Lucretian Etymologies

Author(s):  
Barnaby Taylor

This chapter assesses the role of etymological thinking, both explicit and implicit, in De Rerum Natura. After establishing some fundamental distinctions in ancient etymology, it constructs an argument to demonstrate that strong ‘atomological’ readings of Lucretius’ etymological wordplay are not robustly supported by what we know of the Epicurean theory of language. It goes on to suggest that Lucretian etymological wordplay is primarily concerned with demonstrating diachronic relations between words (i.e. derivations). These derivations are the result of the long second stage of language development, on the Epicurean theory. The chapter demonstrates this thesis with the help of numerous examples, both explicit and implicit, taken from the text of DRN.

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.


2021 ◽  
Vol 42 (02) ◽  
pp. 088-100
Author(s):  
Kelly M. Purtell ◽  
Arya Ansari ◽  
Qingqing Yang ◽  
Caroline P. Bartholomew

AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.


2005 ◽  
Vol 16 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Rubi Hammer ◽  
Gil Diesendruck

There are conflicting results as to whether preschool children categorize artifacts on the basis of physical or functional similarity. The present study investigated the effect of the relative distinctiveness of these dimensions in children's categorization. In a physical-distinctive condition, preschool children and adults were initially asked to categorize computer-animated artifacts whose physical appearances were more distinctive than their functions. In a function-distinctive condition, the functional dimension of objects was more distinctive than their physical appearances. Both conditions included a second stage of categorization in which both dimensions were equally distinctive. Participants in a control condition performed only this stage of categorization. Adults in all conditions and stages consistently categorized by functional similarity. In contrast, children's categorization was affected by the relative distinctiveness of the dimensions. Children may not have a priori specific beliefs about how to categorize novel artifacts, and thus may be more susceptible to contextual factors.


1976 ◽  
Vol 5 (2) ◽  
pp. 129-136 ◽  
Author(s):  
Jean Berko Gleason ◽  
Sandra Weintraub

ABSTRACTThe acquisition of routines is one aspect of language development. Routines such as Bye-bye, in contrast to more referential language, appear to be among the earliest acquisitions and are congruent with the sensori-motor child's capacities. This study investigates performance of the highly constrained Hallowe'en Trick or treat routine in 115 children from 2 to 16 years of age. Changes in competence and the role of parental input are examined in relation to cognitive and social factors. (First routines; the Hallowe'en interaction; children's production; adult participation; adult metalanguage; implications for ethnographic research.)


2014 ◽  
Vol 308 ◽  
pp. 129-140 ◽  
Author(s):  
Manon Grube ◽  
Freya E. Cooper ◽  
Sukhbinder Kumar ◽  
Tom Kelly ◽  
Timothy D. Griffiths

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