Conclusion

2019 ◽  
pp. 262-276
Author(s):  
Marilyn May Vihman
Keyword(s):  
Word Learning ◽  
Phonological Development ◽  
Lexical Development ◽  
Template Model ◽  
System Building ◽  
Theoretical Approaches ◽  
Data Analyses ◽  
Prosodic Structures

This chapter reviews the phases of early phonological and lexical development, based on the analyses of early words and prosodic structures (Chs. 3, 4), templatic patterns (Chs. 3, 5, 6), and the replacement of templates by more adult-like forms (Ch. 6). The role of memory in the process of template formation is discussed, contrasting the template model of lexical development with other theoretical approaches. The emergence of system-building is then related to the discussion (Ch. 1) of current studies in adult word learning and the distinction between lexical configuration and lexical engagement. In a brief account of current models of phonological development particular attention is given to the recently disseminated A-map model, which emphasizes accuracy and child-to-adult continuity within an Optimality Theoretic perspective. In a concluding section the function of adult and child templates is discussed again, highlighting the similarities observed in our data analyses (Ch. 8).

Lexical Development and Retrieval in Treating Children Who Stutter

2004 ◽  
Vol 35 (1) ◽  
pp. 57-69 ◽  
Author(s):  
Nancy E. Hall
Keyword(s):  
Word Learning ◽  
Language Skills ◽  
Lexical Acquisition ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Development ◽  
Assessment And Treatment ◽  
Treatment Considerations

This article describes the role of lexical acquisition in stuttering by examining the research on word learning and interactions between semantics and syntax in typically developing children and children who stutter. The potential effects of linguistic mismatches, or dysynchronies in language skills, on the possible onset and development of stuttering are discussed. The article concludes with assessment and treatment considerations.

scholarly journals Questioning the role of lexical contrastiveness in phonological development: Converging evidence from perception and production studies

2018 ◽  
Vol 63 (4) ◽  
pp. 580-608
Author(s):  
Yvan Rose ◽  
Sarah Blackmore
Keyword(s):  
Speech Perception ◽  
Phonological Development ◽  
Lexical Development ◽  
Production Studies ◽  
Phonological Contrast ◽  
Relative Independence ◽  
Infant Speech Perception ◽  
Perceptual Abilities ◽  
Phonological Contrasts

AbstractIn this article, we address relations between lexical and phonological development, with an emphasis on the notion of phonological contrast. We begin with an overview of the literature on word learning and on infant speech perception. Among other results, we report on studies showing that toddlers’ perceptual abilities do not correlate with the development of phonological contrasts within their lexicons. We then engage in a systematic comparison between the lexical development of two child learners of English and their acquisition of consonants in syllable onsets. We establish a developmental timeline for each child's onset consonant system, which we compare to the types of phonological contrasts that are present in their expressive vocabularies at each relevant milestone. Like the earlier studies, ours also fails to return tangible parallels between the two areas of development. The data instead suggest that patterns of phonological development are best described in terms of the segmental categories they involve, in relative independence from measures of contrastiveness within the learners’ lexicons.

scholarly journals Differentiating word learning processes may yield new insights – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’

2010 ◽  
Vol 38 (1) ◽  
pp. 51-55 ◽  
Author(s):  
HOLLY L. STORKEL
Keyword(s):  
Young Children ◽  
Cognitive Processes ◽  
Word Learning ◽  
Learning Processes ◽  
Lexical Acquisition ◽  
Phonological Development ◽  
Connectionist Models ◽  
Lexical Development ◽  
Learning Research ◽  
The Relationship

Stoel-Gammon (this issue) states that ‘from birth to age 2 ; 6, the developing phonological system affects lexical acquisition to a greater degree than lexical factors affect phonological development’ (this issue). This conclusion is based on a wealth of data; however, the available data are somewhat limited in scope, focusing on rather holistic measures of the phonological and lexical systems (e.g. production accuracy, number of words known). Stoel-Gammon suggests a number of important avenues to pursue, but does not discuss a critical one that is emerging in the broader literature on word learning. Specifically, recent connectionist models and adult word learning research provide evidence that greater differentiation of the cognitive processes that underlie word learning yields new insights (Leach & Samuel, 2007). This approach may be fruitful for future investigations of the relationship between phonological and lexical development in young children.

scholarly journals Leksička analiza početnica

Logopedija ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 30-37
Author(s):  
Sanja Miličić ◽  
Jelena Kuvač Kraljević ◽  
Mirjana Lenček
Keyword(s):  
Science Education ◽  
Word Learning ◽  
Literacy Development ◽  
Text Comprehension ◽  
Low Frequency ◽  
Lexical Development ◽  
New Knowledge ◽  
Learning Data

The role of primers is to support literacy development, lexical enrichment and acquisition of the new knowledge. Therefore, the content and language incorporated in primers are important since they ensure successful reading and encourage child`s further learning. The aim of this study are lexical analyses of three primers approved by the Ministry of Science, Education and Sport. The text and instruction from primers are analysed separately. The number of lemmas, types and tokens is calculated, as well as the number of low frequency words. The low frequency words are selected according to the Beck`s criteria: words that appear less than 12 times in primers are selected as low frequency words. It is well known that a great number of not commonly used words negatively influence on text comprehension and lexical development. The results show that most of the words in analysed primers are generally insufficiently represented and not distributed in various contexts. Frequency and context distribution are one of the prerequisites for word learning. Data gained from this study indicate that these two prerequisites have to be included in primers in order to ensure word learning and successful reading.

PLACE OF JUDICIAL PRECEDENT IN THE LEGAL SYSTEM OF THE RUSSIAN FEDERATION

Globus ◽  
2020 ◽  
Author(s):  
Marina Sharifovna Kiyan ◽  
Viktoriya Valerevna Klimentenko
Keyword(s):  
Russian Federation ◽  
Legal System ◽  
Case Law ◽  
Major Focus ◽  
Legal Study ◽  
Theoretical Approaches ◽  
The Russian Federation

This article discusses a comprehensive theoretical and legal study of the place of case law in the system of sources of law of the Russian Federation. The major focus is devoted to the analysis of various theoretical approaches and court acts that allow to determine the role of case law in the Russian legal system. The conclusion is made that it is necessary to define legally the role of case law and determine its place in the Russian legal system

t+t clustering in He-isotopes

2006 ◽  
Vol 21 (31n33) ◽  
pp. 2499-2502
Author(s):  
S. Aoyama ◽  
N. Itagaki ◽  
K. Arai ◽  
K. Katō ◽  
M. Oi
Keyword(s):  
Configuration Space ◽  
Ground State ◽  
Cluster Component ◽  
Theoretical Approaches ◽  
He Isotopes

t+t clustering in He isotopes is investigated by using two theoretical approaches. A role of the t+t cluster component in the ground state is examined with AMD triple-S, allowing the wider configuration space containing simultaneously the "t+t+valence neutrons" structure and "4 He +valence neutrons" structure. We understand the importance of the t + t component even for the ground state. Further, t + t resonances are investigated with RGM type approach. We obtained many t + t states as resonances near to t + t threshold.

The role of production practice in lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

2010 ◽  
Vol 38 (1) ◽  
pp. 41-45 ◽  
Author(s):  
MARILYN VIHMAN ◽  
TAMAR KEREN-PORTNOY
Keyword(s):  
Individual Differences ◽  
Young Children ◽  
Current Work ◽  
Phonological Development ◽  
Phonological Learning ◽  
Production Practice ◽  
The Relationship

Carol Stoel-Gammon has made a real contribution in bringing together two fields that are not generally jointly addressed. Like Stoel-Gammon, we have long focused on individual differences in phonological development (e.g. Vihman, Ferguson & Elbert, 1986; Vihman, Boysson-Bardies, Durand & Sundberg, 1994; Keren-Portnoy, Majorano & Vihman, 2008). And like her, we have been closely concerned with the relationship between lexical and phonological learning. Accordingly, we will focus our discussion on two areas covered by Stoel-Gammon (this issue) on which our current work may shed some additional light.

The role of emotion in word learning

2010 ◽  
Vol 180 (8) ◽  
pp. 1065-1078 ◽  
Author(s):  
S.N. Doan
Keyword(s):  
Word Learning
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