scholarly journals Communicative Response to Demand in Child Language

2008 ◽  
Vol null (33) ◽  
pp. 597-628
Author(s):  
Kyunghee Chang
Keyword(s):  
Child Language ◽  
Communicative Response

Two Approaches to Research in Child Language

1994 ◽  
Vol 25 (1) ◽  
pp. 48-51 ◽  
Author(s):  
Judith Felson Duchan
Keyword(s):  
Child Language

Machine-Scored Syntax: Comparison of the CLAN Automatic Scoring Program to Manual Scoring

2020 ◽  
Vol 51 (2) ◽  
pp. 479-493
Author(s):  
Jenny A. Roberts ◽  
Evelyn P. Altenberg ◽  
Madison Hunter
Keyword(s):  
Data Exchange ◽  
Child Language ◽  
Exchange System ◽  
Absolute Point ◽  
Language Analysis ◽  
Search Patterns ◽  
Language Data ◽  
Report Accuracy ◽  
Point To Point ◽  
Automatic Scoring

Purpose The results of automatic machine scoring of the Index of Productive Syntax from the Computerized Language ANalysis (CLAN) tools of the Child Language Data Exchange System of TalkBank (MacWhinney, 2000) were compared to manual scoring to determine the accuracy of the machine-scored method. Method Twenty transcripts of 10 children from archival data of the Weismer Corpus from the Child Language Data Exchange System at 30 and 42 months were examined. Measures of absolute point difference and point-to-point accuracy were compared, as well as points erroneously given and missed. Two new measures for evaluating automatic scoring of the Index of Productive Syntax were introduced: Machine Item Accuracy (MIA) and Cascade Failure Rate— these measures further analyze points erroneously given and missed. Differences in total scores, subscale scores, and individual structures were also reported. Results Mean absolute point difference between machine and hand scoring was 3.65, point-to-point agreement was 72.6%, and MIA was 74.9%. There were large differences in subscales, with Noun Phrase and Verb Phrase subscales generally providing greater accuracy and agreement than Question/Negation and Sentence Structures subscales. There were significantly more erroneous than missed items in machine scoring, attributed to problems of mistagging of elements, imprecise search patterns, and other errors. Cascade failure resulted in an average of 4.65 points lost per transcript. Conclusions The CLAN program showed relatively inaccurate outcomes in comparison to manual scoring on both traditional and new measures of accuracy. Recommendations for improvement of the program include accounting for second exemplar violations and applying cascaded credit, among other suggestions. It was proposed that research on machine-scored syntax routinely report accuracy measures detailing erroneous and missed scores, including MIA, so that researchers and clinicians are aware of the limitations of a machine-scoring program. Supplemental Material https://doi.org/10.23641/asha.11984364

Child Language Acquisition

2009 ◽  
Author(s):  
Ben Ambridge ◽  
Elena V. M. Lieven
Keyword(s):  
Language Acquisition ◽  
Child Language ◽  
Child Language Acquisition

The Many Faces of Meaning in Child Language

1981 ◽  
Vol 26 (1) ◽  
pp. 41-42
Author(s):  
Katherine Nelson
Keyword(s):  
Child Language ◽  
The Many

Introductions to Child Language

1982 ◽  
Vol 27 (7) ◽  
pp. 555-556
Author(s):  
Catherine E. Snow
Keyword(s):  
Child Language

Champu, Shampoo, O Jabon: Child Language Brokers Negotiations of Code Alternation and Codeswitching Practices

2010 ◽  
Author(s):  
Jennifer Reynolds ◽  
Marjorie Faulstick
Keyword(s):  
Child Language ◽  
Language Brokers

“How to grow big”: Predicative adjectives in Russian child language

2017 ◽  
pp. 65-78
Author(s):  
Polina Eismont ◽  
Keyword(s):  
Child Language

scholarly journals Acquisition, Loss and Innovation in Chuquisaca Quechua—What Happened to Evidential Marking?

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 76
Author(s):  
Susan E. Kalt
Keyword(s):  
Language Acquisition ◽  
Child Language ◽  
Epistemic Modality ◽  
Reverse Order ◽  
Related Variety ◽  
Child Language Acquisition ◽  
Statistical Studies ◽  
L1 And L2

Variation among closely related languages may reveal the inner workings of language acquisition, loss and innovation. This study of the existing literature and of selected interviews from recent narrative corpora compares the marking of evidentiality and epistemic modality in Chuquisaca, Bolivian Quechua with its closely related variety in Cuzco, Peru and investigates three hypotheses: that morpho-syntactic attrition proceeds in reverse order of child language acquisition, that convergence characterizes the emergence of grammatical forms different from L1 and L2 in contact situations, and that the Quechua languages are undergoing typological shift toward more isolating morphology. It appears that reportive -sis disappeared first in Bolivia, with eyewitness/validator -min retaining only the validator function. This finding seems to concord with reverse acquisition since it has previously been claimed that epistemic marking is acquired earlier than evidential marking in Cuzco. Meanwhile, Spanish and Quechua in nearby Cochabamba are claimed to mark reportive evidentiality via freestanding verbs of saying. I explore the reportive use of ñiy ‘to say’ in Chuquisaca as compared to Cochabamba and Cuzco and suggest the need for comparative statistical studies of evidential and epistemic marking in Southern Quechua.

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