scholarly journals Laterais do Português Europeu Contemporâneo: estruturação interna, robustez de traços e dados de aquisição

2021 ◽  
pp. 1-9
Author(s):  
Clara Amorim ◽  
João Veloso
Keyword(s):  
Language Acquisition ◽  
The Other ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Distinctive Features ◽  
European Portuguese

This work intends to discuss the distinctive features of the laterals in Contemporary European Portuguese, in particular the features [+lateral] and [+continuous], based on language acquisition data. For this purpose, the productions of 80 typically developing children aged between 3 and 4 years and eleven months were analyzed. The results show that, after the nasals, the lateral in onset position is the first sonorant to be acquired. If the laterals are distinguished from the rhotics by the marked feature [+lateral], it would be expected that the class of the rhotics would be acquired before the laterals, since the acquisition of segments is made by the gradual acquisition of marked features and by their combination with features already acquired. The fact that /l/ is acquired before the rhotics suggests that the feature [+lateral] is not responsible for establishing the contrast between the two classes. Based on the data analyzed, the feature [+approximant] is proposed to characterize the laterals and rhotics, distinguishing them from the other sonorants, and the feature [[±continuant] to differentiate the rhotics from the laterals, the latter being characterized by the negative value of this feature.

Examining the validity of three methods of measuring pre-readers’ knowledge of storybook events

2021 ◽  
pp. 026565902199554
Author(s):  
Lynn Dempsey
Keyword(s):  
The Other ◽  
Narrative Comprehension ◽  
Important Predictor ◽  
Story Comprehension ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Event Knowledge ◽  
Yield Information ◽  
Highly Correlated ◽  
Planning Intervention

Planning intervention for narrative comprehension deficits requires a thorough understanding of a child’s skill in all component domains. The purpose of this study was to examine the validity of three methods of measuring pre-readers’ event knowledge, an important predictor of story comprehension. Thirty-eight typically developing children (12 males; 26 females) between the ages of 30–59 months ( M = 42.05 SD = 7.62) completed three measures – verbal account, enactment, picture-sequencing – that tapped their knowledge of two different events before listening to stories based on each of those events and completing story comprehension tasks. Scores for verbal account and enactment, but not for picture sequencing, (1) were moderately correlated with comprehension scores for the corresponding story; (2) reflected differential knowledge of the two events, though not in the expected direction; (3) were moderately correlated with one another in the case of each story. In general measures for the same event were more highly correlated with one another than with measures of the other event. Overall, results suggest that verbal account and enactment may yield information useful for clinicians planning intervention for children with narrative comprehension deficits.

scholarly journals Age effects on the development of stimulus over-selectivity are mediated by cognitive flexibility and selective attention

2020 ◽  
Vol 45 (1) ◽  
pp. 89-96
Author(s):  
Michelle P. Kelly ◽  
Phil Reed
Keyword(s):  
Selective Attention ◽  
Cognitive Flexibility ◽  
Visual Discrimination ◽  
Discrimination Task ◽  
The Other ◽  
Distractor Task ◽  
Typically Developing ◽  
Cognitive Variables ◽  
Typically Developing Children ◽  
Developmental Trends

Stimulus over-selectivity is said to have occurred when only a limited subset of the total number of stimuli present during discrimination learning controls behavior, thus, restricting learning about the range, breadth, or all features of a stimulus. The current study investigated over-selectivity of 100 typically developing children, aged 3–7 (mean = 65.50 ± 17.31 SD months), using a visual discrimination task. Developmental trends in over-selectivity and their relationship to some cognitive variables (i.e., selective attention, sustained attention, and cognitive flexibility) were the target. Over-selectivity decreased with age, but this effect was mediated by the development of cognitive flexibility. Over-selectivity increased when a distractor task was introduced, which was not mediated by the other cognitive variables under investigation. The current results assist in the establishment of the theoretical underpinnings of over-selectivity by offering evidence of its underlying determinants and relating these to developmental trends.

Handwriting Delay in Dyslexia: Children at the End of Primary School Still Make Numerous Short Pauses When Producing Letters

2020 ◽  
Vol 53 (3) ◽  
pp. 163-175 ◽  
Author(s):  
Denis Alamargot ◽  
Marie-France Morin ◽  
Erika Simard-Dupuis
Keyword(s):  
Primary School ◽  
Motor Skills ◽  
Developmental Dyslexia ◽  
The Other ◽  
Chronological Age ◽  
Reading Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Reading

Developmental dyslexia is defined as a specific reading disorder but is also thought to be underpinned by a deficit in motor skills that may well affect handwriting performance. However, the results of studies addressing this issue are not consistent. The present study was, therefore, designed to better understand the functioning of handwriting in children with dyslexia, by conducting an analysis of the legibility and fluency of handwritten letters, supplemented by an assessment of motor skills. The performances of 15 children with dyslexia ( Mage = 11.4 years) were compared with those of two groups of typically developing children, one matched for chronological age, the other for orthographic level ( Mage = 8.7 years) on two handwriting measures (production of the letters of the alphabet and the child’s first name and surname). Results revealed a delay in motor skills, as well as in letter legibility, letter production duration, and the number of short pauses (i.e., lasting between 20 and 199 ms) made during letter production, in the children with dyslexia, with strong negative correlations between motor skills and the number of short pauses. Results are discussed in the context of handwriting control development in children, and perspectives are set out for practitioners.

Is chronic otitis media associated with differences in parental input at 12 months of age? An analysis of joint attention and directives

2003 ◽  
Vol 24 (4) ◽  
pp. 581-602 ◽  
Author(s):  
KRISTINE M. YONT and ◽  
CATHERINE E. SNOW ◽  
LYNNE VERNON–FEAGANS
Keyword(s):  
Language Acquisition ◽  
Otitis Media ◽  
Joint Attention ◽  
Chronic Otitis Media ◽  
Typically Developing ◽  
Optimal Conditions ◽  
Language Outcomes ◽  
Typically Developing Children ◽  
Communication Development ◽  
Parental Input

A rather robust literature exists that views children's language development in the context of interactions with adults. This literature generally focuses on typically developing children and suggests that joint attention facilitates communication development whereas directives do not. In order to understand the crucial features of input supporting language acquisition, research must examine children in less than optimal conditions, including children with chronic otitis media (OM). Controversy exists regarding the outcomes of children with OM, and we argue that parental input is an important factor often neglected in research that may mediate language outcomes. The current study investigates whether parents interact differently with their 12-month-old children based upon children's OM status. The results indicate that parents of chronically affected children direct attention more often and engage in fewer joint attentional episodes than parents of nonchronically affected children. Findings suggest that chronic OM has a localized affect on attentional interactions, the forms of input consistently implicated in language acquisition. Thus, children with OM may receive less than optimal input than peers.

scholarly journals PERSON, NUMBER AND GENDER MARKERS AMONG HINDI SPEAKING TYPICALLY DEVELOPING CHILDREN

2017 ◽  
Vol 2 (6) ◽  
pp. 324
Author(s):  
Ramandeep Kaur ◽  
Jiji K.V. ◽  
Subbarao T A
Keyword(s):  
Language Acquisition ◽  
Standardized Tests ◽  
Word Order ◽  
Native Speakers ◽  
Typically Developing ◽  
Correct Word ◽  
Typically Developing Children ◽  
Syntactic Skills ◽  
And Gender ◽  
Case Markers

Language is a human system of communication that uses arbitrary signal such as voice sounds, gestures and or written symbols. Language acquisition refers to the way the child acquires or learns a language. It is a hierarchical process which has specific age for achieving each process. Syntax, a component of language is defined as the study of principles and process by which sentences are constructed in particular languages. Understanding language development and syntax levels helps us determine the child’s language adequacy. Solid syntactic skills require an understanding and use of correct word order and organisation in phrases and sentences with appropriate morphosyntactic operations. The morpho syntactical language includes plural markers, case markers, PNG markers etc. the study focuses on development of PNG markers among children who are native speakers of Hindi language. The study highlights the need to carry out more research in this area for better understanding of language acquisition among these children in order to develop both assessments and intervention programmes. Presently, the lack of acquisition data has hinged the development of any standardized tests in Hindi. Thereby, the study aims to explore PNG markers in Hindi speaking typically developing children with the objective of analysing the data of among these children across 4 to 6yrs. The results show that most of these markers developed by 4years of age. Most importantly as age increased these markers also increased. By 6 years of age most of these markers developed completely. The study also discusses various studies supporting the results.

scholarly journals Evaluating maturational parallels in second language children and children with specific language impairment

2010 ◽  
Vol 31 (2) ◽  
pp. 320-327 ◽  
Author(s):  
Mabel L. Rice
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Chronological Age ◽  
Growth Trajectories ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
English Speaking

In her Keynote Article in this issue, Paradis explores the nature of bilingual language acquisition by examining the question of possible similarities between children learning a second language (L2) and children with specific language impairment (SLI) who are monolingual or bilingual. She evaluates the maturation model of Rice (2004), the extended optional infinitive (EOI) model, that focuses on children's acquisition of finiteness marking during the early childhood period. Paradis alludes to the issue of how to deal with the nonparallels between chronological age and acquisition in the comparison of L2 and SLI language acquisition within maturational models. I explore that issue further in this Commentary, using the available growth templates drawn from the work on English-speaking typically developing children and children with SLI for projected possible growth trajectories for bilingual and L2 children, with and without SLI.

Toward communication

2004 ◽  
Vol 5 (1) ◽  
pp. 45-74 ◽  
Author(s):  
Jacqueline Nadel ◽  
Arnaud Revel ◽  
Pierre Andry ◽  
Philippe Gaussier
Keyword(s):  
Children With Autism ◽  
The Other ◽  
Typically Developing ◽  
Strong Correlations ◽  
Typically Developing Children ◽  
Moving Stimuli ◽  
Show Evidence ◽  
Generic Architecture ◽  
Action Coupling ◽  
Perception Action

Adopting a functionalist perspective, we emphasize the interest of considering imitation as a single capacity with two functions: communication and learning. These two functions both imply such capacities as detection of novelty, attraction toward moving stimuli and perception-action coupling. We propose that the main difference between the processes involved in the two functions is that, in the case of learning, the dynamics is internal to the system constituted by an individual whereas in the case of communication, the dynamics concerns the system composed by the perception of one individual coupled with the action of the other. In this paper, we compare the first developmental steps of imitation in three populations: typically developing children, children with autism, and robots. We show evidence of strong correlations between imitating and being imitated in typical infants and low-functioning children with autism. Relying on this evidence, the robotic perspective is to provide a generic architecture able not only to learn via imitation but also to interact as an emerging property of the system constituted by two similar architectures with a different history.

Caregiver linguistic alignment to autistic and typically developing children

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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