bluuebunny/crossref_metadata_2025_split huggingface dataset:
Some aspects of semantic-lexical impairment in aphasia
Authors: Gainotti Guido 
Published: December 2008

ABSTRACTNaming disorders of aphasic patients have generally been considered as resulting from an impairment of the ‘peripheral’ mechanisms connecting the central semantic system with the cortical structures subsuming perceptual and motor operations.In recent years, however, some investigators have suggested that semantic-lexical disorders of aphasic patients may be due to a disruption of the semantic system itself. The results of some personal investigations supporting this last view are reported and two alternative (or complementary) interpretations are advanced to explain the central semantic disorder of aphasic patients. These interpretations assume: (a) a disruption of the information stored in each semantic representation; (b) a disorganization of the mechanisms subsuming semantic storage and semantic retrieval.
An invited article: Bilingual education of majority-language children: The Immersion experiments in review
Authors: Genesee Fred 
Published: December 2008

ABSTRACTSecond-language “Immersion” school programs that have been developed in Canada and the United States during the last two decades are described and the results of evaluative research pertaining to them are reviewed. Major Immersion program alternatives (i.e., Early, Delayed, and Late variants) along with their theoretical bases and pedagogical characteristics are described first. Research findings are then discussed with respect to the impact of participation in an Immersion program on the students' native-language development, academic achievement, second-language proficiency, and on their attitudes and second-language use. Also, the suitability of Immersion in different geographical/social settings and for students with distinctive, potentially handicapping characteristics is considered. It is concluded that second-language Immersion programs are feasible and effective forms of education for majority-language children with diverse characteristics.
The contribution of phonological, acoustic, and perceptual techniques to the characterization of a misarticulating child's voice contrast for stops
Authors: Maxwell Edith M. , Weismer Gary 
Published: December 2008

ABSTRACTThis paper examines the voicing contrast for word-initial obstruents in a child whose functional misarticulation initially was characterized by a severe lack of contrasts normally used in the English language. Specifically, auditory analysis indicated that the child represented a large number of both voiced and voiceless obstruents with [d]. Acoustic analysis demonstrated, however, that the child was producing an obstruent voicing distinction, albeit one that was not generally perceptible to listeners. Following a therapy program, the child produced an acceptable voicing distinction, at least for stops. The importance of these findings is that 1) they seem to indicate that the child is attaining articulation skills in a delayed, and not deviant fashion, and 2) they illustrate the utility of acoustic analyses in refining phonological descriptions.
Language impaired children's performance in an additive bilingual education program
Authors: Bruck Margaret 
Published: December 2008

ABSTRACTCognitive, academic, first language, and second language abilities of language impaired children attending French immersion programs were assessed in kindergarten and in grade 1. After two years of instruction in a second language the linguistic and cognitive skills of these children were similar to a comparable group of language impaired children who were educated in their first language. The language impaired children were also acquiring proficiency in second language skills, although not to the same levels of proficiency as French immersion children with normal first language abilities. The results are discussed in light of current theories of optimal language of instruction.
Transcription systems for videotaped interactions: Some advantages and limitations of manual and computer rendering techniques
Authors: Zukow Patricia Goldring 
Published: December 2008

ABSTRACTThis paper examines various rendering techniques and emphasizes the unique contribution that computer technology offers to transcription. First, the basic manual transcription procedure and its grounds are discussed. Next, three methods of generating transcripts are considered separately: (a) completely manual preparation; (b) a combination of manual and computer procedures; and (c) the on-line processing/monitoring by computer. Finally, the relative advantages and limitations of these techniques are discussed in terms of a trade-off between several factors which include initial investment in equipment, person hours, cost of copying and modifying transcripts, and reduction of errors in transcribing data.
Use of orthographic structure by deaf adults: Recognition of fingerspelled words
Authors: Hanson Vicki L. 
Published: December 2008

ABSTRACTDeaf adults' access to English word structure was tested in a task requiring letter report for fingerspelled words, orthographically regular nonsense words (pseudowords), and orthographically irregular nonsense words (nonwords). Deaf subjects, like hearing subjects, were sensitive to orthographic structure as indicated by accuracy of letter report: Letters of words were reported most accurately, while letters of pseudowords were reported more accurately than letters of nonwords. Analysis of errors on letter reports revealed that deaf subjects tended to produce orthographically regular responses. These results provide clear evidence that deaf adults are able to make use of orthographic structure.
Prediction of production: Elicited imitation and spontaneous speech productions of language disordered children
Authors: Lahey Margaret , Launer Patricia B. , Schiff-Myers Naomi 
Published: December 2008

ABSTRACTTwo forms of an imitation task designed to elicit eleven language behaviors were presented to 32 language impaired children (mean age 7;4, mean MLU 2.9). The tasks differed in terms of the presence or absence of contextual support. To determine how well the imitation tasks could predict spontaneous productions, a multiple regression analysis was performed using the children's spontaneous productions of each behavior as the criterion variable and responses to the same behaviors on each imitation task plus age, sex, MLU, and a measure of memory as predictor variables. The major finding was that predictions of spontaneous production varied among the eleven language behaviors. Additionally, the presence of contextual support had little effect.
Situational influences on mentally retarded and nonretarded children's production of directives
Authors: Abbeduto Leonard 
Published: December 2008

ABSTRACTThis study investigated the influence of the communicative situation on the directives produced by retarded children and nonretarded kindergartners. The two groups were matched on nonverbal MA and on the linguistic maturity of their spontaneous speech. All children could produce the linguistic forms appropriate for the experimental task. In the experimental task, directives were elicited in role-playing situations which differed on three dimensions: addressee age, cause of the directive, and purpose of the directive. As measured by directive politeness, the retarded and nonretarded children were influenced similarly by the situational manipulations. However, they relied on different linguistic forms to convey directives. Many children had a preferred form. Within and between group differences in form preferences were observed.
Phonological recoding skills and learning to read: A longitudinal study
Authors: Jorm A. F. , Share D. L. , Maclean R. , Matthews R. G. 
Published: December 2008

ABSTRACTThe study sought evidence consistent with the hypothesis that phonological recoding of printed words is important during reading acquisition. Children at the end of their Kindergarten year were given a test of nonsense word reading (as a measure of phonological recoding skill) as well as tests of sight word reading and verbal intelligence. Two groups of 28 children were matched on sex, school attended, sight word reading, and verbal intelligence, but differed on phonological recoding skill. If phonological recoding was important in reading acquisition, the children with greater skill in this area should make greater gains in reading achievement over the following years. When reading achievement was tested at the end of Grades 1 and 2, these children were found to be significantly ahead.
Deaf readers' comprehension of relative clause structures
Authors: Lillo-Martin Diane C. , Hanson Vicki L. , Smith Suzanne T. 
Published: December 2008

ABSTRACTIt is commonly found that most deaf readers display an overall depressed level of reading performance in conjunction with specific difficulties in complex syntax. In this study, deaf good and poor readers' comprehension of relative clause structures was tested in written English, signed English, and American Sign Language. It was found that the behavior of deaf good and poor readers was parallel across relative clause sentence types, and that the deaf readers generally performed similarly to hearing readers tested in a different study. These results support the hypothesis that a specific syntactic disability does not differentiate deaf good and poor readers. Instead, it is suggested that a processing deficit may underlie the poor readers' comprehension difficulties.
Comprehension of grammatically modified and nonmodified sentences by second language learners
Authors: Issidorides Diana C. , Hulstijn Jan H. 
Published: December 2008

ABSTRACTAt issue in the present research is whether native speakers' “simplified” or modified utterances, as in foreigner-talk (FT), actually facilitate comprehension for nonnative speakers hearing such utterances. It was hypothesized that (grammatical) Dutch inversion sentences (AdvVSO) that have proven to be problematic in studies on Dutch second language (L2) acquisition - as reflected both in the (ungrammatical) output of L2 learners and in the (ungrammatical) FT input to L2 learners - would not be problematic in terms of comprehension, when compared with modified, ungrammatical AdvSVO and AdvSOV sentences, as long as such sentences do not express an implausible state of affairs. Three subject groups participated in the experiment: 20 English and 22 Turkish L2 learners of Dutch and 30 Dutch native speakers (control group). Subjects heard and interpreted declarative Dutch sentences, in which word order (NVN, VNN, NNV) and animacy configurations (Al [i.e., animate/inanimate], AA, LA) were systematically manipulated. Subjects had to name the noun (first or second) that functions as actor/subject of the sentence. Positive evidence was found for the hypotheses. It is concluded from the present study, as well as from a previous study (Issidorides, 1988), that linguistically more complex input will not necessarily impede comprehension. The fact that normative speakers have difficulties in producing a certain grammatical structure (e.g., the AdvVSO structure) does not imply that such a structure is also more difficult to understand in the speech of others.
Is there a comprehension problem for children who speak nonstandard English? A study of children with Hawaiian-English backgrounds
Authors: Speidel Gisela E. , Tharp Roland G. , Kobayashi Linda 
Published: December 2008

ABSTRACTStudents speaking Hawaiian-English may have difficulty understanding the information presented in the classroom and thereby have less success at school. Children from standard English-speaking backgrounds and from Hawaiian-English-speaking backgrounds were randomly assigned to one of six listening conditions. The conditions consisted of the same selections, but the selections were either in standard English, standard English with Hawaiian pronunciation, or Hawaiian-English. Each of these three versions, in turn, had a simple or a complex syntax version. The semantic content remained constant over all conditions. There was no difference between Hawaiian-English and standard English groups when all comprehension conditions were considered, indicating that the two groups of children did not differ in comprehension ability. However, Hawaiian-English children gave more correct answers when the selections were in their dialect than in standard, while standard English children tended to give more correct answers when the selections were in standard rather than in Hawaiian-English. Contrary to expectations, use of simple syntax and use of Hawaiian-English pronunciation did not facilitate comprehension of standard English by Hawaiian-English children. Implications for educational accommodations will be discussed.
Productive phonology and phonological awareness in preschool children
Authors: Webster Penelope E. , Plante Amy Solomon 
Published: December 2008

ABSTRACTThis article reports on a longitudinal examination of the relationship between productive phonological ability and phonological awareness in children under 6 years of age. This study followed 45 subjects with variant productive phonology levels from the mean age of 3;6 to 6;0. The Khan-Lewis Phonological Analysis (KLPA) (Khan & Lewis, 1976), which ranks children from 0 to 4 on phonological process usage, was given at 6-month intervals, along with two measures of phonological awareness. Logit analysis showed that children with poor productive phonology, as measured by process usage, had a lower probability of meeting criterion on both of the phonological awareness measures. Further, a change in KLPA rank from poor to good speech predicted significant exponential increases in the probability of success on the two dependent variables. We concluded that, as a child matures in productive phonology, accompanying exponential growth in phonological awareness occurs.
Semantic influences on pronoun assignment in aphasia
Authors: Grober Ellen , Kellar Lucia 
Published: December 2008

ABSTRACTSemantic factors affecting pronoun assignment were studied in a group of aphasie patients. Their ability to assign reference in sentences of the type John telephoned Bill because he needed some information was facilitated by the causal bias of the main verb known to influence the direction of pronoun assignment in normal speakers. The addition of gender constraints (e.g., John telephoned Sue because he needed some information) improved their performance as well. Explicit mention of the referent's name (e.g., John telephoned Bill because John needed some information) did not improve performance any more than did the addition of gender constraints. When these cues were eliminated so that pronoun assignment required a full syntactic analysis, their performance dropped to chance.
Interrelationships among text elements in fictional prose
Authors: Stanners Robert F. , Price James M. , Painton Scott 
Published: December 2008

ABSTRACTThe present study employed a concept comparison method to investigate the memory representation of concept interrelationships produced by reading an O. Henry short story. Readers rated all pairings of characters and locations from the story on the basis of how closely the text elements were interpreted as being connected. The interrelationships among the characters and locations were generated by multidimensional scaling. The scaling solution contained the temporal dimension of the story as well as groupings of characters and locations very similar to the groupings in the story. In the first experiment instructional set was found to affect specific interrelationships among the plot elements rather than the overall pattern. In the second experiment a 21-day retention interval produced an effect on the overall structure of the interrelationships.
Speech perception and frequency discrimination in good and poor readers
Authors: De Weirdt Willy 
Published: December 2008

AbstractThe relation between speech perception and reading ability was investigated. Identification and discrimination tests with stimuli on a stop consonant place of articulation continuum (/PA/-/IA/) were presented to various groups of good and poor readers (normal first graders on a reading continuum in Study 1, moderately and severely dyslexic and high- and low-achieving normal children in Study 2). In both studies, reading-related perception differences were especially marked in a comparison of actual and predicted (from identification test) discrimination scores, suggesting that the poor readers have special difficulty with a discrimination-specific task demand. In Study 3, reading-group differences still show up if the stimulus pairs of the discrimination test are simply to be repeated (eliminating the similarity judgment factors), and are also very pronounced on a nonspeech discrimination test (with 130 ms pure tones of slightly different frequencies). In Studies 1 and 3 identification slope and phoneme boundary differences between reader groups were found as well. Though these results do not definitely prove the auditory perception hypothesis, they support it. The conditions that should be satisfied by auditory perception tasks in future reading acquisition research are briefly discussed.
Comprehension process of second language indirect requests
Authors: Takahashi Satomi , Roitblat Herbert L. 
Published: December 2008

ABSTRACTThis study examined the comprehension of English conventional indirect requests by native English speakers and Japanese learners of English. Subjects read stories inducing either a conventional or a literal interpretation of a priming sentence. Reading speeds did not vary as a function of the interpretation. Subsequent target sentences that paraphrased either the literal or the conventional interpretation of the prime sentence were read more quickly when they paraphrased a conventional interpretation of the sentence than when they paraphrased a literal interpretation. Target sentences were also read more quickly if they paraphrased the interpretation induced by the context than if they did not match. The results suggest that both native and nonnative speakers process both meanings of an ambiguous conventional request.
Computer-aided conversation: A prototype system for nonspeaking people with physical disabilities
Authors: Todman John , Alm Norman , Elder Leona 
Published: December 2008

ABSTRACTThis article describes the development, use, and initial evaluation of a prototype computer system to enable nonspeaking persons with severe disabilities to engage in conversation on broad topics. The conversational aid produced (via a voice synthesizer) speech acts that were selected from a prestored menu, which was constructed by the user. Features of the system included facilities for switching the conversational perspective between the speaker and listener (i.e., “your experiences and views” vs. “my experiences and views”), providing a range of comments on what the other speaker had said, effecting repair when there was a conversational breakdown, and following predicted sequences of speech acts. The initial trials of the system produced dialogues that proceeded in a natural way and achieved encouraging conversational rates.
Distinctions between two phonological output deficits
Authors: Kohn Susan E. , Smith Katherine L. 
Published: December 2008

ABSTRACTTwo aphasics with a similar level of phonological production difficulty are compared to distinguish the properties of disruption to two stages in the phonological system for producing single words: activation of stored lexical-phonological representations versus construction of phonemic representations. A set of distinguishing behavioral features for breakdown at each stage is generated on the basis of a model of single word production. Important variables for analyzing output include: (a) the unit of phonological encoding (morpheme versus syllable), (b) the phonemic relationship between targets and responses, (c) the effects of target consonant-vowel (CV) structure, and (d) the level of pseudoword production. On a set of production tests, the expected behavioral pattern for impaired lexical-phonological activation was displayed by LW, while the expected behavioral pattern for impaired phonemic planning was displayed by CM.
First language acquisition in a second language submersion environment
Authors: Verhoeven Ludo Th. , Boeschoten Hendrik E. 
Published: December 2008

ABSTRACTIn the present paper a linguistic description is given of the process of first language acquisition of Turkish children aged 4 to 8 in a Dutch submersion environment in the Netherlands. On the basis of the assumption that language development involves the acquisition of distinct subskills in differential patternings, the development of lexical, morphosyntactic, and pragmatic abilities have been investigated separately. Furthermore, these longitudinal data are compared with cross-sectional language data of five- and seven-year-old children in Turkey. This comparison was made in order to be able to interpret whether the Turkish language skills of native Turkish-speaking children in the Netherlands were showing delay, stagnation, or attrition of skills. The overall results suggest that in the age range of 4 to 8 years the acquisition of first language skills by Turkish children in the Netherlands can best be characterized as stagnated.
Characteristics of words determining how easily they will be translated into a second language
Authors: Murray David J. 
Published: December 2008

ABSTRACTThis study was designed to test the hypothesis that variables such as word frequency, which are known to affect semantic memory, would have more influence on how quickly words were translated from English to French, or vice versa, than would variables such as imagery, which are known to affect episodic memory.Students whose second language was French were presented with 145 words, with instructions that they translate them into French. Measures of accuracy and reaction time were taken. French-English translation of the same words was also investigated. Seventeen other characteristics of these words were also known from previous surveys. The results of a multiple regression analysis and a factor analysis indicated that translation efficiency was most strongly influenced by the frequency of the word in the language, its familiarity, and the similarity of the French equivalent to the English word. Variables such as emotionality and imagery, known to influence retrieval in episodic memory paradigms, had little influence on translation time.