The Elicited Language Inventory and the Influence of Contextual Cues

1980 ◽  
Vol 45 (4) ◽  
pp. 549-563 ◽  
Author(s):  
Lauren K. Nelson ◽  
Marcia Weber-Olsen
Keyword(s):  
Spontaneous Speech ◽  
Stage Ii ◽  
Group Differences ◽  
Morphological Development ◽  
Subject Group ◽  
Contextual Cues ◽  
Standard Version ◽  
Response Measures ◽  
Better Than ◽  
Normal Speaking

The Elicited Language Inventory (ELI) (Carrow, 1974b) was administered in standardized fashion and in a modified procedure with contextually supported cues to eight language-delayed and eight normal-speaking children in Brown's (1973) Stage II of morphological development. Additionally, grammatical morpheme use under the two ELI presentation conditions was compared with use of the same morphemes in spontaneous speech for two language-delayed and two normal-speaking subjects. Results of both comparisons favored modified use of the ELI with contextually cued items when sampling children's expressive speech. A significantly greater number of morphemes was imitated and provided in obligatory contexts under modified ELI conditions. Significantly fewer total errors were produced by all subjects when ELI items were presented with contextual cues. Moreover, children's performance on contextually cued ELI items was a significantly better predictor of their grammatical morpheme use in spontaneous speech than performance on the standard version of the ELI. Except for total errors, subject group differences were not significant; however, the older language-delayed children performed consistently better than the stage-matched normal-speaking children on all imitative response measures.

Early Phonological Behavior in Normal-Speaking and Language Disordered Children

1980 ◽  
Vol 45 (3) ◽  
pp. 357-377 ◽  
Author(s):  
Richard G. Schwartz ◽  
Laurence B. Leonard ◽  
M. Karen Folger ◽  
M. Jeanne Wilcox
Keyword(s):  
Cognitive Development ◽  
Individual Variation ◽  
Spontaneous Speech ◽  
Group Differences ◽  
Phonological Processes ◽  
Five Dimensions ◽  
Adult Form ◽  
Production Constraints ◽  
Utterance Length ◽  
Normal Speaking

Various aspects of the phonological behavior of three normal-speaking and three language disordered children, matched on the basis of mean utterance length, sex, and cognitive development, were compared. The children's spontaneous speech was analyzed to reveal selection constraints inferred from characteristics of the adult form of the words attempted by the child, production constraints inferred from characteristics of the children's productions, phonological processes, and five dimensions of phonological variability. While some individual variation was noted, no substantial group differences were revealed. The phonologies of the normal-speaking and language disordered children were strikingly similar. The implications of these similarities are discussed in terms of a synergistic view of linguistic disorders and remediation.

When two languages are competing

Interpreting ◽  
2021 ◽  
Author(s):  
Damien Chiaming Fan ◽  
Aymeric Collart ◽  
Shiao-hui Chan
Keyword(s):  
Congruency Effect ◽  
Group Differences ◽  
Years Of Experience ◽  
Contextual Cues ◽  
Language Switching ◽  
Brain Response ◽  
Brain Potentials ◽  
Two Factors ◽  
Frontal Negativity ◽  
Better Than

Abstract Past studies have shown that expert interpreters were better than novices at using contextual cues to anticipate upcoming information. However, whether such sensitivity to contextual cues can be traced by means of neural signatures is relatively unexplored. The present study used event-related brain potentials (ERPs) along with a language-switching paradigm – including non-switched (Chinese–Chinese, L1–L1) and switched (Chinese–English, L1–L2) conditions – to investigate whether interpreters with many years of experience, interpreters with a few years of experience and post-graduate-level interpreting students differed in the way they process contextually congruent or incongruent sentence-final target words. The results show that while the manipulations of congruency and switching independently induced a strong brain response in all three groups, the interaction between the two factors elicited different patterns across groups during 500–700 ms: (1) while a sustained congruency effect was found in the two less-experienced groups for the switched condition, such an effect was observed in the most experienced group for both switched and non-switched conditions; (2) only the least-experienced group showed a frontal negativity towards incongruent trials in the switched condition. These 200 ms transient group differences revealed that it might be possible to trace the development of interpreting ability by examining the ERP components in a language-switching setting.

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

On the role of morphological richness in the early development of noun and verb inflection

2011 ◽  
Vol 31 (4) ◽  
pp. 461-479 ◽  
Author(s):  
Aris Xanthos ◽  
Sabine Laaha ◽  
Steven Gillis ◽  
Ursula Stephany ◽  
Ayhan Aksu-Koç ◽  
...  
Keyword(s):  
Early Development ◽  
Spontaneous Speech ◽  
Morphological Development ◽  
Verb Inflection ◽  
Speech Corpora ◽  
Mean Size ◽  
Early Acquisition ◽  
Child Speech ◽  
The Relationship

This study proposes a new methodology for determining the relationship between child-directed speech and child speech in early acquisition. It illustrates the use of this methodology in investigating the relationship between the morphological richness of child-directed speech and the speed of morphological development in child speech. Both variables are defined in terms of mean size of paradigm (MSP) and estimated in a set of longitudinal spontaneous speech corpora of nine children and their caretakers. The children are aged 1;3–3;0, acquiring nine different languages that vary in terms of morphological richness. The main result is that the degree of morphological richness in child-directed speech is positively related to the speed of development of noun and verb paradigms in child speech.

scholarly journals Unbinding of contextual information: age differences and cultural effects

2021 ◽  
Author(s):  
Brenda Iok Wong
Keyword(s):  
Older Adults ◽  
Cultural Differences ◽  
Age Differences ◽  
Recognition Performance ◽  
Contextual Information ◽  
Information Age ◽  
Semantic Relatedness ◽  
Group Differences ◽  
Cultural Effects ◽  
Better Than

Age and cultural effects on memory for complex pictures were examined under an unbinding condition. Young and older Canadians and Chinese were tested in Toronto and Beijing respectively. At encoding, participants viewed semantically congruent or incongruent pictures. At recognition, they were asked to recognize the objects and backgrounds of these pictures in isolation. The results revealed effects of both age and culture on recognition performance. Older adults recognized more objects than young adults, whereas Canadians were better than Chinese in background recognition. There was also a trend for Canadian older adults to recognize more objects and backgrounds than the other groups of participants. Age and cultural differences in memory under unbinding were possibly due to group differences in information binding during encoding. Finally, it was found that images from congruent pictures were better recognized than those from incongruent pictures, suggesting that semantic relatedness of information improves recognition under unbinding.

Discrepancies Between Factor Analysis and Multivariate Discrimination Among Groups As Applied to Personality Theory

1958 ◽  
Vol 104 (436) ◽  
pp. 713-721 ◽  
Author(s):  
Lowell H. Storms
Keyword(s):  
Factor Analysis ◽  
Principal Components ◽  
Group Differences ◽  
Personality Theory ◽  
Factor Analyses ◽  
Independent Evidence ◽  
Loss Of Information ◽  
Response Measures ◽  
Intervening Variables

It is clearly advantageous to the personality theorist to know which of his measures covary and to what extent. The results of factor analyses can be useful in summarizing some of the patterns of covariation and classifying response measures. An indefinitely large number of sets of factors may equally well describe the same set of data, however, and, before any choice of one particular set of factors, dimensions, principal components, etc., can be considered as revealing basic intervening variables or constructs in a personality theory, independent evidence must be provided. It is the purpose of this paper to reveal some of the pitfalls in making such a choice by showing how concentration on one set of factors obtained by analysing a multivariate scatter can lead to a serious loss of information when applied to the analysis of group differences in the same set of data and can suggest interpretations which are at odds with the full evidence.

Eligibility of real-world patients with stage II/III colorectal cancer (CRC) in adjuvant chemotherapy (AC) trials.

2020 ◽  
Vol 38 (4_suppl) ◽  
pp. 50-50
Author(s):  
Atul Batra ◽  
Shiying Kong ◽  
Winson Y. Cheung
Keyword(s):  
Real World ◽  
Regression Models ◽  
Cox Regression ◽  
Stage Ii ◽  
Exclusion Criteria ◽  
Eligibility Criteria ◽  
Uncontrolled Diabetes ◽  
History Of ◽  
Alberta Cancer Registry ◽  
Better Than

50 Background: The results of AC trials in stage II/III CRC are often generalized to real-world patients. However, clinical trials have stringent inclusion and exclusion criteria, which can potentially lead to poor generalizability of results and slow accrual. This study was conducted to determine the proportion of real-world patients with stage II/ III CRC who would be eligible for AC trials based on common eligibility criteria and to compare the outcomes in eligible and ineligible patients. Methods: We identified all patients diagnosed with stage II/III CRC in 2004-2015 from the Alberta Cancer Registry. Patients meeting any one of the following criteria were considered ineligible: age >75 years, anemia, comorbid conditions (heart disease, uncontrolled diabetes, kidney disease, liver disease) and history of a prior malignancy or immunosuppression. Logistic regression was used to describe the likelihood of receiving AC and Cox regression models were constructed to determine overall survival (OS). Results: A total of 7841 patients with stage II/III CRC were identified, of whom 52% were men and median age at diagnosis was 71 years (IQR: 61-79 years). Approximately 59% patients were deemed trial-ineligible and the most common reasons for ineligibility were advanced age (36%), renal dysfunction (27%), and cardiac disease (17%), respectively. In the real-world, 54% of eligible patients received AC as compared to 23% of ineligible patients [odds ratio 3.89, 95% confidence interval (CI) 3.53-4.28, P< 0.0001]. The 5-year OS of trial-ineligible patients who received AC was significantly better than those treated with surgery alone (table). Conclusions: Majority of real-world patients with stage II/ III CRC are unable to participate in AC trials due to strict exclusion criteria, but a fair proportion of these patients still derive some benefit from AC. The eligibility criteria of AC trials in CRC should be broadened to be more representative of real-world patients. [Table: see text]

scholarly journals Evaluating English Morpheme Accuracy, Diversity, and Productivity Measures in Language Samples of Developing Bilinguals

2018 ◽  
Vol 49 (2) ◽  
pp. 260-276 ◽  
Author(s):  
Irina Potapova ◽  
Sophia Kelly ◽  
Philip N. Combiths ◽  
Sonja L. Pruitt-Lord
Keyword(s):  
Language Skills ◽  
Preschool Age ◽  
Group Differences ◽  
Morphological Development ◽  
Typically Developing ◽  
Case Examples ◽  
English Bilingual ◽  
Accuracy Measure ◽  
Language Measures ◽  
Language Sample

PurposeThis work explores the clinical relevance of three measures of morpheme use for preschool-age Spanish–English bilingual children with varying language skills. The 3 measures reflect accuracy, diversity (the tense marker total), and productivity (the tense and agreement productivity score [TAP score]) of the English tense and agreement system.MethodMeasures were generated from language samples collected at the beginning and end of the participants' preschool year. Participants included 74 typically developing Spanish–English bilinguals and 19 peers with low language skills. The morpheme measures were evaluated with regard to their relationships with other language sample measures, their ability to reflect group differences, and their potential for capturing morphological development at group and individual levels.ResultsAcross both groups, the tense marker total and TAP scores were associated with other language measures and demonstrated both group differences and growth over time. The accuracy measure met few of these benchmarks.ConclusionThe tense marker total and TAP score, which were designed to capture emerging morphological abilities, contribute valuable information to a comprehensive language assessment of young bilinguals developing English. Case examples are provided to illustrate the clinical significance of including these measures in assessment.

On the Use of ‘Calibration Equations’ in Perception Research

Perception ◽  
1977 ◽  
Vol 6 (3) ◽  
pp. 299-311 ◽  
Author(s):  
Donald H Mershon ◽  
Michael Kennedy ◽  
Gary Falacara
Keyword(s):  
Individual Differences ◽  
Calibration Procedure ◽  
Group Differences ◽  
Response Measure ◽  
Calibration Technique ◽  
Before And After ◽  
General Improvement ◽  
Response Measures ◽  
The Relationship ◽  
Calibration Equations

Gogel's procedure or using ‘calibration equations’ to obtain reports of perceived distance which are at least partially independent of individual differences in response bias, was examined. The procedure involves determining the relationship between reported and physical distances in a full-cue viewing situation. By making four assumptions, this equation can be used to ‘calibrate’ responses gathered from other situations in which perceived distances are under investigation. In the present experiment, both verbal and string-pull measures of perceived distance were obtained for several objects under reduced viewing conditions. Calibration equations were determined for each response measure in a full-cue setting. The usefulness of the calibration technique was tested by comparing the differences between the two response measures for each object seen in reduced viewing, both before and after the application of the calibration procedure. The results indicated that, consistent with the usefulness of the calibration technique, group differences between the measures were almost always decreased by the procedure. However, no general improvement in the agreement of the measures was found when the data were examined on an individual basis. From the results, a modification of the method of calculating calibration equations was suggested that might increase its usefulness by simplifying the arithmetic operations required for the procedure.

Cultural variations in developing a sense of knowing your own mind: A comparison between British and Japanese children

2010 ◽  
Vol 34 (3) ◽  
pp. 248-258 ◽  
Author(s):  
Peter Mitchell ◽  
Ulrich Teucher ◽  
Haruo Kikuno ◽  
Mark Bennett
Keyword(s):  
Cultural Influences ◽  
Group Differences ◽  
Japanese Children ◽  
Rate Of Development ◽  
Cultural Variations ◽  
Better Than ◽  
British Children

We often have a feeling that we know ourselves much better than others know us, coupled with a feeling that our minds are not transparent to other people. In this article we begin to explore cultural variations in the development of this feeling. Children in Britain and Japan aged 7, 9 and 11 years judged how well they and how well their parent/teacher knew about aspects of the child’s mind (e.g., dreams, feeling sick, feeling hungry). Compared with British children, Japanese children credited adults with relatively large amounts of knowledge about themselves and this was most notable in the youngest group. Differences in patterns of judgements between the two nations could arise from differences in the cultural influences on the rate of development.

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