Multisign Combinations by Children With Intellectual Impairments

2000 ◽  
Vol 43 (2) ◽  
pp. 309-323 ◽  
Author(s):  
Nicola Grove ◽  
Julie Dockrell
Keyword(s):  
Word Order ◽  
Stage I ◽  
Semantic Relations ◽  
Lexical Development ◽  
Linguistic Development ◽  
Linguistic Representation ◽  
Manual Signs ◽  
Utterance Length ◽  
Language Input

Research suggests that people with intellectual impairments who use manual signs to augment or substitute for speech rarely progress beyond the stage of single signs and that word order is particularly problematic. However, the majority of studies have focused on experimental tasks, and relatively little is known about spontaneous sign production in naturalistic settings. The present study explored the linguistic development in sign and speech of 10 children who relied on manual signs (the Makaton vocabulary) as their main means of communication. Mean utterance length in sign ranged from 1.0 to 2.5, and analysis of semantic relations, lexical development, and word order suggested that the children had not developed their language beyond MLU Stage I. Examination of their abilities within the modality of sign indicated that some children were able to manipulate features of sign at a sublexical level. The results are discussed in relation to the language input by teachers, and inferences are drawn regarding the underlying modality of linguistic representation in children who use manual signs.

Using Structured Discourse as a Language Intervention Technique with Autistic Children

1989 ◽  
Vol 54 (3) ◽  
pp. 383-394 ◽  
Author(s):  
Nancy J. Scherer ◽  
Lesley B. Olswang
Keyword(s):  
Late Stage ◽  
Language Intervention ◽  
Stage I ◽  
Semantic Relations ◽  
Multiple Baseline ◽  
Autistic Children ◽  
Linguistic Development ◽  
Intervention Technique ◽  
The Relationship ◽  
Discourse Strategy

A structured discourse strategy, employing child echoic imitations and adult expansion, was used to teach 5 autistic children two-term semantic relations. The 5 male preschoolers in late Stage I of linguistic development were exposed systematically to two-term semantic relations in a structured dialogue with a clinician. A combined multiple baseline and AB(A) design was used to examine the relationship between the clinician expansions and the children's subsequent spontaneous imitations and spontaneous productions. The results showed that an increase in modeling and expansion was related to an increase in the children's initial spontaneous imitations of two-term relations. Further, following the increase in spontaneous imitations, spontaneous productions of the two-term relations increased and were maintained, whereas spontaneous imitations subsequently decreased.

Semantic Relations Used by Normal and Language-Impaired Children at Stage I

1976 ◽  
Vol 19 (4) ◽  
pp. 784-795 ◽  
Author(s):  
Patricia P. Freedman ◽  
Robert L. Carpenter
Keyword(s):  
Stage I ◽  
Semantic Relations ◽  
Coding System ◽  
Normal Children ◽  
Linguistic Development ◽  
Language Impaired ◽  
Significant Difference ◽  
Linguistic Coding ◽  
Impaired Children ◽  
Basic Semantic

Two-word utterances of four language-impaired children at Brown’s Stage I level of linguistic development were compared with two-word utterances of four young normal children at the same linguistic level to determine any differences between the two groups in the use of a set of 10 basic semantic relations. Type-token ratios for each semantic relation were used to compare use of semantic relations between groups. A significant difference was obtained for only one relation, with the language-impaired group demonstrating greater diversity in the use of the introducer + entity relation than the normal group. The findings indicated that at the Stage I level of linguistic development, the language-impaired children demonstrated a linguistic system no different than the system of normal Stage I children. The findings are discussed relative to possible cognitive and linguistic strategies involved in language acquisition. It is suggested that some language-impaired children rather than being deficient in their ability to understand and code the basic semantic relations demonstrate a deficit in the higher, more complex aspects of the linguistic coding system.

Fine lexical tuning in infant directed speech to typically developing children

2020 ◽  
pp. 1-14
Author(s):  
Lotte ODIJK ◽  
Steven GILLIS
Keyword(s):  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Development ◽  
Linguistic Development ◽  
Fine Tune ◽  
Target Words

Abstract Do parents fine-tune the MLU of utterances with a particular word as the word is on the verge of appearing in the child's production? We analyzed a corpus of spontaneous interactions of 30 dyads. The children were in the initial stages of their lexical development, and the parents’ utterances containing the words the children eventually acquired were selected. The main finding is that the MLU of the parental utterances containing the target words gradually decreased up to the point of the children's first production of those words. This suggests that parents fine-tune their utterances to support the children's linguistic development.

Dual language input and the impact of language separation on early lexical development

Infancy ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 22-45
Author(s):  
Maria Julia Carbajal ◽  
Sharon Peperkamp
Keyword(s):  
Dual Language ◽  
Lexical Development ◽  
Language Input ◽  
The Impact

Comprehension and Production of Word Order in Stage I

1983 ◽  
Vol 54 (2) ◽  
pp. 443 ◽  
Author(s):  
Kenneth Roberts
Keyword(s):  
Word Order ◽  
Stage I

Role of Mothers' Expansions in Stimulating Children's Language Production

1984 ◽  
Vol 27 (3) ◽  
pp. 387-396 ◽  
Author(s):  
Nancy J. Scherer ◽  
Lesley B. Olswang
Keyword(s):  
Late Stage ◽  
Language Production ◽  
Descriptive Analysis ◽  
Semantic Relations ◽  
Multiple Baseline ◽  
Linguistic Development ◽  
Experimental Procedure ◽  
Stage 1 ◽  
Treatment Design

Mothers' expansions were examined for their role in structuring conversational contributions and facilitating spontaneous imitations and productions of two-term semantic relations not previously used by their children. The subjects were four 2-year-old boys in late Stage 1 of linguistic development and their mothers. The investigation consisted of two studies. Study 1, a descriptive analysis of mother-child conversation, showed a contingent relationship between mothers' expansions and their children's use of spontaneous imitations. Study 2, an experimental procedure using a multiple baseline treatment design, showed that an increase in the mothers' expansions was systematically related to an increase in the children's initial spontaneous imitations of two-term semantic relations. Results also indicated that following the increase in spontaneous imitations, spontaneous productions of the two-term relations increased and were maintained, whereas spontaneous imitations subsequently decreased.

The effect of perceptual similarity and linguistic input on children's acquisition of object labels

1997 ◽  
Vol 24 (3) ◽  
pp. 695-717 ◽  
Author(s):  
GIL DIESENDRUCK ◽  
MARILYN SHATZ
Keyword(s):  
Word Meaning ◽  
Semantic Relations ◽  
Perceptual Similarity ◽  
Linguistic Information ◽  
Lexical Development ◽  
New Words ◽  
Linguistic Input

This study investigated whether and when children establish various semantic relations between old and new words. Fifty two-year-olds were taught labels for objects previously referred to by an overextended term. We found that children were more likely to learn a new label when (a) it referred to a new object that was perceptually dissimilar, rather than similar, to a known one, and (b) when linguistic information indicated it had an inclusion, rather than a mutually exclusive, relation to a known label. Children were more likely to interpret a new label as mutually exclusive to a known one when their referents were perceptually dissimilar. These findings are discussed in light of theories of lexical development, particularly with regard to conceptualizations of constraints on the acquisition of word meaning.

scholarly journals Treebank Annotation in the Light of the Meaning-Text Theory

2012 ◽  
Vol 7 ◽  
Author(s):  
Simon Mille ◽  
Leo Wanner ◽  
Alicia Burga
Keyword(s):  
Natural Language ◽  
Word Order ◽  
Natural Language Generation ◽  
Morphological Features ◽  
Semantic Relations ◽  
Language Generation ◽  
Linguistic Model ◽  
Single Structure ◽  
Multi Level

A treebank may contain the annotation of different phenomena such as word order, morphological features, syntactic and semantic relations, etc., which are rather different in their nature. Quite often, the annotation of these phenomena is combined in a single structure, which leads to low-quality training results and is verifiably deficient from a theoretical (linguistic) perspective. We argue that the annotation of corpora requires a well-defined linguistic model which supports multi-level annotation, with one type of phenomenon per level. Our experience with dependency treebanks created or adjusted for surface-oriented natural language generation and based on the Meaning-Text Theory, a multi-level linguistic model, supports this argumentation.

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