scholarly journals MORPHOLOGICALLY BIVALENT AND TRIVALENT WORDS IN OLD ARMENIAN (SYNCHRONIC AND DIACHRONIC CONCEPT)

2015 ◽  
Vol 7 (1) ◽  
pp. 139-150
Author(s):  
LALIK KHACHATRYAN
Keyword(s):  
Language Development ◽  
Parts Of Speech ◽  
The Bible ◽  
Primary Form

Morphologically bivalent and trivalent words in Old Armenian are studied in two aspects: synchronic and diachronic. Synchronic concept distinguishes the layers of morphologically polyvalent words formed in the period of preliterary language development and as a legacy passed to Old Armenian. These words express polyvalence of parts of speech in primary form, without formative morphemes and statically exist in the word-stock of Old Armenian. Taking as a basis the Bible word-stock, the written manuscripts of classical Armenian and following their further semantic changes in the case of diachronic approach we distinguish another layer of polyvalent words that chronologically developed in Old Armenian (V-XII centuries).

NAMES OF PRECIOUS STONES IN BIBLICAL, POST-BIBLICAL, MEDIEVAL AND MODERN HEBREW

2021 ◽  
pp. 115-124
Author(s):  
Solaf Al Tawee ◽  
Keyword(s):  
Language Development ◽  
Significant Issue ◽  
Original Language ◽  
The Bible ◽  
Text Corpora ◽  
Hebrew Language ◽  
Modern Hebrew ◽  
Word Origin ◽  
Historical Methods ◽  
Precious Stones

The article examines the Hebrew names of precious stones that are mentioned in the Bible in the books of Exodus (28:17-20 and 39:10-13), Ezekiel (27:16; 18:13), partly in Job (28:2-19) and in other passages of the Bible. Those names are characterized by the fact that they do not have an exact meaning in the biblical language and today they differ from the original language and do not mean the same realities as in the Biblical era. The purpose of the article is to explore the names of precious stones in Biblical, postBiblical, medieval, and modern Hebrew. The study of precious stones in different epochs of the development of the Hebrew language is a significant issue for Semitic philology, since many of them still do not have a clear gemological identification. That study was carried out on the material of text corpora in Hebrew of different epochs of the language development in the contextual, semantic, philological (word origin) and comparative (comparisons between translations of different epochs) aspects. The study used descriptive and comparative-historical methods.

scholarly journals PLANT NAMES IN ANCIENT AND MODERN HEBREW

2021 ◽  
pp. 3-11
Author(s):  
Тавил Солаф Ал
Keyword(s):  
Middle East ◽  
Language Development ◽  
Plant Species ◽  
Jewish Literature ◽  
The Bible ◽  
Text Corpora ◽  
Plant Names ◽  
Hebrew Language ◽  
Modern Hebrew ◽  
Over Time

В статье рассматриваются названия растений в древнееврейском языке (включая библейский, постбиблейский и средневековый) и в современном иврите. Цель данной статьи заключается в том, чтобы исследовать названия растений, упоминаемых в Библии, и их семантические изменения в постбиблейской и средневековой еврейской литературе и в современном иврите. Исследование ботанических терминов осуществлялось на материале текстовых корпусов на иврите разных эпох развития языка в контекстном, семантическом и сравнительном аспектах. Как известно, библейская лексика в части названий растений является динамичной, поскольку большинство фитонимов в библейском языке не имеет однозначной ботанической идентификации, и многие неясности остаются до сих пор. В современном иврите многие из библейских названий растений изменили свои значения с течением времени и сегодня отличаются от исходных. Кроме того, многие растения, упомянутые в Библии, не произрастают сегодня в ареале Ближнего Востока, или, наоборот, появились новые виды растений, которые не были известными ранее. Таким образом, исследование ботанических терминов в разные эпохи развития еврейского языка дает нам представление о развитии семантики данных терминов и о факторах, влияющих на него. The article discusses the names of plants in ancient Hebrew (biblical, post-biblical, and medieval) and modern Hebrew. The purpose of this article is to investigate the names of plants mentioned in the Bible and their semantic changes in post-biblical, in medieval Jewish literature, and in modern Hebrew. The study of botanical terms was carried out on the material of text corpora in Hebrew of different epochs of the language development in contextual, semantic and comparative aspects. It is a common fact that the biblical vocabulary of plant names is dynamic, since most plant names in the biblical language do not have a clear botanical identification, and many of them remain in question until now. In modern Hebrew, many of the biblical names of plants have changed their meanings over time and they differ today from the ancient language. In addition, many plants mentioned in the Bible do not exist today in the realities of the Middle East, or vice versa, new plant species have appeared that were not known before. Thus, the study of botanical terms in different epochs of the development of the Hebrew language gives the information on the semantic development of these terms and the factors that affect them.

The Token and Reporter's Tests

1985 ◽  
Vol 16 (4) ◽  
pp. 244-255
Author(s):  
Penelope K. Hall ◽  
Linda S. Jordan
Keyword(s):  
Language Development ◽  
Language Disorders ◽  
Language Assessment ◽  
Assessment Instruments ◽  
Token Test ◽  
Normal Language

The performance of 123 language-disordered children on the DeRenzi and Faglioni form of the Token Test and the DeRenzi and Ferrari Reporter's Test were analyzed using two scoring conventions, and then compared with the performances of children with presumed normal language development. Correlations with other commonly used language assessment instruments are cited. Use of the Token and Reporter's Tests with children exhibiting language disorders is suggested.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Narrative Language Markers of Arabic Language Development and Impairment

2020 ◽  
Vol 63 (10) ◽  
pp. 3472-3487
Author(s):  
Natalia V. Rakhlin ◽  
Nan Li ◽  
Abdullah Aljughaiman ◽  
Elena L. Grigorenko
Keyword(s):  
Language Development ◽  
Standardized Test ◽  
Language Disorder ◽  
Arabic Language ◽  
Developmental Language Disorder ◽  
Standardized Measures ◽  
Verb Agreement ◽  
Language Groups ◽  
Specificity And Sensitivity ◽  
Omission Errors

Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old ( M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject–verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject–verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject–verb agreement differentiate children with typical and atypical levels of language development.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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