Concreteness Effects in Word Production but Not Word Comprehension in Deep Dyslexia

1997 ◽  
Vol 14 (4) ◽  
pp. 481-509 ◽  
Author(s):  
Philip K. Newton ◽  
Christopher Barry
Keyword(s):  
Word Production ◽  
Word Comprehension ◽  
Deep Dyslexia

Multilink: a computational model for bilingual word recognition and word translation

2018 ◽  
Vol 22 (04) ◽  
pp. 657-679 ◽  
Author(s):  
TON DIJKSTRA ◽  
ALEXANDER WAHL ◽  
FRANKA BUYTENHUIJS ◽  
NINO VAN HALEM ◽  
ZINA AL-JIBOURI ◽  
...  
Keyword(s):  
Word Recognition ◽  
Semantic Processing ◽  
Word Production ◽  
Connectionist Model ◽  
Word Comprehension ◽  
Reference Framework ◽  
Basic Assumptions ◽  
Lexical Similarity ◽  
Word Translation ◽  
Direction Model

The computational BIA+ model (Dijkstra & Van Heuven, 2002) has provided a useful account for bilingual word recognition, while the verbal (pre-quantitative) RHM (Kroll & Stewart, 1994) has often served as a reference framework for bilingual word production and translation. According to Brysbaert and Duyck (2010), a strong need is felt for a unified implemented account of bilingual word comprehension, lexical-semantic processing, and word production. With this goal in mind, we built a localist-connectionist model, called Multilink, which integrates basic assumptions of both BIA+ and RHM. It simulates the recognition and production of cognates (form-similar translation equivalents) and non-cognates of different lengths and frequencies in tasks like monolingual and bilingual lexical decision, word naming, and word translation production. It also considers effects of lexical similarity, cognate status, relative L2-proficiency, and translation direction. Model-to-model comparisons show that Multilink provides higher correlations with empirical data than both IA and BIA+ models.

The effect of phonological complexity on the order in which words are acquired in early childhood

2021 ◽  
pp. 014272372110429
Author(s):  
Hila Gendler-Shalev ◽  
Avivit Ben-David ◽  
Rama Novogrodsky
Keyword(s):  
Early Childhood ◽  
Word Production ◽  
Typically Developing ◽  
Word Comprehension ◽  
Communicative Development ◽  
Rapid Pace ◽  
Second Year ◽  
Phonological Complexity ◽  
Phonological Abilities ◽  
Selection Of

During the second year of life, children acquire words and expand their receptive and expressive vocabularies at a rapid pace. At this age, toddlers’ phonological abilities are also developing rapidly. The current study investigated the effect of phonological complexity of words on the order in which they are acquired, receptively and expressively. Data were collected from Hebrew-speaking parents of 881 typically developing toddlers: 417 girls and 464 boys, aged 1;0 to 2;0 years old. Parents reported on their child’s receptive and expressive vocabularies by completing a computerized version of the Hebrew adaptation of the MacArthur-Bates Communicative Development Inventories. Phonological complexity scores of the target words were calculated using the Phonological Mean Length of Utterances measure. The proportion of children who were reported to understand and produce each word at each age was calculated. Results showed that phonological complexity affected the acquisition of word comprehension and word production. Words that are less phonologically complex were acquired earlier, representing a process of subconscious selection of words that are easier to produce.

Measuring early language development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form)

2003 ◽  
Vol 30 (1) ◽  
pp. 213-236 ◽  
Author(s):  
TONY CHARMAN ◽  
AURIOL DREW ◽  
CLAIRE BAIRD ◽  
GILLIAN BAIRD
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Language Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Word Production ◽  
Spectrum Disorder ◽  
Word Comprehension ◽  
Early Language Development ◽  
Communicative Development

Parent report data on early language development measured using the MacArthur Communicative Development Inventory (CDI–Infant Form) was collected on 134 preschool children with autism spectrum disorder. The pattern of development of understanding of phrases, word comprehension and expression, and production of gestures, was compared to the typical pattern. In common with typical development there was considerable variability in language acquisition, although for the group as a whole this was significantly delayed compared to the normal course. In addition, atypical patterns were identified in the emergence of language skills in the sample. Comprehension of words was delayed in comparison to word production, and production of early gestures (involving sharing reference) was delayed relative to production of later gestures (involving use of objects). However, other aspects of language development were similar to that found in typically developing infants, including word comprehension being in advance of word production in absolute terms, gesture production acting as a ‘bridge’ between word comprehension and word production and the broad pattern of acquisition across word categories and word forms. The implications for assessment and intervention with preschool children with autism spectrum disorder are discussed.

scholarly journals A bilingual–monolingual comparison of young children's vocabulary size: Evidence from comprehension and production

2013 ◽  
Vol 35 (6) ◽  
pp. 1189-1211 ◽  
Author(s):  
ANNICK DE HOUWER ◽  
MARC H. BORNSTEIN ◽  
DIANE L. PUTNICK
Keyword(s):  
Vocabulary Development ◽  
Word Production ◽  
Interindividual Variation ◽  
Bilingual Children ◽  
Group Differences ◽  
Vocabulary Size ◽  
Word Comprehension ◽  
Communicative Development ◽  
Comprehensive Comparison ◽  
Empirical Foundation

ABSTRACTIt is often assumed that young bilinguals are lexically delayed in comparison to monolinguals. A comprehensive comparison of comprehension and production vocabulary in 31 firstborn bilingual and 30 matched monolingual children fails to find empirical foundation for this assumption. Several raters completed Dutch and French adaptations of the MacArthur Communicative Development Inventories for children aged 13 and 20 months. At 13 months, bilinguals understood more words than did monolinguals; at 20 months, monolinguals knew more Dutch words than did bilinguals (combining comprehension and production). There were no group differences for word production or for Dutch word comprehension. Both groups understood and produced the same number of lexicalized meanings; ratios of word comprehension to word production did not differ; interindividual variation was similar. This study underscores the importance of conducting bilingual–monolingual comparisons with matched groups and suggests that if individual bilingual children appear to be slow in early vocabulary development, reasons other than their bilingualism should be investigated.

Mean Length of Utterance before words and grammar: Longitudinal trends and developmental implications of infant vocalizations

2008 ◽  
Vol 36 (3) ◽  
pp. 495-527 ◽  
Author(s):  
MARY K. FAGAN
Keyword(s):  
Language Development ◽  
Multilevel Models ◽  
Word Production ◽  
Longitudinal Change ◽  
Developmental Milestones ◽  
Word Comprehension ◽  
Word Use ◽  
Infant Vocalizations ◽  
Mean Length Of Utterance ◽  
First Words

ABSTRACTThis study measured longitudinal change in six parameters of infant utterances (i.e. number of sounds, CV syllables, supraglottal consonants, and repetitions per utterance, temporal duration, and seconds per sound), investigated previously unexplored characteristics of repetition (i.e. number of vowel and CV syllable repetitions per utterance) and analyzed change in vocalizations in relation to age and developmental milestones using multilevel models. Infants (N=18) were videotaped bimonthly during naturalistic and semi-structured activities between 0 ; 3 and the onset of word use (M=11·8 months). Results showed that infant utterances changed in predictable ways both in relation to age and in relation to language milestones (i.e. reduplicated babble onset, word comprehension and word production). Looking at change in relation to the milestones of language development led to new views of babbling, the transition from babbling to first words, and processes that may underlie these transitions.

scholarly journals Do children really acquire dense neighbourhoods?

2019 ◽  
Vol 46 (6) ◽  
pp. 1260-1273 ◽  
Author(s):  
Samuel David JONES ◽  
Silke BRANDT
Keyword(s):  
Word Production ◽  
Bayesian Regression ◽  
Inventory Data ◽  
Word Comprehension ◽  
British English ◽  
Word Acquisition ◽  
English Speaking

AbstractChildren learn high phonological neighbourhood density words more easily than low phonological neighbourhood density words (Storkel, 2004). However, the strength of this effect relative to alternative predictors of word acquisition is unclear. We addressed this issue using communicative inventory data from 300 British English-speaking children aged 12 to 25 months. Using Bayesian regression, we modelled word understanding and production as a function of: (i) phonological neighbourhood density, (ii) frequency, (iii) length, (iv) babiness, (v) concreteness, (vi) valence, (vii) arousal, and (viii) dominance. Phonological neighbourhood density predicted word production but not word comprehension, and this effect was stronger in younger children.

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