bluuebunny/crossref_metadata_2025_split huggingface dataset:
Contextual influences on children's spoken and written explanations
Authors: Donaldson Morag L. 
Published: December 2008

ABSTRACTThe relative influences of medium and context variables were investigated by comparing 7- and 8-year-old children's spoken and written explanations in varying contexts: a story task, a question task, a sentence completion task, and a whole sentence production task. In the story task, performance in a “purpose” condition (which provided a specific communicative purpose for the production of an explanation) was compared with performance in a “neutral” condition. The frequency of explanations containing correct causal expressions was significantly higher in the purpose condition than in the neutral condition and significantly lower in the story task than in the three more structured tasks. In contrast to these contextual influences, performance in the written medium was very similar to performance in the spoken medium.
Phonemic segmentation skill and spelling acquisition
Authors: Rohl Mary , Tunmer William E. 
Published: December 2008

ABSTRACTA spelling-age match design was used to test the hypothesis that deficits in phonologically related skills may be causally related to difficulties in acquiring basic spelling knowledge. Poor grade 5 spellers, average grade 3 spellers, and good grade 2 spellers matched on a standardized spelling test, and a group of good grade 5 spellers matched by chronological age with the poor grade 5 spellers were administered a phonemic segmentation test containing nondigraph pseudowords and an experimental spelling test containing words of the following four types: exception, ambiguous, regular, and pseudowords. Consistent with the hypothesis, it was found that when compared with the poor spellers, the average and good spellers performed better on the phonemic segmentation task, made fewer errors in spelling pseudowords, and made spelling errors that were more phonetically accurate.
Children's picture naming difficulty and errors: Effects of age of acquisition, uncertainty, and name generality
Authors: Johnson Carla J. , Clark James M. 
Published: December 2008

ABSTRACTOn the basis of prior research and a theoretical analysis of picture naming, we examined three correlates of child picture naming difficulty: age of name acquisition, picture-to-name uncertainty, and name generality (instance or category names). Study 1 demonstrated that late age of acquisition and high adult name uncertainty were associated with increased naming difficulty for both single instance and category items from the Expressive One-Word Picture Vocabulary Test (EOWPVT) (Gardner, 1979). Age of acquisition was a particularly strong predictor for instance items. Moreover, category pictures were more difficult to name than single instance pictures with names of comparable age of acquisition. In Study 2, analysis of incorrect responses to category pictures demonstrated that children made more instance errors than adults, but not more errors of other kinds. Study 2 also showed that a child uncertainty measure correlated more strongly with EOWPVT item difficulty than the adult measure of Study 1. The findings suggest that picture naming scores reflect both the availability of the names in lexical memory and their accessibility, which, in turn, partly depend on the amount of interference from competing responses. Some implications for the interpretation and remediation of picture naming deficits are suggested.
Referential mapping: A technique for attaching functional significance to the innovative utterances of an African Grey parrot (Psittacus erithacus)
Authors: Pepperberg Irene M. 
Published: December 2008

ABSTRACTA set of procedures called referential mapping has been used to assign meaning to spontaneous vocalizations of an African Grey parrot. These spontaneous vocalizations were combinations and phonological variations of specific vocal English labels that the bird had previously acquired in a study on interspecies communication. These recombinations were not necessarily intentionally used to describe or request novel objects or circumstances, even though our earlier data demonstrated that the bird could use vocalizations referentially and intentionally to identify, request, refuse, and categorize various objects. The procedures for dealing with this bird's spontaneous modifications neither attempted to nor needed to evaluate the intentionality of his behavior. Rather, the procedures instructed his trainers to respond to the novel speech acts as though he were intentionally commenting about or requesting objects, actions, or information. The success of such procedures in attaching functional significance to his spontaneous vocalizations and in encouraging subsequent innovation suggests that the technique might be applicable to intervention programs for humans with specific communicative deficits.
Discourse analysis of schizophrenic speech: A critique and proposal
Authors: Alverson H. , Rosenberg S. 
Published: December 2008

ABSTRACTThere is wide agreement that current psycholinguistic techniques (especially discourse analysis) may help us better understand the relationship between psychopathology and linguistic performance. This application would seem particularly worthwhile in the domain of schizophrenic speech, which has resisted adequate characterization in terms of earlier linguistic paradigms. A major effort at systematic psycholinguistic analysis has been made and is most developed in Rochester and Martin's (1979) monograph, Crazy Talk. While we see their interest in utilizing discourse analysis to be very appropriate, it manifests some serious shortcomings. Accordingly, we attempt to give a clearer picture of discourse analysis and the assumptions behind it. This elucidation should provide a better indication of both the promise and the procedures of a discourse-analytic approach to the speech productions of psychiatric populations.
The effects of manual interference and reading level on deaf subjects' recall of word lists
Authors: Siedlecki Theodore , Votaw Marianne C. , Bonvillian John D. , Jordan I. King 
Published: December 2008

ABSTRACTThis study examined the effect of a manual interference task on deaf and hearing college students' written free recall under both immediate- and delayed-recall conditions. The stimuli consisted of printed English words that varied on signability (i.e., words that could be expressed by a single sign) and visual imagery. The manual interference task had a small adverse effect on the deaf students' recall, but this effect did not appear to be related to the use of a kinesthetic sign-based coding strategy. It was also found than the deaf subjects' reading levels were very strongly related to their level of word recall; the better deaf readers recalled more than 50% more words than the poorer readers. Ratings of the deaf subjects' speech intelligibility, however, were not related to their level of word recall.
Speaker sex and perceived apportionment of talk
Authors: Cutler Anne , Scott Donia R. 
Published: December 2008

ABSTRACTIt is a widely held belief that women talk more than men; but experimental evidence has suggested that this belief is mistaken. The present study investigated whether listener bias contributes to this mistake. Dialogues were recorded in mixed-sex and single-sex versions, and male and female listeners judged the proportions of talk contributed to the dialogues by each participant. Female contributions to mixed-sex dialogues were rated as greater than male contributions by both male and female listeners. Female contributions were more likely to be overestimated when they were speaking a dialogue part perceived as probably female than when they were speaking a dialogue part perceived as probably male. It is suggested that the misestimates are due to a complex of factors that may involve both perceptual effects such as misjudgment of rates of speech and sociological effects such as attitudes to social roles and perception of power relations.
Development of informational adequacy in speech and writing
Authors: Rubin Donald L. , Galda Lee , Pellegrini Anthony D. 
Published: December 2008

ABSTRACTTheory and research pertaining to relationships between oral and written communication offer support to seemingly contrary hypotheses regarding the development of informational adequacy in speech and in writing. Because the social cognitive demands of face-to-face interaction are less complex than those of prototypical written communication, younger children might be expected to display greater audience adaptation in speech. On the other hand, the process of encoding in writing facilitates certain cognitive operations, and, therefore, children might be expected to communicate more effectively in writing. Empirical studies warranting conflicting conclusions, however, have administered tasks that tap different communication functions, either explanatory or referential. The present study replicates and extends this previous research by administering referential and explanatory communication tasks in both speech and writing to children at three grade levels. In addition, an independent measure of social cognitive ability was administered. Results confirmed increasing differentiation with age between speech and writing, with fifth graders displaying greater informational adequacy in writing. Children's performance in written communication, rather than speech, revealed a dependency on social cognitive ability. Differences between referential and explanatory communication suggested by previous research were confirmed.
The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2
Authors: Holobow Naomi E. , Genesee Fred , Lambert Wallace E. 
Published: December 2008

ABSTRACTThis report presents the results of the second year of a 4-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio. This program is of particular interest because it includes children from lower socioeconomic group and ethnic minority group (black) backgrounds in addition to majority group (white), middle-class students who have been the subject of virtually all evaluations of immersion to date. The native language development (English), academic achievement (math), and second language attainment (French) of pilot groups of middle- and working-class students and of black and white students who were in grade 1, as well as those of a follow-up cohort of kindergarten students, were assessed. The results showed that performance differences in English and mathematics between subgroups of students did not depend on the program of instruction they were receiving. Moreover, it was found that the working-class and black students scored as well as the middle-class and white students on the French language tests. The results are discussed further in terms of the immersion students’ level of proficiency in French.
Development of morphophonemic segments in children’s mental representations of words
Authors: Jones Noel K. 
Published: December 2008

ABSTRACTThis study explores the development in children of dual-level phonological processing. Evidence suggesting that 6-year-olds form underlying representations composed of morphophonemic segments was obtained by asking children to imitate complex words, omit specified portions, and discuss the meaning of the resulting word parts. Trial items represent a variety of instances in which phonetic forms differ from underlying representations. Although language-advanced first graders produced stronger evidence suggesting morphophonemic segments than language-delayed age-mates, and young adults supplied stronger evidence than either first-grade group; strength of evidence leads to the interpretation that even language-delayed 6-year-olds form morphophonemic segments. Differences in performance between groups probably derive from differences in metalinguistic abilities and linguistic experience rather than from differences in units of phonological processing.
The production of complex sentences by young and older adults with mild to moderate retardation
Authors: Fujiki Martin , Brinton Bonnie , watson Valyne , Robinson Lee A. 
Published: December 2008

ABSTRACTThis study examined the ability of young (mean CA = 29 years; SD = 3.67 years) and older adults (CA = 63 years; SD = 5.54 years) with mild to moderate mental retardation to produce complex sentences in naturalistic conversation. All of the complex sentences produced were coded into subcategories of complementation, relativization, or coordination. First, the overall proportion of complex utterances produced by each subject (based on the total number of utterances) was examined. Following this analysis, the well-formed production and productivity of the three general categories of complex sentences were considered. Individual complex sentences were then categorized by developmental level using Rosenberg and Abbeduto's (1987) acquisition scale. No significant differences were observed between the young and older groups.
On the development of narrative structure in child L1 and adult L2 acquisition
Authors: Strömqvist Sven , Day Dennis 
Published: December 2008

ABSTRACTThe present study investigates the development of grammatical aspects of narrative structure in child L1 and adult L2 acquisition in a comparative perspective. The narratives were elicited through a picture story task. In the theoretical part of the study, this task is analyzed in semantic and psycholinguistic terms. In the empirical part of the study, it is demonstrated that narratives relating to an early phase of adult L2 acquisition show strong global cohesion, whereas narratives by child L1 learners tend to have very weak cohesion up to around 5 years of age. In a second developmental phase, however, the situation is observed to be the reverse: whereas child L1 learners become very much concerned with narrative structure and accomplish very strong cohesion, adult L2 learners tend to experience a dip in performance. The observed developmental asymmetry is interpreted as indicative of a difference in cognitive resources and sociocommunicative skills between the two types of learners.
On Rhyme, language, and children's reading
Authors: Bowey Judith A. 
Published: December 2008

ABSTRACTThis article provides a commentary on Bryant MacLean, and Bradley (1990). It is argued that their results do not differ greatly from those reported by Bowey and Patel (1988), with the discrepancies in the outcomes of multiple regression analyses reflecting the relative size of simple correlations, which are probably attributable to differences in the design of the two studies. These differences can only be settled by future replication work. Methodological suggestions are made for maximizing the generalizability of such work.
An experimental analysis of children's generalization during lexical learning: Comprehension or production
Authors: Connell Phil J. , McReynolds Leija V. 
Published: December 2008

ABSTRACTThe relationship between comprehension language training and production language training was examined by teaching 12 adults and 12 children a miniature language. The relationship between the two types of training was determined by examining their effects on the generalization of names. The results indicate that production training generalizes more extensively than comprehension training. The advantages and disadvantages of both types of training are discussed.
The effects of practicing speech accommodations to older adults
Authors: Kemper Susan , Othick Meghan , Gerhing Hope , Gubarchuk Julia , Billington Catherine 
Published: December 2008

AbstractThis study evaluated the effects of practice with a referential communication task on the form and effectiveness of elderspeak, a speech register targeted at older listeners. The task required the listener to reproduce a route drawn on a map following the speaker's instructions. Young adults were given extended practice with this task to determine if they would modify their fluency, prosody, grammatical complexity, semantic content, or discourse style. The effectiveness of the young speakers' instructions was also evaluated in terms of how accurately their older partners could reproduce the routes and in terms of the older adults' evaluations of their own communicative competence. With practice, the young adults' instructions became shorter, simpler, slower, and more repetitious; these selective changes did not affect the older adults' accuracy, but did result in lower self-ratings of communicative competence by the older partners. In a second study, a new group of young adults was given extended practice with young adults as partners. The practice effects were limited to fluency (sentence length and speech rate) and had no effect on the young partners' accuracy or selfratings of communicative competence.
The connection between verbs and argument structures: Native speaker production of the double object dative
Authors: Wolfe-Quintero Kate 
Published: December 2008

AbstractThis study is an investigation of the patterns and strength of the connections between English dative verbs and the double object dative (DOD) argument structure in native speaker production. The subjects completed three written production tasks using dative and other verbs from different semantic classes of verbs. The results show that alternating dative verbs varied in their patterns of connection to argument structures, but were consistent in the strength of their connection to the DOD argument structure across subjects and tasks. There was no support for production differences due to verb class membership, but the results do support a model of lexical representation that represents variable strengths of association between individual verbs and argument structures. With respect to the design of production and processing studies, the results do not support the treatment of alternating dative verbs as a unitary group, nor a priori assumptions about relative argument structure complexity between alternating and nonalternating verbs, but do support the use of production tasks to determine individual verb argument structure preferences.
Phonological sensitivity, rapid naming, and beginning reading
Authors: Cronin Virginia , Carver Paula 
Published: December 2008

ABSTRACTReading acquisition was related to phonological sensitivity and rapid naming in a longitudinal study with young children. Phonological assessment consisted of rhyme and initial consonant discrimination, while the rapid naming tasks were made up of pictures, letters, and numbers. The subjects were 95 children from two grade levels, primary and first grade. They were tested in the fall and spring of the first year and the spring of the second year. It was found that the phonological and rapid naming tests each predicted unique variance in reading attainment, as measured at the end of the second year of the study. The rapid naming responses became more automatic early in the first grade year, while naming times generally became faster. Although many researchers regard rapid naming as part of the phonological core, the present article discusses the various advantages of considering rapid naming as a separate factor in reading development.
The use of reflexive constructions by Spanish-speaking children:Differences across functions
Authors: Anderson Raquel T. 
Published: December 2008

ABSTRACTThe present study sought to obtain initial data on children's use of the clitic pronoun se in Romance (e.g., Se cayó ‘He/she fell’) and regular (e.g., Se peinó ‘He/she combed himself/herself’) reflexive constructions. A total of 40 monolingual Spanish-speaking children between the ages of 2 and 4 years were given two structured tasks that assessed the contrastive use of se for coding these functions. In addition, spontaneous speech data were obtained on the children's use of this clitic pronoun. To establish expected adult-like performance on the Romance reflexive task, responses from 20 Spanish-speaking adults were obtained. The results suggest that there is a differential order of acquisition of the clitic se, whereby children initially contrast regular reflexive with nonreflexive clitic constructions and later contrast between Romance and non-Romance reflexive verb pairs. Possible reasons for this difference in use are presented as these relate to issues of lexical development and the language's marking of transitivity.
Conversational patterns of children with disabled and nondisabled siblings
Authors: Summers Marcia , Hahs Jennifer , Summers Carl R. 
Published: December 2008

ABSTRACTThis study examined the conversational patterns of older children with their younger siblings. The sample included 26 nondisabled, 10 hearing impaired, 14 Down syndrome, and 13 developmentally delayed preschool children and their older, nondisabled siblings. Significant differences were found between the nondisabled and the disabled children. The siblings of disabled children appeared to be less conversationally sensitive with their brothers and sisters than the siblings of nondisabled children. Significant differences were also observed between the different types of disabilities. Few significant differences were found in variables believed to be facilitative of language development in the younger child, and those that were found tended not to be in the expected direction.
Expressions of past time by normal and language-impaired children
Authors: Moore Mary Evelyn , Johnston Judith R. 
Published: December 2008

ABSTRACTThis study investigated possible developmental asynchrony in children with specific language impairment (SL1). This was accomplished by comparing the development of temporal expressions of past reference in two linguistic domains. Verb tense and temporal adverbs served as representatives of the morphological and lexical domains. A cross-sectional design was used with four groups of subjects (N = 48) from 3 to 5 years old. Three groups had normal language and one group had impaired language. Results indicated that the performances of SLI children were similar to those of their 3-year-old language peers on the verb tasks and similar to the 4-year-olds on the adverb tasks. Such differential delays provide direct experimental evidence for asynchronous language development in SLI children.
The utilization of syntactic, semantic, and pragmatic cues in the assignment of subject role in Arabic
Authors: Taman Hassan A. 
Published: December 2008

AbstractThe role of four cues in the assignment of actor role in Arabic was studied. These cues included animacy, case marking, gender agreement, and word order. The cues were set-in-a competing/converging fashion following the framework of the Competition Model of Bates and MacWhinney (1981, 1982, 1987). Fifty-four sentences representing all possible permutations of the cues were presented to 100 native speakers of Arabic, who were asked to identify the actor in each sentence. Subjects relied mainly on gender agreement and case marking in the assignment of the actor role. The results suggested that cue validity is very highly correlated with cue strength. It was also found that cues do not exhibit an additive nature, and that cross-linguistic formal similarities do not warrant similar processing strategies. Order of nouns tended to represent a “latent strategy” to be utilized only when other relevant cues were not available.
Reading and singing: on the genesis of occidental music-writing
Authors: Treitler Leo 
Published: December 2008

About the year 795, Charlemagne wrote to Baugulf, the Abbot of Fulda,It has seemed to us and to our faithful councillors that it would be of great profit and sovereign utility that the bishoprics and monasteries of which Christ has deigned to entrust us the government should not be content with a regular and devout life, but should undertake the task of teaching those who have received from God the capacity to learn … Doubtless good works are better than great knowledge, but without knowledge it is impossible to do good.