Vowel Omissions

1993 ◽  
Author(s):  
Rebecca Treiman
Keyword(s):  
Omission Error ◽  
Omission Errors

In this chapter and the following one, I turn to omission errors. These are errors in which children fail to represent a phoneme in their spelling. I ask which phonemes children tend to omit and why. This chapter focuses on omissions of vowels, while Chapter 8 considers omission errors on consonants. Also included in Chapter 8 is a comparison of vowel omission errors and consonant omission errors. The study of vowel omissions takes on particular importance in light of the claim that beginning spellers are particularly likely to omit vowels (Ehri, 1986; Morris & Perney, 1984). For example, Morris and Perney (1984) state that semiphonetic spellers often produce spellings like M or ML for mail, omitting the middle vowels of one-syllable words. Not until the phonetic stage, they say, do vowels begin to appear in children’s spellings of such words. Do children omit the vowel of mail because the phoneme is in the middle of the word or do they omit it specifically because it is a vowel? To find out, it is necessary to examine words whose phonemic structure is more complex than consonant-vowel-consonant. Only then will we be able to determine whether all phonemes in the middles of words are susceptible to omission, or just vowels. Consider the child who spelled rainy as RNIE. The spoken form of this word contains four phonemes—/r/, /e/, /n/, and /i/. The child who produced RNIE symbolized /r/ with r, /n/ with n, and /i/ with ie. The child failed to represent /e/ altogether, a vowel omission error. Other spellings that contain vowel omissions are HLP for help, in which /ɛ/ is deleted, and BLUN for balloon, in which the unstressed /ə/ of the first syllable is deleted. In this study, omission errors are defined by reference to the spoken form of the word, not by reference to its conventional spelling. Thus, the child who spelled said as SID is not considered to have made an omission error. This child did symbolize the vowel, albeit with i instead of with the correct ai.

Consonant Omissions

1993 ◽  
Author(s):  
Rebecca Treiman
Keyword(s):  
Point Of View ◽  
Omission Error ◽  
Monosyllabic Words ◽  
Complex Words ◽  
Conventional Manner ◽  
Omission Errors ◽  
Shed Light ◽  
Do So

In this chapter, I turn from vowel omission errors to consonant omission errors. Consider the child who spelled blow as BOW. This child did not include any letter for /l/. Similarly, the child who spelled tumble as TUBOL failed to represent /m/. In this chapter, I ask when children omit consonant phonemes from their spelling and why they do so. As in Chapter 7, omission errors are defined phonologically rather than orthographically. Thus, the child who spelled thin as TIN symbolized each phoneme in the word’s spoken form, although he did not spell /θ/ in the conventional manner. From a phonological point of view, this child did not make an omission error. The study of consonant omissions is particularly important in light of the claim that beginning spellers often omit the final consonants of monosyllabic words (Morris & Perney, 1984). For example, children may misspell back as B or BA. Why do they do this? Is it because /k/ is the last consonant in the word, because /k/ is the last consonant in the syllable, or for both reasons? To address these questions, it is necessary to look beyond the simple consonant-vowel-consonant monosyllables that have been analyzed in much of the previous research. An examination of more complex words can also shed light on children’s omissions of consonants in clusters, as in BOW for blow. In the present study, consonant omission errors were not as common as consonant substitution errors. Of the children’s spellings of consonants, 7.4% or 800 out of 10,831 were omission errors. In contrast, 13.3% of all consonant spellings were substitution errors. Although the percentage of consonant omission errors was relatively low overall, omissions were quite common for certain consonants. For example, omissions were relatively common for the /l/ of blow and the /m/ of tumble; they were rare for the /l/ of love and the /m/ of milk. When interpreting the omission rates reported in this chapter, remember that the percentages are out of all the children’s spellings—correctly spelled words as well as incorrectly spelled words.

An Examination of the Morpheme BE in Children With Specific Language Impairment

1997 ◽  
Vol 40 (3) ◽  
pp. 480-492 ◽  
Author(s):  
Patricia L. Cleave ◽  
Mabel L. Rice
Keyword(s):  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Omission Error ◽  
Specific Language ◽  
Language Status ◽  
Normal Language ◽  
The Relationship ◽  
Omission Errors

This study examined the production of the morpheme BE, focusing on the influence of contractibility, the relationship between copula and auxiliary forms, and the occurrence of non-omission errors. Language samples collected from children with SLI and from normal language learners at equivalent MLU levels were analyzed. Three levels of contractibility were examined: contractible, syntactically uncontractible, and phonetically uncontractible. Contractible contexts were produced significantly more accurately than uncontractible contexts by both groups. There was no difference between the two forms of uncontractibility. Furthermore, there were no significant interactions between language status and contractibility, suggesting that contractibility influenced both groups equally. Copula forms were produced more consistently than auxiliary. There was no interaction between BE type and language status. The groups did not differ in proportion or type of non-omission error. The results are discussed in relation to accounts of morphological deficits in SLI.

scholarly journals GRAMMATICAL ERRORS COMMITED BY EIGHT GRADE STUDENTS IN WRITING RECOUNT TEXT

2017 ◽  
Vol 1 (4) ◽  
pp. 213
Author(s):  
N.P.T.M.E. Fridayanthi
Keyword(s):  
Qualitative Research ◽  
Descriptive Analysis ◽  
Omission Error ◽  
Grammatical Errors ◽  
The Subject ◽  
Context Of Learning ◽  
Omission Errors ◽  
Made In ◽  
Descriptive Qualitative

There are 2 purposes of conducting this study, (1) finding the errors commonly made in writing recount text by eighth grades students at SMPN 2 Seririt; and (2) finding the sources of the errors committed in writing recount text by eighth grades students at SMPN 2 Seririt. As a descriptive qualitative research, there were two main instruments used in this study, they were  the researcher and the sample of writing. After gaining the data, then descriptive analysis was conducted. From 30 students’ writing which were analyzed based on surface strategy taxonomy proposed by Dulay et al. (1982), it is found that there are 169 errors committed by the subject including 130 (77%) omission errors, 14 (8.28%) misordering errors, 13 (7.7%) misformation errors, and 12 (7.1%) addition errors. Omission error becomes the most frequent errors committed by the students. There are three types of errors sources found in this study, those are intralingual transfer (90.96%), interlingual transfer (7.22%), and context of learning (1.8%).

scholarly journals Estimating Canadian vertical datum offsets using GNSS/levelling benchmark information and GOCE global geopotential models

2012 ◽  
Vol 2 (4) ◽  
pp. 257-269 ◽  
Author(s):  
T. Hayden ◽  
B. Amjadiparvar ◽  
E. Rangelova ◽  
M.G. Sideris
Keyword(s):  
High Resolution ◽  
Geoid Height ◽  
Omission Error ◽  
Control Network ◽  
Commission Error ◽  
Vertical Control ◽  
Geopotential Models ◽  
Vertical Datum ◽  
Local Vertical Datum ◽  
Omission Errors

AbstractThe performance of GOCE-based geopotential models is assessed for the estimation of offsets for three regional vertical datums in Canada with respect to a global equipotential surface using the GNSS benchmarks from the first-order vertical control network. Factors that affect the computed value of the local vertical datum offset include the GOCE commission and omission errors, measurement errors, the configuration of the network of GNSS/levelling benchmarks, and systematic levelling errors and distortions propagated through the vertical control network. Among these various factors, the effect of the GOCE omission error on the datum offsets is investigated by extending the models with the high resolution gravity field model EGM2008 and by means of Canada’s official high resolution geoid model CGG2010. The effect of the GOCE commission error in combination with errors from the GNSS/levelling data is also examined, in addition to the effect of systematic levelling errors. In Canada, the effect of the GOCE omission error is at the dm-level when computing local vertical datum offsets. The effect of including accuracy information for the GNSS/levelling data and the GOCE geoid heights can be up to 4 cm over the Canadian mainland and at the dm-level for island regions. Lastly, the spatial tilts found in the levelling network can be modelled with a 2-parameter bias corrector model, which reduces the RMS of the adjusted geoid height differences by 4 cm when compared to the RMS of adjusted geoid height differences computed without the use of a bias corrector model. Thus, when computing local vertical datum offsets in Canada, it is imperative to account for GOCE commission and omission errors, ellipsoidal and levelling height errors, as well as the systematic levelling errors of the vertical control network.

Narrative Language Markers of Arabic Language Development and Impairment

2020 ◽  
Vol 63 (10) ◽  
pp. 3472-3487
Author(s):  
Natalia V. Rakhlin ◽  
Nan Li ◽  
Abdullah Aljughaiman ◽  
Elena L. Grigorenko
Keyword(s):  
Language Development ◽  
Standardized Test ◽  
Language Disorder ◽  
Arabic Language ◽  
Developmental Language Disorder ◽  
Standardized Measures ◽  
Verb Agreement ◽  
Language Groups ◽  
Specificity And Sensitivity ◽  
Omission Errors

Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old ( M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject–verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject–verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject–verb agreement differentiate children with typical and atypical levels of language development.

Med Errors: Preventing Omission Errors

1995 ◽  
Vol 95 (4) ◽  
pp. 17 ◽  
Author(s):  
Neil M. Davis
Keyword(s):  
Omission Errors

scholarly journals Behavioral effects of sub-anesthetic ketamine in a go/no-go task

2021 ◽  
Vol 4 (3) ◽  
pp. 156-162
Author(s):  
André Sevenius Nilsen ◽  
Bjørn Erik Juel ◽  
Nadine Farnes ◽  
Luis Romundstad ◽  
Johan Frederik Storm
Keyword(s):  
Reaction Times ◽  
Behavioral Effects ◽  
Behavioral Performance ◽  
Altered States ◽  
States Of Consciousness ◽  
Performance Impairment ◽  
Motor Response Inhibition ◽  
Omission Errors ◽  
Drug Free ◽  
Healthy Participants

AbstractBackground and aimsWhile psychedelic agents are known to have powerful, but largely unexplained, effects on contents of consciousness, there is an increasing interest in the potential clinical usefulness of such drugs for therapy, and legalization is discussed in some countries. Thus, it is relevant to study the effects of psychedelic compounds not only on experience, but also on behavioral performance.MethodsSeven healthy participants performed a motor response inhibition task before, during, and after sub-anesthetic doses of intravenously administered ketamine. The infusion rate was individually adjusted to produce noticeable subjective psychedelic effects.ResultsWe observed no statistically significant impact of sub-anesthetic ketamine on reaction times, omission errors, or post error slowing, relative to the preceding drug-free condition. However, we did observe significant correlations between performance impairment and self-reported, subjective altered states of consciousness, specifically experience of “anxiety” and “complex imagery.”ConclusionsConsidering the limited number of participants and large variation in strength of self-reported experiences, further studies with wider ranges of ketamine doses and behavioral tasks are needed to determine the presence and strength of potential behavioral effects.

scholarly journals STABILIZATION OF SENTINEL-1 SAR TIME-SERIES USING CLIMATE AND FOREST STRUCTURE DATA FOR EARLY TROPICAL DEFORESTATION DETECTION

2020 ◽  
Vol V-3-2020 ◽  
pp. 89-96
Author(s):  
J. Doblas ◽  
A. Carneiro ◽  
Y. Shimabukuro ◽  
S. Sant’Anna ◽  
L. Aragão ◽  
...  
Keyword(s):  
Time Series ◽  
Forest Structure ◽  
Detection Algorithm ◽  
Structure Information ◽  
Detection Algorithms ◽  
Alternative State ◽  
Level Data ◽  
Relevant Variables ◽  
Long Time ◽  
Omission Errors

Abstract. In this study we analyse the factors of variability of Sentinel-1 C-band radar backscattering over tropical rainforests, and propose a method to reduce the effects of this variability on deforestation detection algorithms. To do so, we developed a random forest regression model that relates Sentinel-1 gamma nought values with local climatological data and forest structure information. The model was trained using long time-series of 26 relevant variables, sampled over 6 undisturbed tropical forests areas. The resulting model explained 71.64% and 73.28% of the SAR signal variability for VV and VH polarizations, respectively. Once the best model for every polarization was selected, it was used to stabilize extracted pixel-level data of forested and non-deforested areas, which resulted on a 10 to 14% reduction of time-series variability, in terms of standard deviation. Then a statistically robust deforestation detection algorithm was applied to the stabilized time-series. The results show that the proposed method reduced the rate of false positives on both polarizations, especially on VV (from 21% to 2%, α=0.01). Meanwhile, the omission errors increased on both polarizations (from 27% to 37% in VV and from 27% to 33% on VV, α=0.01). The proposed method yielded slightly better results when compared with an alternative state-of-the-art approach (spatial normalization).

scholarly journals Facilitating Word Retrieval in Aphasia: Which Type of Cues for Which Aphasic Speakers?

2021 ◽  
Vol 15 ◽  
Author(s):  
Grégoire Python ◽  
Pauline Pellet Cheneval ◽  
Caroline Bonnans ◽  
Marina Laganaro
Keyword(s):  
Brain Damage ◽  
Picture Naming ◽  
Word Retrieval ◽  
Group Level ◽  
Semantic Cues ◽  
Subject Design ◽  
Different Types ◽  
Speed Up ◽  
Phonological Errors ◽  
Omission Errors

Background: Even if both phonological and semantic cues can facilitate word retrieval in aphasia, it remains unclear if their respective effectiveness varies according to the underlying anomic profile.Aim: The aim of the present facilitation study is to compare the effect of phonological and semantic cues on picture naming accuracy and speed in different types of anomia.Methods: In the present within-subject design study, 15 aphasic persons following brain damage underwent picture naming paradigms with semantic cues (categorically- or associatively related) and phonological cues (initial phoneme presented auditorily, visually or both).Results: At the group level, semantic cueing was as effective as phonological cueing to significantly speed up picture naming. However, while phonological cues were effective regardless of the anomic profile, semantic cueing effects varied depending on the type of anomia. Participants with mixed anomia showed facilitation after both semantic categorical and associative cues, but individuals with lexical-phonological anomia only after categorical cues. Crucially, semantic cues were ineffective for participants with lexical-semantic anomia. These disparities were confirmed by categorical semantic facilitation decreasing when semantic/omission errors prevailed in the anomic profile, but increasing alongside phonological errors.Conclusion: The effectiveness of phonological vs semantic cues seems related to the underlying anomic profile: phonological cues benefit any type of anomia, but semantic cues only lexical-phonological or mixed anomia.

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