The Corpus of Lithuanian Children Language: Development and application for modern studies in language acquisition

[full article and abstract in English] This paper describes The Corpus of Lithuanian Children’s Language and its possible applications for modern studies on the first language acquisition. First of all, the procedure of data collection for the Corpus is discussed. Furthermore, the main methodological principles of longitudinal and experimental data compilation and transciption are decribed. Finally, different studies in developmental psycholinguistics which have been carried out so far and which demonstrate possible ways of the application of the Corpus data for different scientific purposes are introduced. The Corpus of Lithuanian Children’s Language developed at Vytautas Magnus University comprises typical and atypical, longitudinal and experimental data of the Lithuanian language development. The Corpus was compiled using different methodological approaches, such as natural observation and semi-experiment. The longitudinal data (conversations between the target children and their caretakers) compiled according to the requirement of natural observation includes transcribed and morphologically annotated speech of two typically-developing children, one late talker, one early talker, one child from a low SES family, and a pair of twins. The data was collected during the period of 1993–2017 and and it can be divided into three cohorts. The semi-experimentaldata (~ 124 hours) comes from numerous studies in narratives and spontaneous dialogues elicited from typically-developing and language-impaired monolingual and bilingual (pre-) school age children. From the very beginning of data collection for the The Corpus of Lithuanian Children’s Language, studies in the develomental changes of typical child language have been carried out. Over the past decade, these studies have been supplemented by statistical analysis of elicited semi-experimental data; the majority of these studies deal with typical vs. atypical (delayed or impaired) language acquisition and with differences between acquision of Lithuanian in a monolingual vs. bi-/polylingual settings. The paper provides an overview of data of The Corpus of Lithuanian Children’s Language, which have been collected from 1993 but still needed to be structurized according to the employed methodology of data compilation and possible applications for different scientific purposes.

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Psychology of Children’s Cognitive toward Language Development

Lingual Journal of Language and Culture ◽

10.24843/ljlc.2017.v03.i01.p08 ◽

1970 ◽

Vol 3 (1) ◽

pp. 40

Author(s):

Cucu Ardiah Ningrum

Keyword(s):

Cognitive Psychology ◽

Cognitive Development ◽

Language Acquisition ◽

Data Collection ◽

Language Development ◽

Cognitive Process ◽

Operation Stage ◽

Pass Through ◽

Many Sources ◽

Concrete Operation

This paper aims to explain how the Cognitive Psychology supports the language development on children. The supporting data was taken from some related books and journals. The data collection is conducted through the proper source collection used for obtaining various information related to the topic. Then the information obtained from many sources was analyzed. The result of the analyses shows that the language acquisition process begins even since infancy period. In this process, the cognitive psychology supported it. In the process of acquiring the language, the children will pass through four steps of Cognitive process namely, sensorimotor stage, pre-operational stage, concrete operation stage, and formal operation stage. The entire stages are related to human’s age. In addition there are some assumptions of children’s cognitive development which are children’s schemas, assimilation, accommodation, and equilibration. Keywords: Cognitive, Cognitive Psychology, Language development

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Caregiver linguistic alignment to autistic and typically developing children

10.31234/osf.io/ysjec ◽

2021 ◽

Author(s):

Riccardo Fusaroli ◽

Ethan Weed ◽

deborah fein ◽

Letitia Naigles

Keyword(s):

Language Acquisition ◽

Language Development ◽

Autistic Child ◽

Typically Developing ◽

Typically Developing Children ◽

Linguistic Differences ◽

Linguistic Input ◽

Linguistic Alignment ◽

Semantic Types ◽

Interactive Activity

Background: Language development is a highly interactive activity. However, most research on linguistic environment has focused on quantity and complexity of linguistic input to children, with current models showing that complexity facilitates language in both TD children and autistic children.Aims: We investigate the presence and sensitivity of caregivers’ active reuse of their children’s language (linguistic alignment), and how well it predicts language development beyond other measures of linguistic input, taking also into account the child’s cognitive, social and linguistic abilities.Methods: We measure lexical, syntactic and semantic types of caregiver alignment in a longitudinal corpus involving 32 adult-autistic child and 35 adult-TD child dyads, with children between 2 and 5 years of age. We assess the extent to which caregivers repeat their children’s word, syntax and semantics, and whether this predicts language development beyond more standard predictors. Results: Caregivers tend to re-use their child’s language in a way that is related to the child’s individual, primarily linguistic differences. Caregivers’ alignment provides unique information improving our ability to predict future language development in both typical and autistic children. Conclusions: We provide evidence that language acquisition also relies on interactive conversational processes, previously understudied. We share open-source scripts to systematically extend our approach to new contexts and languages.

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School-age children with specific language impairment produce more speech disfluencies than their peers

CoDAS ◽

10.1590/2317-1782/20142014095 ◽

2014 ◽

Vol 26 (6) ◽

pp. 439-443 ◽

Cited By ~ 1

Author(s):

Debora Maria Befi-Lopes ◽

Ana Manhani Cáceres-Assenço ◽

Suellen Fernanda Marques ◽

Marcely Vieira

Keyword(s):

Data Collection ◽

Language Development ◽

Language Impairment ◽

Specific Language Impairment ◽

School Age Children ◽

School Age ◽

Group Comparison ◽

Specific Language ◽

Word Repetition ◽

Narrative Production

PURPOSE: To compare the occurrence of speech disfluencies during narrative production in children with specific language impairment (SLI) and their age-matched peers. METHODS: The study included 60 children aged between 7 and 10 years, 40 with typical language development and 20 with SLI. For data collection, a series of 15 stories was used, each one represented by pictures composed of four scenes. Narratives were transcripted and the speech disfluencies presented on them were classified as stuttering-like disfluencies (part-word repetition, single-syllable word repetition, and dysrhythmic phonation - prolongations, blocks and broken words) or other disfluencies (interjection, revision/abandoned utterances, and multisyllable/phrase repetition). The disfluency categories were compared in each group and its occurrence was also compared between groups. RESULTS: The occurrence of stuttering-like and other disfluencies did not differ among children with typical language development, whereas children with SLI produced other disfluencies. Between-group comparison showed that children with SLI produced more disfluencies of both types than their age-matched peers. CONCLUSION: Children with SLI showed more speech disfluencies during narrative production than their age-matched peers, and the most common disfluencies used by them were not typical of people who stutter (interjection, revision/abandoned utterances, and multisyllable/phrase repetition).

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Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00040 ◽

2020 ◽

Vol 63 (11) ◽

pp. 3700-3713

Author(s):

Saleh Shaalan

Keyword(s):

Phonological Processing ◽

Language Disorder ◽

Nonword Repetition ◽

School Age Children ◽

Typically Developing ◽

Developmental Language Disorder ◽

Gulf Arabic ◽

Arabic Speaking ◽

Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

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Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

Perspectives on School-Based Issues ◽

10.1044/sbi12.4.121 ◽

2011 ◽

Vol 12 (4) ◽

pp. 121-127 ◽

Cited By ~ 1

Author(s):

Elizabeth Lanter ◽

Claire Waldron

Keyword(s):

Public Schools ◽

Language Development ◽

Clinical Education ◽

Written Language ◽

School Age Children ◽

Leadership Roles ◽

Clinical Experiences ◽

School Based ◽

Language Pathology ◽

Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

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Perkembangan Bahasa dan Seni Siswa Kelas Tinggi Madrasah Ibtidaiyah Negeri I Yogyakarta

al-Aulad: Journal of Islamic Primary Education ◽

10.15575/al-aulad.v2i2.5211 ◽

2019 ◽

Vol 2 (2) ◽

pp. 32-44

Author(s):

Muhamad Rofi Fauzi ◽

Salmadina Saktiani

Keyword(s):

Data Collection ◽

Language Development ◽

Qualitative Approach ◽

Early Age ◽

Data Collection Technique ◽

Children’S Work ◽

Power Of God

The development experienced by humans when explored deeply will make people more confident in the power of God. Simple things such as the process of developing the language and art of children, in fact there is something extraordinary in it, which if disturbed will have an impact on further developments or other aspects.Writing this journal uses a qualitative approach, through observation, interviews, and documentation as a data collection technique. Based on the results of the research conducted, there are some results, namely the indicator of language development of VA class children basically has been achieved in accordance with the task of development at his age. But there are some things that have not been maximized in achieving this, such as the use of synonyms from several words, and metaphorical sentences that do not fully understand. The development of VA class art is in the phase of the Early Realism and the Early Age of Pseudo Naturalism which in the early realism phase In the period of Early Realism, children's work more closely resembled reality. Perspective awareness begins to emerge, but based on one's own vision. Keywords: Language Development, Art, Madrasah

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Perkembangan Bahasa Anak Usia 12 Hingga 24 Bulan di Semarang

Journal of Studies in Early Childhood Education (J-SECE) ◽

10.31331/sece.v1i2.625 ◽

2018 ◽

Vol 1 (2) ◽

pp. 66

Author(s):

Marini Marini ◽

Khasanah Khasanah

Keyword(s):

Data Analysis ◽

Data Collection ◽

Model Checking ◽

Language Development ◽

Qualitative Method ◽

Questionnaire Data ◽

Daily Lives ◽

Analysis Techniques ◽

Development Of Language

Abstract The problem of this research is : How is the language development of children age 12 to 24 months in Semarang ?. The purpose of this study is to describe widely and deeply about language development the children age 12 to 24 in Semarang. The method used in this research is qualitative method. Data collection is done by observation, interviews, and questionnaire. Data analysis techniques using Miles Hubermen’s model. Checking the validity of the data using triangulation data. The results showed that the development of language of children aged 12 to 24 months in Semarang in expressive is: can produce sound almost perfect in several words; Some of the letters of the words missing from the pronunciation; The missing letters are usually consonants; Haven't been able to pronounce the letter s and r; In General, most people are able to understand the speech of the children is an adult who is close to the child; There is a word that can be spelled perfectly by the child. The words are by and large is the words that are simple and close to the children's daily lives. As for the generally receptive: children can follow and obey what is spoken by adults; The children seem to understand when the adults were talking about them; and children can understand to the words that they heard more than that they can speak. Keywords: Language, children, expressive, receptive, word.

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Pathways to language: a naturalistic study of children with Williams syndrome and children with Down syndrome

Journal of Child Language ◽

10.1017/s0305000912000475 ◽

2012 ◽

Vol 40 (1) ◽

pp. 106-138 ◽

Cited By ~ 12

Author(s):

YONATA LEVY ◽

ARIELA EILAM

Keyword(s):

Down Syndrome ◽

Data Collection ◽

Williams Syndrome ◽

Language Delay ◽

Typically Developing ◽

Naturalistic Study ◽

Children With Down Syndrome ◽

Network Properties ◽

Development Of Language ◽

Language Onset

ABSTRACTThis is a naturalistic study of the development of language in Hebrew-speaking children with Williams syndrome (WS) and children with Down syndrome (DS), whose MLU extended from 1·0 to 4·4. Developmental curves over the entire span of data collection revealed minor differences between children with WS, children with DS, and typically developing (TD) controls of similar MLU. Development within one calendar year showed remarkable synchrony among the variables. However, age of language onset and pace of acquisition departed significantly from normal timing. It is argued that in view of the centrality of genetic timing and the network properties of cognition, normal schedules are crucial determinants of intact development. Consequently, with respect to neurodevelopmental syndromes, the so-called ‘language delay’ is indicative of deviance that is likely to impact development in critical ways.

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What is the Role and Nature of Language and Language Development?

Language Teaching Research Quarterly ◽

10.32038/ltrq.2020.20.04 ◽

2020 ◽

Vol 20 ◽

pp. 60-71

Author(s):

Alessandro Benati

Keyword(s):

Complex System ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Development ◽

Limited Role ◽

System Input ◽

Knowledge Of Language

In this paper, the role and nature of language and language development will be discussed. Research and theory in second language acquisition has demonstrated that (i) language is an abstract, implicit and complex system. Input (ii) plays a key role in language development; despite the fact that some knowledge of language is innate (iii). Overall, language development (iv) is ordered and stage-like and instruction (v) has a limited role. Theoretical and pedagogical implications will be highlighted.

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