scholarly journals What does the Sentence Structure component of the CELF-IV index, in monolinguals and bilinguals?

2021 ◽  
pp. 1-28
Author(s):  
Cécile De Cat ◽  
Tara Melia
Keyword(s):  
Clinical Practice ◽  
Clinical Evaluation ◽  
Cognitive Complexity ◽  
Sentence Comprehension ◽  
Structural Complexity ◽  
Bilingual Children ◽  
Sentence Structure ◽  
Psycholinguistic Research ◽  
Structural Rules ◽  
Sentence Level

Abstract The Sentence Structure sub-test (SST) of the Clinical Evaluation of Language Fundamentals (CELF) aims to “measure the acquisition of grammatical (structural) rules at the sentence level”. Although originally designed for clinical practice with monolingual children, components of the CELF, such as the SST, are often used to inform psycholinguistic research. Raw scores are also commonly used to estimate the English proficiency of bilingual children. This study queries the reliability of the SST as an index of children's ability to deal with structural complexity in sentence comprehension, and demonstrates that cognitive complexity induces a considerable confound in the task, affecting 5- to 7-year-old monolinguals (n = 87) and bilinguals (n = 87) alike.

scholarly journals What does the Sentence Structure component of the CELF-IV index, in monolinguals and bilinguals?

2019 ◽  
Author(s):  
Cecile De Cat ◽  
Tara Melia
Keyword(s):  
Clinical Practice ◽  
Clinical Evaluation ◽  
Cognitive Complexity ◽  
Sentence Comprehension ◽  
Structural Complexity ◽  
Bilingual Children ◽  
Sentence Structure ◽  
Psycholinguistic Research ◽  
Structural Rules ◽  
Sentence Level

The Sentence Structure sub-test (SST) of the Clinical Evaluation of Language Fundamentals (CELF) aims to "measure the acquisition of grammatical (structural) rules at the sentence level''. Although originally designed for clinical practice with monolingual children, components of the CELF, such as the SST, are often used to inform psycholinguistic research. Raw scores are also commonly used to estimate the English proficiency of bilingual children. This study queries the reliability of the SST as an index of children's ability to deal with structural complexity in sentence comprehension, and demonstrates that cognitive complexity induces a considerable confound in the task, affecting 5- to 7-year-old monolinguals (n = 87) and bilinguals (n = 87) alike.

scholarly journals Interobserver Reliability of Pirani and Dimeglio Scores in the Clinical Evaluation of Idiopathic Congenital Clubfoot

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 618
Author(s):  
Vito Pavone ◽  
Andrea Vescio ◽  
Annalisa Culmone ◽  
Alessia Caldaci ◽  
Piermario La Rosa ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Clinical Evaluation ◽  
Interobserver Reliability ◽  
Strongly Correlated ◽  
Congenital Talipes Equinovarus ◽  
Orthopaedic Surgeons ◽  
Careful Preparation ◽  
Talipes Equinovarus ◽  
Pediatric Orthopaedic ◽  
Paediatric Orthopaedic

Background: Dimeglio (DimS) and Pirani (PirS) scores are the most common scores used in congenital talipes equinovarus (CTEV) clinical practice. The aim of this study was to evaluate the interobserver reliability of these scores and how clinical practice can influence the clinical outcome of clubfoot through the DimS and Pirs. Methods: Fifty-four feet were assessed by six trained independent observers through the DimS and PirS: three consultants (OS), and three residents (RS) divided into three pediatric orthopaedic surgeons (PeO) and three non-pediatric orthopaedic surgeons (NPeO). Results: The PirS and DimS Scores were strongly correlated. In the same way, OS and RS, PirS, and DimS scores were strongly correlated, and the interobserver reliability ranked “good” in the comparison between PeO and NPeO. In fully trained paediatric orthopaedic surgeons, an “excellent” interobserver reliability was found but was only “good” in the NPeO cohort. Conclusions: In conclusion, after careful preparation, at least six months of observation of children with CTEV, PirS and DimS proved to be valid in terms of clinical evaluation. However, more experience with CTEV leads to a better clinical evaluation.

The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing

2018 ◽  
Vol 24 (5) ◽  
pp. 642-665 ◽  
Author(s):  
Aleksandra Malicka
Keyword(s):  
Cognitive Complexity ◽  
Speech Rate ◽  
Structural Complexity ◽  
Simple Complex ◽  
Complexity Measures ◽  
Complex Sequence ◽  
Task Sequencing ◽  
Sequence Versus ◽  
Individual Task

This study set out to test the theoretical premise of the SSARC model of pedagogic task sequencing, which postulates that tasks should be sequenced for learners from cognitively simple to complex. This experiment compared the performance of three tasks differing in cognitive complexity in a simple–complex sequence versus in the absence of any other tasks. There were two groups in the study: (1) participants who performed the three tasks in the simple–complex sequence, and (2) participants who performed either the simple, the complex, or the most complex task. The participants’ speech was analysed using fluency, accuracy, and complexity measures. The results indicate that simple–complex sequencing led to a higher speech rate, greater dysfluency, enhanced accuracy, and greater structural complexity, as compared to individual task performance. The results are discussed in terms of the SSARC model and pedagogical implications of the findings are presented.

Treatment of Underlying Forms: A Bayesian Meta-Analysis of the Effects of Treatment and Person-Related Variables on Treatment Response

2021 ◽  
pp. 1-21
Author(s):  
Alexander M. Swiderski ◽  
Yina M. Quique ◽  
Michael Walsh Dickey ◽  
William D. Hula
Keyword(s):  
Sentence Comprehension ◽  
Meta Analysis ◽  
Interrupted Time Series ◽  
Single Subject ◽  
Group Level ◽  
Sentence Level ◽  
Hypothesis Model ◽  
Treatment Dose ◽  
Effect Of Treatment ◽  
Generalized Linear Mixed Effects

Purpose This meta-analysis synthesizes published studies using “treatment of underlying forms” (TUF) for sentence-level deficits in people with aphasia (PWA). The study aims were to examine group-level evidence for TUF efficacy, to characterize the effects of treatment-related variables (sentence structural family and complexity; treatment dose) in relation to the Complexity Account of Treatment Efficacy (CATE) hypothesis, and to examine the effects of person-level variables (aphasia severity, sentence comprehension impairment, and time postonset of aphasia) on TUF response. Method Data from 13 single-subject, multiple-baseline TUF studies, including 46 PWA, were analyzed. Bayesian generalized linear mixed-effects interrupted time series models were used to assess the effect of treatment-related variables on probe accuracy during baseline and treatment. The moderating influence of person-level variables on TUF response was also investigated. Results The results provide group-level evidence for TUF efficacy demonstrating increased probe accuracy during treatment compared with baseline phases. Greater amounts of TUF were associated with larger increases in accuracy, with greater gains for treated than untreated sentences. The findings revealed generalization effects for sentences that were of the same family but less complex than treated sentences. Aphasia severity may moderate TUF response, with people with milder aphasia demonstrating greater gains compared with people with more severe aphasia. Sentence comprehension performance did not moderate TUF response. Greater time postonset of aphasia was associated with smaller improvements for treated sentences but not for untreated sentences. Conclusions Our results provide generalizable group-level evidence of TUF efficacy. Treatment and generalization responses were consistent with the CATE hypothesis. Model results also identified person-level moderators of TUF (aphasia severity, time postonset of aphasia) and preliminary estimates of the effects of varying amounts of TUF for treated and untreated sentences. Taken together, these findings add to the TUF evidence and may guide future TUF treatment–candidate selection. Supplemental Material https://doi.org/10.23641/asha.16828630

scholarly journals Syntactic Unification Operations Are Reflected in Oscillatory Dynamics during On-line Sentence Comprehension

2010 ◽  
Vol 22 (7) ◽  
pp. 1333-1347 ◽  
Author(s):  
Marcel Bastiaansen ◽  
Lilla Magyari ◽  
Peter Hagoort
Keyword(s):  
Sentence Comprehension ◽  
Syntactic Structure ◽  
Linear Increase ◽  
Time Frequency ◽  
Oscillatory Dynamics ◽  
Word Category ◽  
Gamma Frequency ◽  
Sentence Level ◽  
Beta Power ◽  
Beta Frequency Band

There is growing evidence suggesting that synchronization changes in the oscillatory neuronal dynamics in the EEG or MEG reflect the transient coupling and uncoupling of functional networks related to different aspects of language comprehension. In this work, we examine how sentence-level syntactic unification operations are reflected in the oscillatory dynamics of the MEG. Participants read sentences that were either correct, contained a word category violation, or were constituted of random word sequences devoid of syntactic structure. A time–frequency analysis of MEG power changes revealed three types of effects. The first type of effect was related to the detection of a (word category) violation in a syntactically structured sentence, and was found in the alpha and gamma frequency bands. A second type of effect was maximally sensitive to the syntactic manipulations: A linear increase in beta power across the sentence was present for correct sentences, was disrupted upon the occurrence of a word category violation, and was absent in syntactically unstructured random word sequences. We therefore relate this effect to syntactic unification operations. Thirdly, we observed a linear increase in theta power across the sentence for all syntactically structured sentences. The effects are tentatively related to the building of a working memory trace of the linguistic input. In conclusion, the data seem to suggest that syntactic unification is reflected by neuronal synchronization in the lower-beta frequency band.

The Development of Moral Behavior: Continuities and Discontinuities

1980 ◽  
Vol 3 (3) ◽  
pp. 323-332 ◽  
Author(s):  
Michael Chandler ◽  
Michael Siegel ◽  
Michael Boyes
Keyword(s):  
Cognitive Complexity ◽  
Moral Dilemma ◽  
Structural Complexity ◽  
Moral Dilemmas ◽  
Joint Product ◽  
Development Level ◽  
Behavioral Choices ◽  
Rules And Principles ◽  
Research Findings ◽  
The Relationship

A conceptual framework and supporting research findings are presented which are intended to contribute to a better understanding of the relationship between moral judgment and moral action. A transactional model, based in part upon the earlier work of Piaget, is outlined. Within this framework, the outcome of moral deliberation is viewed as the joint product of an individual's current level of cognitive complexity and the structural complexity of the moral dilemma which he or she must arbitrate. In this context cognitive development level is assumed to predict concrete behavioral choices whenever individuals are at least as complex as are the moral alternatives which confront them. In order to test this hypothesis, children at three levels of conceptual maturity were presented with six dilemmas, representing all pairwise combinations of rituals, rules and principles, and were required to formulate specific plans of action to resolve these conflicts. The results are consistent with the hypothesis and show a significant interaction between the structural complexity of moral dilemmas and cognitive complexity of persons who attempt to resolve them.

L1 word order and sensitivity to verb bias in L2 processing

2013 ◽  
Vol 16 (4) ◽  
pp. 761-775 ◽  
Author(s):  
EUN-KYUNG LEE ◽  
DORA HSIN-YI LU ◽  
SUSAN M. GARNSEY
Keyword(s):  
Word Order ◽  
Sentence Comprehension ◽  
Native English Speakers ◽  
Target Language ◽  
English Speakers ◽  
Sentence Structure ◽  
L2 Processing ◽  
Verb Bias ◽  
On Line ◽  
Korean Learners

Using a self-paced reading task, this study examines whether second language (L2) learners are flexible enough to learn L2 parsing strategies that are not useful in their first language (L1). Native Korean-speaking learners of English were compared with native English speakers on resolving a temporary ambiguity about the relationship between a verb and the noun following it (e.g.,The student read [that] the article. . .). Consistent with previous studies, native English reading times showed the usual interaction between the optional complementizerthatand the particular verb's bias about the structures that can follow it. Lower proficiency L1-Korean learners of L2-English did not show a similar interaction, but higher proficiency learners did. Thus, despite native language word order differences (English: SVO; Korean: SOV) that determine the availability of verbs early enough in sentences to generate predictions about upcoming sentence structure, higher proficiency L1-Korean learners were able to learn to optimally combine verb bias and complementizer cues on-line during sentence comprehension just as native English speakers did, while lower proficiency learners had not yet learned to do so. Optimal interactive cue combination during L2 sentence comprehension can probably be achieved only after sufficient experience with the target language.

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