The Effects of the 1999 Turkish Earthquake on Young Children: Analyzing Traumatized Children’s Completion of Short Stories

2010 ◽  
Vol 81 (4) ◽  
pp. 1161-1175 ◽  
Author(s):  
Elif Celebi Oncu ◽  
Aysegul Metindogan Wise
Keyword(s):  
Short Stories ◽  
Young Children

Children's judgements of the functional acceptability of referential communications in discourse contexts

1983 ◽  
Vol 10 (1) ◽  
pp. 151-166 ◽  
Author(s):  
Brian P. Ackerman
Keyword(s):  
Short Stories ◽  
Young Children ◽  
Contextual Information ◽  
Discourse Context ◽  
Contextual Influence

ABSTRACTThis study determined whether young children are sensitive to the contextual influence of previous discourse on judgements of the adequacy of referential communications. Four- and six-year-old children were read short stories containing terminal referential communications that were either ambiguous or informative relative to a perceptual display of candidate-referential objects. Contextual information was given in the story prior to the terminal communication that was irrelevant to the ambiguous communications or that made these communications functionally informative. The subjects were required to say whether the listener in the story could identify one unique referent. The results showed that the judgements of both groups of children were sensitive to the discourse context of the communications. The children discriminated between the functionally informative and ambiguous communications.

Relative clauses are barriers to wh-movement for young children

1995 ◽  
Vol 22 (2) ◽  
pp. 389-404 ◽  
Author(s):  
Jill De Villiers ◽  
Thomas Roeper
Keyword(s):  
Short Stories ◽  
Longitudinal Study ◽  
Young Children ◽  
Relative Clause ◽  
Relative Clauses ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Relative Pronoun ◽  
Cross Sectional ◽  
One Year

ABSTRACTTwo studies are described which investigate preschool children's sensitivity to relative clauses as barriers to the movement of wh-questions. The children were presented with short stories followed by questions in which the wh-word had two possible sites of interpretation, the ungrammatical option being inside a relative clause. A cross-sectional study with 23 children aged 3;1 to 6;1, and a longitudinal study over the course of one year with 12 children aged 3;1 to 4;1 at the start, found young children refused to extract wh-questions from the ungrammatical site inside a relative clause. This confirms other findings that children's early grammars are sensitive to universal constraints on movement. In addition, the children differentiated between wh-complements and relative clauses in their tendency to mistakenly answer the medial wh-complementizer but not the wh-relative pronoun. Explanations for the latter are framed in terms of children's initial assumptions about the attachment of complements.

Introductory Note to “Star Spangled Banner Stuff,” by Estelle Oldham (Faulkner)

Prospects ◽  
1997 ◽  
Vol 22 ◽  
pp. 379-417
Author(s):  
Judith L. Sensibar
Keyword(s):  
Short Stories ◽  
Young Children ◽  
The Past ◽  
Introductory Note

On the 17th of november 1924, Estelle Oldham Franklin and her two young children made a sudden and unplanned departure from Shanghai on the T.K.K. Shinyo Maru. She was bound for Oxford, Mississippi. All evidence indicates that she had no intention of returning to her husband, Cornell. In her baggage, she carried longhand versions of a novel and the short stories that she had written during the past three years. Among these manuscripts was “Star Spangled Banner Stuff.” In the trans-Pacific mail to her was the announcement of William Faulkner's first book of poems, The Marble Faun, which he had ordered sent earlier that month.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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