative analysis. This analysis draws on ethnographic data collected in an urban high school with a predominant Latina/o population and nearly a quarter designated as English learners. This analysis illustrates how…
A Meta-Analysis of Cross Sectional Studies Investigating Language in Maltreated Children
ERIC Educational Resources Information Center
Lum, Jarrad A. G.; Powell, Martine; Timms, Lydia; Snow, Pamela
2015-01-01
Purpose: In this review article, meta-analysis was used to summarize research investigating language skills in maltreated children. Method: A systematic search of published studies was undertaken. Studies were included in the meta-analysis if they investigated language skills in groups comprising maltreated and nonmaltreated children. Studies were…
ERIC Educational Resources Information Center
Niehaus, Kate; Kumpiene, Gerda
2014-01-01
This exploratory study examined the relationships among individual characteristics, language brokering experiences and attitudes, and multiple dimensions of self-concept among a sample of Latino adolescents. The sample was comprised of 66 Latino students in 6th through 11th grades who were proficient in both Spanish and English. Results from…
Formal Functional Test Designs: Bridging the Gap Between Test Requirements and Test Specifications
NASA Technical Reports Server (NTRS)
Hops, Jonathan
1993-01-01
This presentation describes the testing life cycle, the purpose of the test design phase, and test design methods and gives an example application. Also included is a description of Test Representation Language (TRL), a summary of the language, and an example of an application of TRL. A sample test requirement and sample test design are included.
ERIC Educational Resources Information Center
Bornstein, Marc H.; Hendricks, Charlene
2012-01-01
Using the Multiple Indicator Cluster Survey, language comprehension and production were compared in a sample of 101,250 children aged 2 ; 00 to 9 ; 11 and a focus subsample of 38,845 children aged 2 ; 00 to 4 ; 11 from sixteen under-researched developing nations. In the whole sample, comprehension slightly exceeded production; correlations between…
ERIC Educational Resources Information Center
Harrison, Linda J.; McLeod, Sharynne
2010-01-01
Purpose: To determine risk and protective factors for speech and language impairment in early childhood. Method: Data are presented for a nationally representative sample of 4,983 children participating in the Longitudinal Study of Australian Children (described in McLeod & Harrison, 2009). Thirty-one child, parent, family, and community…
ERIC Educational Resources Information Center
Bárcena, Elena; Read, Timothy; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván, Noa; Ávila-Cabrera, José; Ibañez, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez, Pilar; Castrillo, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, Agnes
2015-01-01
In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are…
ERIC Educational Resources Information Center
Kover, Sara T.; McDuffie, Andrea; Abbeduto, Leonard; Brown, W. Ted
2012-01-01
Purpose: In this study, the authors examined the impact of sampling context on multiple aspects of expressive language in male participants with fragile X syndrome in comparison to male participants with Down syndrome or typical development. Method: Participants with fragile X syndrome (n = 27), ages 10-17 years, were matched groupwise on…
An Extended Optional Infinitive Stage in German-Speaking Children with Specific Language Impairment.
ERIC Educational Resources Information Center
Rice, Mabel L.; Noll, Karen Ruff; Grimm, Hannelore
1997-01-01
Predictions were formulated for extended Optional Infinitives (OIs) stage in German-speaking children with specific language impairment and evaluated in clinical sample of 8 SLI German-speaking children, ages 4; 0 to 4; 8; and control group of 8 younger utterance-equivalent children, ages 2; 1 to 2; 7. Samples reveal that affected group more…
dbMDEGA: a database for meta-analysis of differentially expressed genes in autism spectrum disorder.
Zhang, Shuyun; Deng, Libin; Jia, Qiyue; Huang, Shaoting; Gu, Junwang; Zhou, Fankun; Gao, Meng; Sun, Xinyi; Feng, Chang; Fan, Guangqin
2017-11-16
Autism spectrum disorders (ASD) are hereditary, heterogeneous and biologically complex neurodevelopmental disorders. Individual studies on gene expression in ASD cannot provide clear consensus conclusions. Therefore, a systematic review to synthesize the current findings from brain tissues and a search tool to share the meta-analysis results are urgently needed. Here, we conducted a meta-analysis of brain gene expression profiles in the current reported human ASD expression datasets (with 84 frozen male cortex samples, 17 female cortex samples, 32 cerebellum samples and 4 formalin fixed samples) and knock-out mouse ASD model expression datasets (with 80 collective brain samples). Then, we applied R language software and developed an interactive shared and updated database (dbMDEGA) displaying the results of meta-analysis of data from ASD studies regarding differentially expressed genes (DEGs) in the brain. This database, dbMDEGA ( https://dbmdega.shinyapps.io/dbMDEGA/ ), is a publicly available web-portal for manual annotation and visualization of DEGs in the brain from data from ASD studies. This database uniquely presents meta-analysis values and homologous forest plots of DEGs in brain tissues. Gene entries are annotated with meta-values, statistical values and forest plots of DEGs in brain samples. This database aims to provide searchable meta-analysis results based on the current reported brain gene expression datasets of ASD to help detect candidate genes underlying this disorder. This new analytical tool may provide valuable assistance in the discovery of DEGs and the elucidation of the molecular pathogenicity of ASD. This database model may be replicated to study other disorders.
Acoustic constituents of prosodic typology
NASA Astrophysics Data System (ADS)
Komatsu, Masahiko
Different languages sound different, and considerable part of it derives from the typological difference of prosody. Although such difference is often referred to as lexical accent types (stress accent, pitch accent, and tone; e.g. English, Japanese, and Chinese respectively) and rhythm types (stress-, syllable-, and mora-timed rhythms; e.g. English, Spanish, and Japanese respectively), it is unclear whether these types are determined in terms of acoustic properties, The thesis intends to provide a potential basis for the description of prosody in terms of acoustics. It argues for the hypothesis that the source component of the source-filter model (acoustic features) approximately corresponds to prosody (linguistic features) through several experimental-phonetic studies. The study consists of four parts. (1) Preliminary experiment: Perceptual language identification tests were performed using English and Japanese speech samples whose frequency spectral information (i.e. non-source component) is heavily reduced. The results indicated that humans can discriminate languages with such signals. (2) Discussion on the linguistic information that the source component contains: This part constitutes the foundation of the argument of the thesis. Perception tests of consonants with the source signal indicated that the source component carries the information on broad categories of phonemes that contributes to the creation of rhythm. (3) Acoustic analysis: The speech samples of Chinese, English, Japanese, and Spanish, differing in prosodic types, were analyzed. These languages showed difference in acoustic characteristics of the source component. (4) Perceptual experiment: A language identification test for the above four languages was performed using the source signal with its acoustic features parameterized. It revealed that humans can discriminate prosodic types solely with the source features and that the discrimination is easier as acoustic information increases. The series of studies showed the correspondence of the source component to prosodic features. In linguistics, prosodic types have not been discussed purely in terms of acoustics; they are usually related to the function of prosody or phonological units such as phonemes. The present thesis focuses on acoustics and makes a contribution to establishing the crosslinguistic description system of prosody.
Vachha, B; Adams, R
2009-09-01
This study examines the effect of family environment on language performance in children with myelomeningocele compared with age- and education-matched controls selected from the same geographic region. Seventy-five monolingual (English) speaking children with myelomeningocele [males: 30; ages: 7-16 years; mean age: 10 years 1 month, standard deviation (SD) 2 years 7 months] and 35 typically developing children (males: 16; ages 7-16 years; mean age: 10 years 9 months, SD 2 years 6 months) participated in the study. The Comprehensive Assessment of Spoken Language (CASL) and the Wechsler tests of intelligence were administered individually to all participants. The CASL measures four subsystems: lexical, syntactic, supralinguistic and pragmatic. Parents completed the Family Environment Scale (FES) questionnaire and provided background demographic information. Standard independent sample t-tests, chi-squared and Fisher's exact tests were used to make simple comparisons between groups for age, socio-economic status, gender and ethnicity. Spearman correlation coefficients were used to detect associations between language and FES data. Group differences for the language and FES scores were analysed with a multivariate analysis of variance at a P-value of 0.05. For the myelomeningocele group, both Spearman correlation and partial correlation analyses revealed statistically significant positive relationships for the FES 'intellectual-cultural orientation' (ICO) variable and language performance in all subsystems (P < 0.01). For controls, positive associations were seen between: (1) ICO and lexical/semantic and syntactic subsystems; and (2) FES 'independence' and lexical/semantic and supralinguistic tasks. The relationship between language performance and family environment appears statistically and intuitively sound. As in our previous study, the positive link between family focus on intellectually and culturally enhancing activities and language performance among children with myelomeningocele and shunted hydrocephalus remains robust. Knowledge of this relationship should assist parents and professionals in supporting language development through activities within the natural learning environment.
Winsler, A; Díaz, R M; Espinosa, L; Rodríguez, J L
1999-01-01
This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children.
ERIC Educational Resources Information Center
Zadeh, Zohreh Yaghoub; Im-Bolter, Nancie; Cohen, Nancy J.
2007-01-01
The present study integrates findings from three lines of research on the association of social cognition and externalizing psychopathology, language and externalizing psychopathology, and social cognition and language functioning using Structural Equation Modeling (SEM). To date these associations have been examined in pairs. A sample of 354…
ASSESSMENT OF THE WRITTEN LANGUAGE OF DEAF STUDENTS.
ERIC Educational Resources Information Center
MARKS, CLAUDE H.; STUCKLESS, E. ROSS
THIS INVESTIGATION WAS CONDUCTED TO DESCRIBE THE WRITTEN LANGUAGE OF DEAF STUDENTS BETWEEN 10 AND 18 YEARS OF AGE IN TERMS OF SIX MEASURABLE VARIABLES, AND TO RELATE THESE VARIABLES TO TEACHER JUDGMENTS OF QUALITY OF LANGUAGE. TEN STRATIFIED RANDOM SAMPLES OF COMPOSITIONS BY DEAF STUDENTS WERE SELECTED FROM 14 RESIDENTIAL AND DAY EDUCATIONAL…
Using Computer-Mediated Communication (CMC) in Language Teaching
ERIC Educational Resources Information Center
Goertler, Senta
2009-01-01
This article discusses how new and familiar computer technology tools can be used in a communicative language classroom. It begins by outlining the benefits and challenges of using such technology for language teaching in general, and it describes some sample activities that the author has used. Readers are shown how to implement various computer…
ERIC Educational Resources Information Center
Guan, Shu-Sha A.; Greenfield, Patricia M.; Orellana, Marjorie F.
2014-01-01
This mixed-method study assessed the nature of language brokering and the relationship between language brokering and prosocial capacities in a sample of 139 college students from ethnically diverse immigrant families. The prosocial capacities of interest were empathic concern and two forms of perspective-taking: general perspective-taking…
ERIC Educational Resources Information Center
Tilghman-Osborne, Emile M.; Bámaca-Colbert, Mayra; Witherspoon, Dawn; Wadsworth, Martha E.; Hecht, Michael L.
2016-01-01
Language brokering is a common practice for Latino youth with immigrant parents. Yet little is known about how youth's feelings about this responsibility contribute to the parent-adolescent relationship. In this study, we examined the longitudinal associations between language brokering attitudes and parent-adolescent closeness in a sample of…
Word-Finding Abilities in Language-Impaired Children: ASHA Monographs Number 25.
ERIC Educational Resources Information Center
Kail, Robert; Leonard, Laurence B.
Four samples of language-impaired and control children (N=233, ages from 4 to 14) participated in seven experiments to determine the specific conditions under which retrieval deficits play a role in language-impaired children's word finding problems. Experiments 1-5 dealt with recall, retrieval, and similarity judgments of words presented…
ERIC Educational Resources Information Center
Pishghadam, Reza; Khajavy, Gholam Hassan
2013-01-01
This study examined the role of metacognition and intelligence in foreign language achievement on a sample of 143 Iranian English as a Foreign Language (EFL) learners. Participants completed Raven's Advanced Progressive Matrices as a measure of intelligence, and Metacognitive Awareness Inventory as a measure of metacognition. Learners' scores at…
Foreign Language Camps: Camp Waskowitz. Teacher's Guide and Planning Book.
ERIC Educational Resources Information Center
Baudin, Phil; And Others
This guide to running a foreign language camp is intended to cover all aspects of camp administration and program planning. The philosophy of language camps is set forth. The chairperson's responsibilities regarding staff recruitment, staff assignments, and handling finances are outlined. Sample schedules for French, Spanish, and German camps are…
Writing Motivation of Students with Language Impairments
ERIC Educational Resources Information Center
Brouwer, Kyle L.
2012-01-01
This study compared the writing motivation of students with language impairments (LI) and their typically developing (TD) peers. For the study 272 students (33 students with language impairments, 242 TD peers) aged 8-10 years, in 11 elementary schools, were sampled. The two groups completed self-report measures of writing motivation and 20…
Harry Potter in Translation: Making Language Learning Magical
ERIC Educational Resources Information Center
Eaton, Sarah Elaine
2012-01-01
This guidebook for teachers documents the "Harry Potter in Translation" project undertaken at the Language Research Centre at the University of Calgary. The guide also offers 5 sample lesson plans for teachers of grades three to twelve for teaching world languages using the Harry Potter books in translation to engage students. (Contains…
ERIC Educational Resources Information Center
Cooperson, Solaman J.; Bedore, Lisa M.; Pena, Elizabeth D.
2013-01-01
These two studies investigate the relationship between phonological production skills and performance in other domains of language in Spanish-English-speaking bilingual children. We examine the relationship between scores on a single-word phonology test and language measures selected from formal testing and narrative samples in Spanish and…
Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner Children
ERIC Educational Resources Information Center
Gonzalez, Jorge; Pollard-Durodola, Sharolyn; Saenz, Laura; Soares, Denise; Davis, Heather; Resendez, Nora; Zhu, Leina
2016-01-01
Research Findings: The purpose of this study was to examine within-group individual differences in the code-related and oral language abilities of an economically stressed Spanish-speaking English language learner (ELL) preschool sample and to evaluate the predictive relationship of these differences to later listening comprehension. Latent class…
Bidirectional Associations among Sensitive Parenting, Language Development, and Social Competence
ERIC Educational Resources Information Center
Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha
2012-01-01
Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers' sensitive parenting and children's language skills and social competence from 24 to 36?months in a community sample of 174 families. In addition,…
Oral Language and Reading Success: A Structural Equation Modeling Approach
ERIC Educational Resources Information Center
Beron, Kurt J.; Farkas, George
2004-01-01
Oral language skills and habits may serve as important resources for success or failure in school-related tasks such as learning to read. This article tests this hypothesis utilizing a unique data set, the original Woodcock-Johnson Psycho-Educational Battery-Revised norming sample. This article assesses the importance of oral language by focusing…
Genetic, Environmental, and Gender Effects on Individual Differences in Toddler Expressive Language
ERIC Educational Resources Information Center
Van Hulle, Carol A.; Goldsmith, H.H.; Lemery, Kathryn S.
2004-01-01
In this article, the authors examined the genetic and environmental factors influencing expressive language development in a sample of 386 toddler twin pairs participating in the Wisconsin Twin Project. Expressive language was assessed using 2 measures from the MacArthur Communicative Development Inventories-Short Form: Total Vocabulary and…
Longitudinal Associations Across Prematurity, Attention, and Language in School-Age Children.
Mahurin-Smith, Jamie; DeThorne, Laura S; Petrill, Stephen A
2017-12-20
This research note explores the potential role of attention in mediating previously reported associations between language outcomes and prematurity. As a follow-up investigation to Mahurin Smith, DeThorne, Logan, Channell, and Petrill (2014), we employed multilevel modeling to analyze longitudinal data on language and attention collected when children were, on average, ages of 7, 8, and 10 years. The sample of 114 children taken from the Western Reserve Reading and Math Project was selected to oversample children with a history of prematurity while also controlling for differences in confounding influences such as age, gender, parental education, and race. As predicted, attention differentially predicted language outcomes based on form of measurement. Specifically, parent and examiner ratings of attention were significantly associated with standardized test performance at all 3 time points (R2 = 15.2%-20%). Associations between attention and language sample measures were less consistent across home visits and tended to be smaller in effect size. Attention abilities are associated with children's language performance even in the absence of an attention-deficit/hyperactivity disorder diagnosis. Clinical implications, particularly as related to assessment, are discussed.
The role of language familiarity in bilingual stuttering assessment.
Lee, Amanda Savio; Robb, Michael P; Ormond, Tika; Blomgren, Michael
2014-10-01
The aim of this study was to evaluate the ability of English-speaking speech-language pathologists (SLPs) to evaluate stuttering behaviour in two Spanish-English bilingual adults who stutter (AWS1 and AWS2). The English-speaking SLPs were asked to judge the frequency, severity, type, duration, and physical concomitants of stuttering in both languages of the two AWS. The combined results from the English-speaking SLPs were then compared to the judgements of three Spanish-English bilingual SLPs. Results indicated that English-speaking SLPs (1) judged stuttering frequency to be greater in Spanish than English for AWS1, and equal in Spanish and English for AWS2, (2) were more accurate at evaluating individual moments of stuttering for the English samples compared to the Spanish samples, (3) identified fewer and less severe stuttering behaviours than the bilingual SLPs in both languages, and (4) were accurate judges of overall stuttering severity in both languages. The results correspond to past research examining the accuracy of stuttering evaluations in unfamiliar languages. Possible explanations for the findings, clinical implications, and future research directions are discussed.
NASA Astrophysics Data System (ADS)
Kosmidis, Kosmas; Kalampokis, Alkiviadis; Argyrakis, Panos
2006-10-01
We use the detrended fluctuation analysis (DFA) and the Grassberger-Proccacia analysis (GP) methods in order to study language characteristics. Despite that we construct our signals using only word lengths or word frequencies, excluding in this way huge amount of information from language, the application of GP analysis indicates that linguistic signals may be considered as the manifestation of a complex system of high dimensionality, different from random signals or systems of low dimensionality such as the Earth climate. The DFA method is additionally able to distinguish a natural language signal from a computer code signal. This last result may be useful in the field of cryptography.
2010-01-01
Background Recent research based on comparisons between bilinguals and monolinguals postulates that bilingualism enhances cognitive control functions, because the parallel activation of languages necessitates control of interference. In a novel approach we investigated two groups of bilinguals, distinguished by their susceptibility to cross-language interference, asking whether bilinguals with strong language control abilities ("non-switchers") have an advantage in executive functions (inhibition of irrelevant information, problem solving, planning efficiency, generative fluency and self-monitoring) compared to those bilinguals showing weaker language control abilities ("switchers"). Methods 29 late bilinguals (21 women) were evaluated using various cognitive control neuropsychological tests [e.g., Tower of Hanoi, Ruff Figural Fluency Task, Divided Attention, Go/noGo] tapping executive functions as well as four subtests of the Wechsler Adult Intelligence Scale. The analysis involved t-tests (two independent samples). Non-switchers (n = 16) were distinguished from switchers (n = 13) by their performance observed in a bilingual picture-naming task. Results The non-switcher group demonstrated a better performance on the Tower of Hanoi and Ruff Figural Fluency task, faster reaction time in a Go/noGo and Divided Attention task, and produced significantly fewer errors in the Tower of Hanoi, Go/noGo, and Divided Attention tasks when compared to the switchers. Non-switchers performed significantly better on two verbal subtests of the Wechsler Adult Intelligence Scale (Information and Similarity), but not on the Performance subtests (Picture Completion, Block Design). Conclusions The present results suggest that bilinguals with stronger language control have indeed a cognitive advantage in the administered tests involving executive functions, in particular inhibition, self-monitoring, problem solving, and generative fluency, and in two of the intelligence tests. What remains unclear is the direction of the relationship between executive functions and language control abilities. PMID:20180956
Bohland, Jason W; Myers, Emma M; Kim, Esther
2014-01-01
A number of heritable disorders impair the normal development of speech and language processes and occur in large numbers within the general population. While candidate genes and loci have been identified, the gap between genotype and phenotype is vast, limiting current understanding of the biology of normal and disordered processes. This gap exists not only in our scientific knowledge, but also in our research communities, where genetics researchers and speech, language, and cognitive scientists tend to operate independently. Here we describe a web-based, domain-specific, curated database that represents information about genotype-phenotype relations specific to speech and language disorders, as well as neuroimaging results demonstrating focal brain differences in relevant patients versus controls. Bringing these two distinct data types into a common database ( http://neurospeech.org/sldb ) is a first step toward bringing molecular level information into cognitive and computational theories of speech and language function. One bridge between these data types is provided by densely sampled profiles of gene expression in the brain, such as those provided by the Allen Brain Atlases. Here we present results from exploratory analyses of human brain gene expression profiles for genes implicated in speech and language disorders, which are annotated in our database. We then discuss how such datasets can be useful in the development of computational models that bridge levels of analysis, necessary to provide a mechanistic understanding of heritable language disorders. We further describe our general approach to information integration, discuss important caveats and considerations, and offer a specific but speculative example based on genes implicated in stuttering and basal ganglia function in speech motor control.
Kalin, Sari R; Fung, Teresa T
2013-01-01
Mass media coverage of child obesity is rising, paralleling the child obesity epidemic's growth, and there is evidence that parents seek parenting advice from media sources. Yet little to no research has examined the coverage of child obesity in parenting magazines or Spanish-language media. The purpose of this study was to use qualitative and quantitative content analysis methods to identify, quantify, and compare strategies for child obesity prevention and control presented in mainstream and Spanish-language US parenting magazines. Child obesity-related editorial content in 68 mainstream and 20 Spanish-language magazine issues published over 32 months was gathered. Magazine content was coded with a manual developed by refining themes from the sample and from an evidence-based child obesity prevention action plan. Seventy-three articles related to child obesity prevention and control were identified. Most focused on parental behavior change rather than environmental change, and only 3 in 10 articles referred to the social context in which parental behavior change takes place. Child obesity-focused articles were not given high prominence; only one in four articles in the entire sample referred to child obesity as a growing problem or epidemic. Key differences between genres reflect culturally important Latino themes, including family focus and changing health beliefs around child weight status. Given mass media's potential influence on parenting practices and public perceptions, nutrition communication professionals and registered dietitians need to work to reframe media coverage of childhood obesity as an environmental problem that requires broad-based policy solutions. Spanish-speaking media can be an ally in helping Latina women change cultural health beliefs around child weight status. Copyright © 2013 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.
ERIC Educational Resources Information Center
Arcuino, Cathy Lee T.
2013-01-01
The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who…
Odean, Rosalie; Nazareth, Alina; Pruden, Shannon M.
2015-01-01
Developmental systems theory posits that development cannot be segmented by influences acting in isolation, but should be studied through a scientific lens that highlights the complex interactions between these forces over time (Overton, 2013a). This poses a unique challenge for developmental psychologists studying complex processes like language development. In this paper, we advocate for the combining of highly sophisticated data collection technologies in an effort to move toward a more systemic approach to studying language development. We investigate the efficiency and appropriateness of combining eye-tracking technology and the LENA (Language Environment Analysis) system, an automated language analysis tool, in an effort to explore the relation between language processing in early development, and external dynamic influences like parent and educator language input in the home and school environments. Eye-tracking allows us to study language processing via eye movement analysis; these eye movements have been linked to both conscious and unconscious cognitive processing, and thus provide one means of evaluating cognitive processes underlying language development that does not require the use of subjective parent reports or checklists. The LENA system, on the other hand, provides automated language output that describes a child’s language-rich environment. In combination, these technologies provide critical information not only about a child’s language processing abilities but also about the complexity of the child’s language environment. Thus, when used in conjunction these technologies allow researchers to explore the nature of interacting systems involved in language development. PMID:26379591
Predictors of language service availability in U.S. hospitals
Schiaffino, Melody K.; Al-Amin, Mona; Schumacher, Jessica R.
2014-01-01
Background: Hispanics comprise 17% of the total U.S. population, surpassing African-Americans as the largest minority group. Linguistically, almost 60 million people speak a language other than English. This language diversity can create barriers and additional burden and risk when seeking health services. Patients with Limited English Proficiency (LEP) for example, have been shown to experience a disproportionate risk of poor health outcomes, making the provision of Language Services (LS) in healthcare facilities critical. Research on the determinants of LS adoption has focused more on overall cultural competence and internal managerial decision-making than on measuring LS adoption as a process outcome influenced by contextual or external factors. The current investigation examines the relationship between state policy, service area factors, and hospital characteristics on hospital LS adoption. Methods: We employ a cross-sectional analysis of survey data from a national sample of hospitals in the American Hospital Association (AHA) database for 2011 (N= 4876) to analyze hospital characteristics and outcomes, augmented with additional population data from the American Community Survey (ACS) to estimate language diversity in the hospital service area. Additional data from the National Health Law Program (NHeLP) facilitated the state level Medicaid reimbursement factor. Results: Only 64% of hospitals offered LS. Hospitals that adopted LS were more likely to be not-for-profit, in areas with higher than average language diversity, larger, and urban. Hospitals in above average language diverse counties had more than 2-fold greater odds of adopting LS than less language diverse areas [Adjusted Odds Ratio (AOR): 2.26, P< 0.01]. Further, hospitals with a strategic orientation toward diversity had nearly 2-fold greater odds of adopting LS (AOR: 1.90, P< 0.001). Conclusion: Our findings support the importance of structural and contextual factors as they relate to healthcare delivery. Healthcare organizations must address the needs of the population they serve and align their efforts internally. Current financial incentives do not appear to influence adoption of LS, nor do Medicaid reimbursement funds, thus suggesting that further alignment of incentives. Organizational and system level factors have a place in disparities research and warrant further analysis; additional spatial methods could enhance our understanding of population factors critical to system-level health services research. PMID:25337600
ERIC Educational Resources Information Center
Roy, Debopriyo; Crabbe, Stephen
2015-01-01
Website analysis is an interdisciplinary field of inquiry that focuses on both digital literacy and language competence (Brugger, 2009). Website analysis in an EFL learning context has the potential to facilitate logical thinking and in the process develop functional language proficiency. This study reported on an English language website…