Beyond interfaces

Inmaculada Gómez Soler

doi:10.1075/lab.4.4.04gom

Beyond interfaces

Linguistic Approaches to Bilingualism ◽

10.1075/lab.4.4.04gom ◽

2014 ◽

Vol 4 (4) ◽

pp. 494-525 ◽

Cited By ~ 2

Author(s):

Inmaculada Gómez Soler

Keyword(s):

Empirical Data ◽

Integrative Model ◽

Empirical Adequacy ◽

Syntactic Awareness ◽

Acquisition Process ◽

Parameter Mapping ◽

Articulated Model ◽

Processing Resources ◽

Interface Hypothesis ◽

Psych Verb

By analyzing the empirical data from two experiments that test Spanish psych-verb properties (e.g. gustar ‘to like’), this article assesses the empirical adequacy of the Interface Hypothesis (IH), which claims that external interfaces (i.e. interfaces between a linguistic module and a cognitive module) are more problematic for learners than internal interfaces/narrow syntax (Sorace & Filiaci, 2006; Sorace, 2011; inter alia). Because my findings were inconsistent with the IH (i.e. target-like pragmatics knowledge can precede syntactic awareness of the same construction), I turned to the Integrative Model of Bilingual Acquisition (Pires & Rothman, 2011), which accounts for non-native divergence by resorting to the interplay of a series of factors (i.e. formal complexity, L1-L2 parameter mapping, processing resources, and PLD). This more articulated model is not only able to account for the patterns in these experiments but it also constitutes a more integrated explanation for the intricacies of the acquisition process.

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The Relation Between Linguistic Awareness Skills and Spelling in Adults: A Comparison Among Scoring Procedures

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00120 ◽

2020 ◽

Vol 63 (4) ◽

pp. 1240-1253

Author(s):

Victoria S. Henbest ◽

Lisa Fitton ◽

Krystal L. Werfel ◽

Kenn Apel

Keyword(s):

Phonemic Awareness ◽

Concurrent Validity ◽

Word Reading ◽

Continuous Measure ◽

Scoring Methods ◽

Syntactic Awareness ◽

Scoring Method ◽

Spelling Performance ◽

Linguistic Awareness ◽

Average Readers

Purpose Spelling is a skill that relies on an individual's linguistic awareness, the ability to overtly manipulate language. The ability to accurately spell is important for academic and career success into adulthood. The spelling skills of adults have received some attention in the literature, but there is limited information regarding which approach for analyzing adults' spelling is optimal for guiding instruction or intervention for those who struggle. Thus, we aimed to examine the concurrent validity of four different scoring methods for measuring adults' spellings (a dichotomous scoring method and three continuous methods) and to determine whether adults' linguistic awareness skills differentially predict spelling outcomes based on the scoring method employed. Method Sixty undergraduate college students who were determined to be average readers as measured by a word reading and contextual word reading task were administered a spelling task as well as morphological, orthographic, phonemic, and syntactic awareness tasks. Results All four scoring methods were highly correlated suggesting high concurrent validity among the measures. Two linguistic awareness skills, morphological awareness and syntactic awareness, predicted spelling performance on both the dichotomous and continuous scoring methods. Contrastively, phonemic awareness and orthographic awareness predicted spelling performance only when spelling was scored using a continuous measure error analysis. Conclusions The results of this study confirm that multiple linguistic awareness skills are important for spelling in adults who are average readers. The results also highlight the need for using continuous measures of spelling when planning intervention or instruction, particularly in the areas of orthographic and phonemic awareness.

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An empirical review of gambling expansion and gambling-related harm

SUCHT - Zeitschrift für Wissenschaft und Praxis / Journal of Addiction Research and Practice ◽

10.1024/0939-5911/a000563 ◽

2018 ◽

Vol 64 (5-6) ◽

pp. 295-306 ◽

Cited By ~ 8

Author(s):

Debi A. LaPlante ◽

Heather M. Gray ◽

Pat M. Williams ◽

Sarah E. Nelson

Keyword(s):

Literature Review ◽

Peer Review ◽

Empirical Data ◽

Empirical Studies ◽

Expansion Method ◽

Responsible Gambling ◽

Review Literature ◽

Evidence Based ◽

Empirical Comparison ◽

Related Harm

Abstract. Aims: To discuss and review the latest research related to gambling expansion. Method: We completed a literature review and empirical comparison of peer reviewed findings related to gambling expansion and subsequent gambling-related changes among the population. Results: Although gambling expansion is associated with changes in gambling and gambling-related problems, empirical studies suggest that these effects are mixed and the available literature is limited. For example, the peer review literature suggests that most post-expansion gambling outcomes (i. e., 22 of 34 possible expansion outcomes; 64.7 %) indicate no observable change or a decrease in gambling outcomes, and a minority (i. e., 12 of 34 possible expansion outcomes; 35.3 %) indicate an increase in gambling outcomes. Conclusions: Empirical data related to gambling expansion suggests that its effects are more complex than frequently considered; however, evidence-based intervention might help prepare jurisdictions to deal with potential consequences. Jurisdictions can develop and evaluate responsible gambling programs to try to mitigate the impacts of expanded gambling.

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School Success and School Engagement of Immigrant Children and Adolescents

European Psychologist ◽

10.1027/1016-9040/a000139 ◽

2013 ◽

Vol 18 (2) ◽

pp. 126-135 ◽

Cited By ~ 42

Author(s):

Frosso Motti-Stefanidi ◽

Ann S. Masten

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Children And Adolescents ◽

School Engagement ◽

School Success ◽

Immigrant Children ◽

Integrative Model ◽

High Stakes ◽

The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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Under- and Over-Estimation

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000064 ◽

2011 ◽

Vol 58 (1) ◽

pp. 39-49 ◽

Cited By ~ 34

Author(s):

Virginie Crollen ◽

Julie Castronovo ◽

Xavier Seron

Keyword(s):

Empirical Data ◽

Accurate Estimation ◽

Numerical Estimation ◽

Production Task ◽

Estimation Task ◽

Reproduction Task ◽

Perception Task ◽

Adult Participants ◽

Mapping Hypothesis ◽

Task Perception

Over the last 30 years, numerical estimation has been largely studied. Recently, Castronovo and Seron (2007) proposed the bi-directional mapping hypothesis in order to account for the finding that dependent on the type of estimation task (perception vs. production of numerosities), reverse patterns of performance are found (i.e., under- and over-estimation, respectively). Here, we further investigated this hypothesis by submitting adult participants to three types of numerical estimation task: (1) a perception task, in which participants had to estimate the numerosity of a non-symbolic collection; (2) a production task, in which participants had to approximately produce the numerosity of a symbolic numerical input; and (3) a reproduction task, in which participants had to reproduce the numerosity of a non-symbolic numerical input. Our results gave further support to the finding that different patterns of performance are found according to the type of estimation task: (1) under-estimation in the perception task; (2) over-estimation in the production task; and (3) accurate estimation in the reproduction task. Moreover, correlation analyses revealed that the more a participant under-estimated in the perception task, the more he/she over-estimated in the production task. We discussed these empirical data by showing how they can be accounted by the bi-directional mapping hypothesis ( Castronovo & Seron, 2007 ).

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