bluuebunny/crossref_metadata_2025 huggingface dataset:
Grammars for people
Authors: Lightfoot David
Published: December 2008

TWO VIEWS OF GRAMMAR

For many years, many people have used the term ‘grammar’ to indicate something which represents an individual's mature linguistic capacity and which arises in the mind/brain of that individual on exposure to some relevant childhood experience. The grammar interacts with other aspects of a person's mental make-up, in a modular conception of mind. Different experiences may give rise to different grammars in different individuals, but it is a plausible initial assumption that grammars arise in everybody in the same way, subject to the same principles, parameters and learning constraints, which are common to the species. This is a biological view of grammars. Countless questions arise about these grammars, about their internal properties, about how they are represented in brains, about how they emerge in young children. Under this view there is no grammar of English, rather various grammars which exist in the minds of English speakers; grammars hold of people and not of languages. Let us distinguish terminology from reality here: proponents of the biological view of grammars sometimes use ‘the grammar of French’ to refer to the grammars of French speakers in a kind of shorthand which abstracts away from individual variation. This usage may have been misleading but, as noted in Lightfoot (1991, henceforthHSP, 162), it is comparable to references to the French liver, the American brain, or the Irish wit; nobody believes that there is such an entity but sometimes it is a convenient abstraction.
Interpreting anaphoric expressions: a cognitive versus a pragmatic approach
Authors: Ariel Mira
Published: December 2008

Levinson (1985, 1987a & b, 1991) and Ariel (1985a & b, 1987, 1988a & b, 1990a, 1991) have each proposed to anchor discourse and sentential anaphora within a more general theory of communication. Levinson chose a general, extra-linguistic pragmatic theory. He uses Grice's Quantity maxim to account for the distribution of zeros, reflexives, pronouns and lexical NPs, claiming that coreferent readings are preferred, unless a disjoint reading is implicated (by the revised Gricean maxims he offers). I have proposed a specifically linguistic, cognitive theory, whereby speakers guide addressees' retrievals of mental representations corresponding to all definite NPs (coreferent as well as disjoint) by signalling to them the degree of Accessibility associated with the intended mental entity in their memory. An examination of actual data reveals that Levinson's predictions regarding definite NP interpretations are often not borne out. In addition, his proposals cannot account for many anaphoric patterns actually found in natural discourse. Accessibility theory, it is argued, can account for both types of problematic data.
Contrasting extraction types
Authors: Postal Paul M.
Published: December 2008

This paper grounds a novel typology yielding three major types of English (L(eft)-extraction, defined by their relation to resumptive pronouns (RPs): (1) B-extractions, which require RPs in their extraction sites, (2) A1-extractions, which allow RPs in their extraction sites, and (3) A2-extractions, which forbid RPs in their extraction sites. Type B is represented by topicalization; type A1 by most instances of question extraction. The A/B distinction is supported by correlations with restrictions on definite pronouns. A2-extractions, e.g. free relative extraction, are insensitive to such and unlike A1/B-extractions are incompatible with what I call selective islands, which is explained.
Prenominal adjectives and the phrasal/lexical distinction
Authors: Sadler Louisa , Arnold Douglas J.
Published: December 2008

This paper aims to demonstrate that there is no adequate treatment of adjectives in NP in English, and attempts to remedy this. The central problem is to account for the syntactic and semantic differences between prenominal and postnominal adjectival constructions as in (i)–(iv):

(i) the navigable river

(ii) the rivers navigable

(iii) *the navigable by boat rivers

(iv) the rivers navigable by boat

Existing treatments are reviewed, and a novel analysis proposed whereby the structures in (ii) and (iv) are normal syntactic N-AP structures, but prenominally, adjectives form what we call ‘small’ syntactic constructions (X° constructions, with X° daughters) which have some properties in common with lexical/morphological constructions. If the analysis is right, it poses a serious challenge to the view that there is a strict separation of lexical and syntactic aspects of grammar: grammatical theory should recognize a kind of construction which is neither fully syntactic nor fully lexical, but has properties of both.
The agreement hierarchy
Authors: Corbett G. G.
Published: December 2008

Consideration of the problem of alternative agreement forms (§ 1) leads us to postulate a hierarchy of agreement positions (§ 2) which allows us to make predictions as to the possibility and relative frequency of semantic as compared to syntactic agreement. The hierarchy is justified by data from a variety of languages which permit alternative agreements (§ 3). Confirming evidence comes from a study of the instances where agreement in case and person is required in different languages (§ 4). The status of the hierarchy and the type of prediction it makes are discussed. It is suggested that the hierarchy determines the main divisions of a measure called SYNTACTIC DISTANCE and that other factors (word order, distance between controller and agreeing element, depth of stacking) determine relative degrees of distance within these main divisions (§ 5). The basic claim of the paper is that as syntactic distance increases so does the likelihood of semantic agreement.
Unhappiness about not unhappy people
Authors: Aitchison Jean , Bailey Guy
Published: December 2008

Most linguists agree that there is a mismatch between the notions of grammaticality and acceptability. A widely held view is that there are several types of sentence which are technically well-formed, and consequently grammatical, but which are unacceptable to the ‘typical’ speaker. A more recent, and less widely held view is that the reverse situation is also possible: there exists a class of sentences which are ungrammatical, yet acceptable. In other words, it is claimed by some that the notions of grammaticality and acceptability cross-classify, since we get sentences which are:
The effects of discourse support on the organization and production of children's utterances
Authors: Streim Nancy W. , Chapman Robin S.
Published: December 2008

This study asked whether lexical availability affects the length, complexity, order of mention, and fluency of children's utterances. Lexical availability was manipulated through discourse support (present or absent) and word frequency (high or low) for 40 target nouns. Length was indexed by mean number of words per communication unit. Complexity was indexed by mean number of verbs per communication unit. Earlier mention was measured by mean number of words preceding the target word in each communication unit. Thirty-six subjects, aged 4, 6, and 8, described 40 illustrations containing a high or low frequency target noun referent. In the discourse support condition, provided for one half of the target words, subjects named the target word prior to the description task. Results showed that the number of responses containing the target word varied with age, word frequency and discourse support condition; length of responses varied with age and its interaction with discourse support; earlier mention varied with age and discourse support condition; and fluency varied with discourse support condition. The results are discussed from the viewpoint of Bock's process model of sentence production.
Second language proficiency differences in the learning of semantically-equivalent bilingual sentences
Authors: Opoku J. Y.
Published: December 2008

Three groups of subjects who used English as a second language and who were considered to be at different levels of proficiency in English participated in a study of transfer of learning from English to Yoruba, their native language, and from Yoruba to English. It was predicted that total transfer from one language to the other would decrease with increasing proficiency in English and that transfer from Yoruba to English would be higher than from English to Yoruba at lower levels of proficiency in English. Findings showed rather that total transfer increased with increasing proficiency in English and that transfer from English to Yoruba was higher than from Yoruba to English for all groups. It is concluded that on a verbal transfer task, bilinguals show development from independent to interdependent language systems with increasing proficiency in a second language.
The contributions of child and caregiver to referential and expressive language
Authors: Goldfield Beverly A.
Published: December 2008

Twelve infants were observed longitudinally to examine the relationship of children's object play and social behavior and maternal object and social-centered talk to referential and expressive language. Measures of child behavior and maternal language were coded from play sessions videotaped in the home at 12, 15, and 18 months of age; mothers recorded their babies' first 50 words. Most children acquired a balanced distribution of object labels and social-centered words and phrases; a few children evidenced a more extreme “style.” More object labels were acquired by children who more often used a toy to engage mother and who had mothers who more often talked about toys. More social-centered speech was associated with children's nontoy-mediated social attention and more maternal behavior-focused speech.
Modular patterns in second language acquisition
Authors: Rescorla Leslie , Okuda Sachiko
Published: December 2008

Analysis of data from the first six months of acquisition of English as a second language by a 5-year-old Japanese girl illustrates the role of modular “chunking” and coupling in the second language acquisition process. This process was apparent in the child's pre-copula and copula referential utterances. She produced a large number of creative and novel referential sentences by using a small number of patterns or modules. The same small set of patterns was seen in both adult and peer sessions, although advances in acquisition usually appeared in peer conversation before they were evident in adult session data.
Awareness of phonological segments and reading ability in Italian children
Authors: Cossu Giuseppe , Shankweiler Donald , Liberman Isabelle Y. , Katz Leonard , Tola Giuseppe
Published: December 2008

The early evidence pertaining to the development of phonological segmentation abilities and their relation to reading was collected with English-speaking subjects. Although data from other languages have been obtained, explicit cross-language comparisons have not been made. It was considered that since languages vary in their phonological structures, they may also vary in the demands they make on the beginning reader. The present study compared the segmentation abilities of Italian children with those of English-speaking (American) children using the same methods of assessment and the same subject-selection criteria. At the preschool level, though the Italian children manifested a higher level of performance overall, their pattern of performance paralleled that obtained earlier with American children. In both groups, syllable segmentation ability was stronger than phoneme segmentation. After school entrance, this pattern remained unchanged in American children but was reversed in Italian beginning readers. In both language groups, however, phonemic segmentation ability distinguished children of different levels of reading skill. The discrepancies between the language groups were seen as reflecting phonologic and orthographic differences between the languages.
Mode use in deaf children: the effects of communication method and communication competence
Authors: Greenberg Mark T.
Published: December 2008

This study examined the differential mode usage (speech, vocalize, gesture and sign) of profoundly deaf preschoolers and their hearing mothers as a function of their level of communicative competence (high vs. low) and method of communication (simultaneous vs. oral). Language and mode use of twenty-eight hearing mother/deaf child dyads (equally divided into oral and simultaneous dyads) were recorded during free play. Findings indicated significant mode use differences as a result of both method of communication and level of competence within each method. Bimodal or simultaneous use of modes was related to both higher communicative competence in both oral and simultaneous children and specific pragmatic types of communication. Findings are discussed in relation to both theoretical and applied issues in understanding early childhood deafness.
Syntactic complexity and cognitive style
Authors: Kagan Dona M.
Published: December 2008

In Study 1, writing samples from secondary and post-secondary students were used to examine the underlying structures of 16 indices of syntactic complexity known to be related to good writing. Factor analysis revealed six syntactic dimensions: unbound description, coordination, unbound description-final position, embedding, elongation, and prepositions. Subscales were constructed to assess each dimension. The purpose of Study 2 was to examine correlations among the six syntactic dimensions and three measures of cognitive style: field-embeddedness, category width, and perceptual accuracy. A coincidence of significant correlations between nearly all of the syntactic subscales and measures of both field-independence and reflectivity indicated an association between syntactic complexity and an analytic cognitive style. Preferred styles of organization applied to verbal and to visual stimuli alike. The ability to analytically perceive spatial relationships is clearly associated with the ability to manipulate language effectively.
Dialogue with preschoolers: A cognitively-based System of assessment
Authors: Blank Marion , Franklin Eleanor
Published: December 2008

A System is Presented for coding and analyzing dialogue that involves preschool-age children. In the System, each participant is seen, throughout the course of a dialogue, to assume the roles of both initiator and responder. Each role is evaluated according to different scales. As initiator, a speaker's utterances are judged for their level of cognitive complexity and for their “summoning power” (i.e., for their explicitness of a demand for a response). As responder, a speaker's utterances and behaviors are judged for their appropriateness as responses to the speaker-initiator's preceding verbalizations. In assessing dialogue, the scales are interlinked so as to permit one to assess the extent and complexity of the verbal communication that is taking place between the two members of a dyad. The application of the scales is illustrated through the analysis of dialogues recorded between six mothers and their 3-year-old daughters.
Response coincidence analysis as evidence for language acquisition strategies
Authors: Baker Wm J. , Derwing Bruce L.
Published: December 2008

New analytical techniques were developed for the identification of subject groups based on within-subject patterns of cooccurrences of responses. These “response coincidence analyses” provided an empirical basis for conjectures about stages or strategies in terms of the rules which characterize group performances. The nature of the operative rules was inferred from an analysis of item response similarities within the subject groups. These techniques were applied to a data set originally obtained by Innes (1974) from 120 children (20 at each age from 2 to 7 years), for a study of the acquisition of the English inflectional morphology for pluralization. The results show quite clearly how the pluralization system is acquired and indicate how such data can be used to develop the specification of rules sensitive to psycholinguistic evidence.
The acquisition of /r/ and /l/ by Japanese learners of English: Evidence that speech production can precede speech perception
Authors: Sheldon Amy , Strange Winifred
Published: December 2008

This study examines the relationship between the production and perception of English /r/ and /l/ by native Japanese adults learning English in the United States. For some subjects, production of the contrast was more accurate than their perception of it, replicating and extending a previous finding reported by Goto (1971) in Japan. The difficulty in perception of the liquid contrast varied with its position in the word. Prevocalic /r/ and /l/ in consonant clusters yielded the greatest perceptual errors, while word-final liquids were accurately perceived. This pattern of errors is not predictable on the basis of contrastive phonological analysis, but might be the result of acoustic-phonetic factors. Implications for second language pedagogy are discussed.
The effects of digraphs and pseudowords on phonemic segmentation in young children
Authors: Tunmer William E. , Nesdale Andrew R.
Published: December 2008

This research was designed to examine the possibility that beginning readers who lack phonemic segmentation ability but read words by sight resort to a “grapheme” strategy in a phoneme tapping task, tapping once for each letter in a word. While this strategy would result in correct responses to words containing as many letters as phonemes, it would lead to “overshoot” errors on words containing digraphs. However, this difference in performance should only occur with real words, since, by definition, pseudowords have not been seen before. Consistent with the hypothesis, a three-way interaction between word type, digraph type, and grade (kindergarten vs. first grade) was obtained. Further analysis revealed that some beginning readers employed a spelling strategy in performing the task.
Discrimination of intonation by hearing-impaired children
Authors: Engen Trygg , Engen Elizabeth A. , Clarkson Richard L. , Blackwell Peter M.
Published: December 2008

Earlier research has shown that sentence intonation involves frequencies of 500 Hz or less. The present research verified the hypothesis that most hearing-impaired children whose auditory input is limited to those low frequencies do perceive differences in intonation. Their performance was influenced by their response tendencies but was clearly evident across three different acoustic listening conditions and two psychophysical tests. The educational implications of this are discussed briefly.
Phonological process occurrence in phonologically disordered children
Authors: Dunn Carla , Davis Barbara L.
Published: December 2008

Recent research in phonological disorders has focused on phonological processes, to determine the number of children using particular processes. This study investigated individual patterns of phonological process occurrence in nine phonologically disordered children. The purpose of the study was to determine frequency of occurrence of each process for each child and frequency of occurrence of unusual processes. Results indicated that a small, basic subset of phonological processes seemed to account for the majority of errors made by these children. Unusual processes were primarily changes in word structure. Within the common framework of basic and unusual processes, the children realized the processes in unique ways.
Early instruction of object complements to hearing-impaired college students
Authors: Albertini John A. , Samar Vincent J.
Published: December 2008

Child language acquisition studies have suggested that some object complement constructions are acquired relatively early compared to other complex constructions. Traditionally, instruction of hearing-impaired students in object complement structures is reserved for intermediate and advanced levels due to their relative syntactic complexity. However, data from 82 basic-level, hearing-impaired college students indicated marked learning of these structures after 10 hours of instruction. Upon investigation of the relative difficulty of four grammatical components of object complements (complement markers, personal pronouns, tense inflection, and word order), tense marking in the complement was found to be the most difficult. We suggest that, in addition to traditional transformational descriptions of syntactic complexity, data on first and second language acquisition be considered when deciding on a sequence of instruction for hearing-impaired students.
The social-psychological significance of bilingual code switching for children
Authors: Genesee Fred
Published: December 2008

The purpose of the research was to examine children's evaluative reactions to bilingual code switching during a dyadic cross-cultural encounter. Children's reactions to code switching were elicited using a segmented dialogue technique whereby they listened to and judged each of an integrated series of speech turns one at a time in their order of occurrence. The speakers were played by English and French Canadian actors and were depicted in the roles of a salesman and a customer. English and French Canadian children were subjects. It was found that the children's evaluations of the speaker's language choices were influenced by (a) situational norms associated with appropriate salesman and customer behaviours; (b) interpersonal accommodation; and (c) ingroup favouritism, but not by sociocultural status differences between French and English. Moreover, their reactions were dynamic in that they depended upon mutual language choices by both actors and the basis of their evaluations changed from the beginning to the end of the dialogue sequence. The findings are discussed with respect to results from other developmental research using simpler elicitation techniques as well as to findings from adolescent and adult respondents.
A comparison of the effectiveness of graphic symbol and manual sign training with profoundly retarded children
Authors: Hodges Patricia , Schwethelm Bettina
Published: December 2008

Using a random-block design, 52 profoundly retarded nonverbal children were matched on relevant variables and randomly assigned to one of three treatment groups or a no-treatment group. In Phase One, two groups were trained in either the Premack or NON-SLIP graphic systems. Children in the Premack group learned an average of 2.3 symbols; no child in the NON-SLIP group reached the symbol stage. In Phase Two, these two groups and a third group were taught manual signs from an American Sign Language lexicon. There were significant differences in IQ and language age from pre- to posttest, and children in the two groups exposed to both graphic symbols and signs learned significantly more signs than graphic symbols. Signing appears to be a demonstrably superior intervention for profoundly retarded nonverbal populations.
Sentence comprehension limitations related to syntactic deficits in reading-disabled children
Authors: Stein Cecile L. , Cairns Helen S. , Zurif Edgar B.
Published: December 2008

Twenty reading-disabled children, ages 7 through 10, were compared with 20 nondisabled readers of the same age range according to their ability to interpret complex sentences. Using a relatively new metric, subjects were classified according to Grammar Type and the extent to which they obeyed the c-command constraint on control in interpreting sentences containing embedded complements with missing subjects. The results demonstrated that the nondisabled readers performed at higher levels of grammatical development than did the reading-impaired subjects; there was no effect for age. Implications are made regarding the structural nature of the syntactic deficit in the reading-disabled population studied.
Picture-naming agreement in monolingulas and biliguals
Authors: Goggin Judith P. , Estrada Patricia , Villarreal Ronald P.
Published: December 2008

Name agreement in Spanish and English in response to 264 pictures was assessed in monolinguals and in bilinguals, who varied in rated skill in the two languages. Most of the pictures were adapted from a standardized set of line drawings of common objects (Snodgrass & Vanderwart, 1980). Name agreement decreased as language skill decreased, and agreement was lower when labels were given in Spanish rather than in English. The relationship between name agreement and word frequency, word length, and (in the case of English) age of acquisition was assessed; both word frequency and word length were found to be related to agreement. Modal responses given by monolingual subjects were nearly identical in the two languages, and the types of non-modal responses were affected by both naming language and language skill.
Additive trilingualism: Evidence from the Basque Country
Authors: Cenoz Jasone , Valencia Jose F.
Published: December 2008

This research examines the influence of bilingualism on third language learning in a bilingual community, the Basque Country. The English-language achievement of students instructed through the majority (Spanish) and the minority (Basque) languages in the Basque Country was measured. In addition, other cognitive, sociostructural, social psychological, and educational variables were also included in the study. Several sets of regression analyses were carried out to analyze the role of bilingual education. The results indicated that bilingualism and several other variables (intelligence, motivation, age, and exposure) were good predictors of English-language achievement. This research suggests, then, that immersion in the minority language for Spanish-speaking students and school reinforcement of the native language for Basque-speaking students have positive linguistic outcomes.
Gesture and sign
Authors: Marschark Marc
Published: December 2008

The relationship of gesticulation to speech has received considerable theoretical and empirical attention from investigators interested in the verbal status of gesture, its use in prelinguistic children, and the role of gestures in social and pragmatic communication. The relationship of gesticulation to sign language, in contrast, has received less attention. Although the gestures of deaf children have been investigated in the contexts of language acquisition and linguistic flexibility, the functions of gestures used by deaf versus hearing individuals have not been examined. One difficulty for such a study stems from the fact that gesture and sign language occur in the same modality. Gesture and sign are considered here with an eye toward determining those aspects of manual communication that are specific to users of signed languages and those in common with users of oral languages. This examination reveals that gestures produced by deaf individuals can be distinguished from the sign language in which they are embedded, both in terms of their privilege of occurrence and their semantic and pragmatic functions.
An on-line study of sentence interpretation in native Croatian speakers
Authors: Mimica Ivo , Sullivan Michael , Smith Stan
Published: December 2008

Studies of sentence comprehension in different languages have enhanced our understanding of how syntactic and semantic information are used in interpreting sentences. However, few studies have attempted to assess how such information affects sentence-processing speed. The present study explored effects of case inflections, gender agreement, noun animacy, and word position on decisions and reaction times for, agent-object assignment in Croatian, a case-marking language with a rich grammatical morphological system. In accordance with Bates and MacWhinney's Competition Model, results provided evidence that the various cues to agent-object relations converge and compete to affect not only agent-object decisions, but also the speed with which those decisions are made. However, several findings from the present study did not support predictions made by the Competition Model. For example, cue strength (i.e., the relative weights that listeners assign to cues) was not a good predictor of reaction time for agent-object assignment in the present study. In addition, reaction times were not always shortened by converging information or inhibited by competing information – both of which were predicted by the model. Rather, our results support the view that, in a given language, there may be constraints on the particular combinations of cues which may converge to facilitate, or compete to inhibit, agent-object assignment. The pattern of cue interactions, which was obtained for the response latencies of normal adults in the present study, is similar to that revealed by off-line choice data from a group of Croatian aphasics (Smith & Bates, 1987), another situation in which ceiling effects of the dominant case cue were removed; thus, these results may tap into a basic aspect of the human sentence processor.
Competing complexity metrics and adults' production of complex sentences
Authors: Cheung Hintat , Kemper Susan
Published: December 2008

The adequacy of 11 metrics for measuring linguistic complexity was evaluated by applying each metric to language samples obtained from 30 different adult speakers, aged 60–90 years. The analysis then determined how well each metric indexed age-group differences in complexity. In addition, individual differences in the complexity of adults' language were examined as a function of these complexity metrics using structural equation modeling techniques. In a follow-up study, judges listened to sentences in noise, rated their comprehensibility, and attempted to recall each sentence verbatim. Hierarchical multiple regression was used to evaluate the structural equation model, derived from the language samples, with respect to sentence comprehensibility and recall. While most of the metrics provided an adequate account of age-group and individual differences in complexity, the amount of embedding and the type of embedding proved to predict how easily sentences are understood and how accurately they are recalled.
The role of feedback in adult second language acquisition: Error correction and morphological generalizations
Authors: Carroll Susanne , Swain Merrill , Roberge Yves
Published: December 2008

This study looked at the effects of feedback (explicit correction) on the learning of morphological generalizations in an experimental setting. Subjects Were 79 adult native speakers of English with intermediate (39) and advanced (40) levels of proficiency in French. All subjects were individually trained on two rules of French suffixation. Experimental subjects received correction if they gave erroneous responses to stimuli in a “feedback” session. Afterward, all subjects “guessed” responses to novel stimuli and were retested (twice) on the feedback items. Comparison subjects dealt with the same stimuli but were never corrected. Analyses of feedback responses indicated differences in favor of the experimental groups, but comparisons of guessing responses between experimental and comparison groups showed no evidence of learned generalizations. The learning of absolute exceptions was more likely among advanced learners.
Developmental knowledge of inter- and intraword boundaries: Evidence from American and Mandarin Chinese speaking beginning readers
Authors: Hsia Sophie
Published: December 2008

This article addresses native monolingual American and Mandarin Chinese incipiently bilingual children's ability to detect and identify inter- and intraword boundaries. Two hypotheses are reported: first, that young children will demonstrate similar patterns in their segmentation behavior, and that there will be a developmental progression in this behavior; and second, that Mandarin Chinese subjects learning to read Chinese and English simultaneously will segment English words more readily into syllables than American subjects, treating them as Chinese monosyllables (C)V(C). Although results partially support the first hypothesis, no group main effect was found. However, when the same subjects' intraword segmentation patterns were further analyzed to probe their awareness of adult phonological constraints while spontaneously segmenting words into (C)VC or CV(C) units, there was evidence of difference in group segmentation patterns. With time, though, the bilingual subjects appear to develop nativeike phonological constraints.
Variability in children's use of grammatical morphemes
Authors: Lahey Margaret , Liebergott Jacqueline , Chesnick Marie , Menyuk Paula , Adams Janet
Published: December 2008

The authors analyzed 104 language samples, obtained from 42 different normal language learning children at 25, 29, and 35 months of age, for the proportional use of 11 grammatical morphemes: plural -s, possessive 's, progressive -ing, regular and irregular past, and regular and irregular present, as well as the contractible and uncontractible forms of the copula and auxiliary to be. Wide variability was found among the samples in the proportional use of each morpheme, whether the samples were grouped by age or mean length of utterance (MLU). At ages 25 and 29 months, the range of proportional use was over .95 for 9 of the 11 morphemes, and at 35 months, it was .50 or greater for 8. At an MLU level of 2.50–2.99, the range of scores was .90 or greater for 8 of the morphemes, and over .65 for the remaining 3. By MLUs of 4.00 or more, ranges had narrowed but were still .50 or greater for 4 of the morphemes. Rank order of acquisition by MLU level varied somewhat from that previously reported in the literature (e.g., contractible copula was ranked higher and irregular past was ranked lower than has been reported in other studies). Correlations of MLU and morpheme use ranged from .11 to .74, with rho > .60 for only 3 and <.35 for 4 morphemes. Comparisons of these data with those reported in the literature on specifically language-impaired (SLI) children indicated that group means were generally lower for SLI children, but that many of the SLI children's scores overlapped with those of the children studied here.
The impact of language ability and text variables on sixth-grade students' comprehension
Authors: Penning Marge J. , Raphael Taffy E.
Published: December 2008

This study examined differences between normally achieving students and learning-disabled students with specific problems in reading comprehension (i.e., poor comprehenders) on measures of language ability, including overall ability, auditory processing, receptive and expressive language, and syntactic ability related to text retellings. Differences were related to performance on free and probed comprehension of expository passages varying in syntactic structure and discourse type. Poor comprehending students differed from normally achieving students on all language measures and in the manner in which reader-related and text-related variables predicted comprehension. Results support the positive role of syntactic ability in text comprehension, differences in free and probed recall responses, and the facilitating effect of structured text on recall.
Communicative initiations in normal and late-talking toddlers
Authors: Paul Rhea , Shiffer Mary E.
Published: December 2008

Initiation of communication in videotaped, unstructured mother–child interactions was examined in two groups of 2-year-olds: those with normal language development and those with late acquisition of expressive language. Results revealed that the late-talkers (LTs) expressed significantly fewer intentions, but that the difference between the two groups could be accounted for entirely by the difference in one type of intention: the expression of joint attentional intentions. Investigation of the forms of expression of intentions showed that the normal group used significantly more verbal forms of expression, as expected. The predominant form for the normal group was word combinations, while the predominant form for the LTs was vocalization. The implications of these results for understanding the mechanisms involved in early language delay are discussed.
Auditory comprehension and aging: Decline in syntactic processing
Authors: Obler Loraine K. , Fein Deborah , Nicholas Marjorie , Albert Martin L.
Published: December 2008

Comprehension of six syntactic structures was tested across four age groups. Each structure was presented with both plausible and implausible content. The contribution of cognitive nonlinguistic factors important for comprehension (attention, short-term memory, and mental control) was tested via standard neuropsychological tasks. Sixty-six women aged 30–79 were tested. Both errors and reaction times increased with age, especially for more complex syntactic types and implausible sentences. The neuropsychological factors tested contributed minimally to an age-related decline in comprehension, suggesting that the subtle breakdown seen in syntactic processing may be a language-specific impairment.
Where's the drift in babbling drift? A cross-linguistic study
Authors: Thevenin Deborah M. , Eilers Rebecca E. , Oller D. Kimbrough , Lavoie Lawrence
Published: December 2008

Previous research has suggested that infants' early listening experience affects their ability to perceive speech. Many psychologists and linguists have also suggested an early impact of listening experience on prelinguistic production. This belief was formalized in the babbling drift hypothesis (see, e.g., Brown, 1958), which predicts that babbling begins to approximate characteristics of the mother tongue as infants approach meaningful speech. In order to investigate this hypothesis, four experiments were conducted in which adult listeners' perception of the babbling of infants from different language backgrounds was tested. In the first two experiments monolingual English and bilingual English-Spanish adults judged the babbling of fourteen 7–10 month-old English- and Spanish-learning infants. The third and fourth experiments investigated the babbling drift hypothesis with older infants (11–14 months of age).

For all experiments conducted during both the beginning and the end of the babbling period, adult judges were unable to identify language background significantly above chance level. Therefore, the findings do not support the babbling drift hypothesis. However, bilingual and monolingual judges showed consistently different patterns of judgment with regard to particular infants and utterances. Thus, it appears that judges are influenced by their language background even if the influence fails to improve their success in determining infant language environment.
Monitoring phoneme acquisition for making treatment withdrawal decisions
Authors: Olswang Lesley B. , Bain Barbara A.
Published: December 2008

This study examined phoneme acquisition in three phonologically impaired children to determine whether treatment needed to be provided continually until correct productions were consistently observed during conversation. This was done by examining the effects of withdrawing treatment on several target phonemes at predetermined performance levels. In addition, production of the target behaviors in untrained single words versus connected speech was compared as measures for monitoring progress during the phoneme acquisition process. Both ABA(B) and multiple baseline time series designs were employed. The results indicated two general patterns of phoneme acquisition. In one, the children continued to progress in phoneme acquisition, even though direct treatment on the target behavior had been withdrawn relatively early in the acquisition process. In the other, the children failed to continue their progress in phoneme acquisition when treatment was withdrawn, requiring the reintroduction of treatment until high levels of correct production were maintained over several weeks. In all cases, production of the target behavior in untrained single words and connected speech reflected a similar phoneme acquisition trend.
Spelling of stop consonants after /s/ by children and adults
Authors: Treiman Rebecca
Published: December 2008

Two experiments examined the way in which kindergarteners, first graders, and adults spell syllables like /spa/, /sta/, and /ska/. The second consonants of these syllables are standardly spelled as the voiceless stops P, T, and C/K. From a phonetic standpoint, however, the consonants could be spelled as the voiced stops B, D, and G. The proportion of voiced spellings was found to decrease with reading level: The nonstandard spellings were fairly prevalent among children, but almost nonexistent among adults. Nonetheless, most adults could choose the phonetically plausible voiced spellings over phonetically incorrect spellings.
A self-questioning strategy to increase young writers' revising processes
Authors: Daiute Colette , Kruidenier John
Published: December 2008

Researchers who study the writing process have found that beginning writers do little spontaneous revising of their own texts. This study explores the possibility that beginning writers do not revise because they do not read their own writing. The assumption behind the study is that explicit self-questioning strategies would engage young writers in reading their texts; thus they would become more active revisers. The experimental intervention is a question-prompt computer program (added to a word processing program) that guides the 11 to 16-year-old subjects to examine their own writing by asking themselves questions about their texts. This process was intended to engage the subjects in reading the text closely and revising more extensively. Analyses of the number and nature of revisions indicate that self-reflective question-prompts engage students in reading their texts and lead to significant changes in revising strategy.
Text cohesion: An exploratory study with beginning writers
Authors: Yde Philip , Spoelders Marc
Published: December 2008

Linguistic research on children's acquisition of writing concerns itself largely with the sentence as the highest unit of analysis. However, an adequate account of written language acquisition must deal with the text-productive ability, including devices for cohesion and compactness. The intersentential cohesive devices used by Dutch-speaking children aged 8–9 (N=14) and 10–11 (N=14) in narrative texts are analysed and compared in this report. The coding of the cohesive devices followed Halliday and Hasan (1976). The writing samples were also analysed for degrees of cohesiveness and compactness, using the formulae suggested by Scinto (1983). Our findings indicate a developmental trend in the construction of more cohesive and compact narrative texts.
Effects of age of acquisition on grammatical sensitivity: Evidence from on-line and off-line tasks
Authors: Emmorey Karen , Bellugi Ursula , Friederici Angela , Horn Petra
Published: December 2008

American Sign Language (ASL) provides a unique opportunity to investigate the effects of late exposure to a primary language on adult linguistic processing. In Experiment 1, a video sign-monitoring task was used to investigate the grammatical sensitivity of 11 native signers (exposed to ASL from birth) and 10 late signers (exposed to ASL at a mean age of 12 years) to errors in ASL verb agreement. The results indicated that native signers, but not late signers, were sensitive to errors in verb agreement. Experiment 2 utilized both sign monitoring and off-line grammaticality judgments. Sentences which contained errors in either verb agreement or temporal aspect were presented to 10 native signers, 10 early signers (exposed to ASL between the ages of 2 and 7), and 10 late signers (exposed to ASL between the ages of 10 and 20). The results indicated that native signers were sensitive to errors in both verb agreement and aspect, and that early and late signers were only sensitive to errors in aspect morphology. In the off-line grammaticality test, all three groups were equally able consciously to detect the grammatical errors. These findings suggest that late exposure to a primary language affects the on-line integration of verb agreement information within a sentence, but does not affect sensitivity to semantic distinctions encoded by aspect morphology.
Towards understanding and studying cohesion in schizophrenic speech
Authors: Fine Jonathan
Published: December 2008

Cohesion analysis has been used to investigate the language of schizophrenics and that associated with other psychiatric syndromes. Alverson and Rosenberg (1990) reviewed this technique. Such analyses properly imply the necessity and value of a broad approach to language and language use. To be optimally useful, cohesion analysis must be seen in its theoretical context. Cohesion is one means of creating text, and therefore it cannot account for all aspects of the pretheoretical notion of coherence. Cohesion may realize elements of register and code, but these concepts are distinct and account for different kinds of variation in language use. As a research tool, cohesion is one initial step of linguistic analysis that can meet the dual criteria of both an analysis of language in context and in reliability.
Resolving word boundaries in spoken French: Native and non-native strategies
Authors: De La Batie Bernadette Dejean , Bradley Dianne C.
Published: December 2008

The segmentation strategies used by native and non-native listeners of French were examined in two phoneme-monitoring experiments which required the subjects to detect the presence of word-initial /t/ in potential liaison phrases (e.g.,excellent tableau/excellent acteur) and in non-liaison phrases (e.g.,vrai tableau/vrai acteur). The essentially faultless performance of the natives suggested that the optimal segmentation routine in such phrases is primarily based on the identification of the critical word and, to a lesser extent, on the contextual information, which was more efficiently used to check the outcome of word recognition. In contrast, non-natives tended to rely on guessing strategies, not based on contextual information (contrary to the widely held language teaching recommendation), but on an incomplete acoustic–phonetic/lexical analysis of the signal.
Lexical aspects of standard dialect bilingualism
Authors: Woutersen Mirjam , Cox Albert , Weltens Bert , De Bot Kees
Published: December 2008

Weinreich (1953) distinguished three types of bilingualism: the compound, the coordinate, and the subordinative. In this article, we use his partition to describe the effects of a small typological distance on the organization of the bilingual lexicon. In order to do so, two relatively closely related varieties were used, standard Dutch and the dialect of Maastricht. Subjects had to carry out an auditory lexical decision task using the repetition priming paradigm. Stimuli under investigation were cognates and noncognates. There were two age groups (13 and 17 years old) and two language backgrounds (standard Dutch and Maastricht dialect). The results indicated no differences depending on age. With regard to language background, no interlingual repetition priming was found for the dialect speakers. However, in contrast with earlier findings on visual repetition priming, there were interlingual repetition effects not only for the cognates, but also for the noncognates when the standard speakers were concerned. Therefore, we concluded that, at least in the auditory modality, the dialect speakers in question are coordinate bilinguals and the standard speakers are subordinative bilinguals. Finally, it is shown that Weinreich's model in his pure form leads to unexplainable processes in language acquisition. For that reason, his distinctions are incorporated into the lexico-semantic model of Levelt (1989).