scholarly journals Head movement and allomorphy in children's negative questions

2018 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Marjorie Pak
Keyword(s):  
Head Movement ◽  
English Speaking ◽  
Negative Questions

English-speaking preschoolers occasionally produce negative questions with a ‘doubled’ auxiliary (e.g. Why did you didn’t know?). These 2AuxQs apparently involve a failure to raise [NEG n’t] to C (cf. Why didn’t you know?). I analyze 2AuxQs as the product of two independent errors: a planning error (raising T-to-C without raising Neg-to-T first) and an allomorphy error (overgeneralization of ‑n’t). The planning error results from lack of practice: serial head-movement is relatively uncommon in English, and true Neg-to-T-to-C may be rarer than appearances suggest. In e.g. Why don’t we play, ok?, -n’t is not interpreted within TP—and strikingly, 2AuxQs are unattested here.

L2 ACQUISITION AND OBLIGATORY HEAD MOVEMENT

1998 ◽  
Vol 20 (3) ◽  
pp. 311-348 ◽  
Author(s):  
Maria-Luise Beck
Keyword(s):  
Second Language ◽  
Response Latency ◽  
Head Movement ◽  
Native Language ◽  
L2 Acquisition ◽  
Advanced Learners ◽  
Developmental Context ◽  
Theoretical Predictions ◽  
Gradual Development ◽  
English Speaking

This paper presents results of a response-latency (RL) experiment with English-speaking learners of German that investigated to what extent—if any—two different groups of second language (L2) learners permit raising of the thematic verb. The framework under which the study was conducted involves varying theoretical predictions derived from the native-language (NL) transfer view of Schwartz and Sprouse (1994, 1996), the gradual-development view of Vainikka and Young-Scholten (1994, 1996), the underspecification view of Eubank (1993/1994), and a local-impairment view that presents a more parsimonious solution to the L2 developmental problem than standard “no access” views. The L2 results reported here show that learners respond in different ways to stimulus sentences with raised and unraised verbs depending on the subjects' level of development. Surprisingly, it is the less advanced learners who exhibit an RL preference for apparently raised-verb experimental stimuli; the more advanced learners do not differentiate between raised-verb and unraised-verb stimuli. Analysis of these findings reveals that the less advanced group may only project VPs, consistent with the gradual-development view of Vainikka and Young-Scholten. Crucially, however, the Local Impairment Hypothesis is the only view that is consistent with the results from the more advanced learners, especially when they are seen in developmental context.

scholarly journals Questions, Answers, Polarity and Head Movement in Germanic and Finnish

Nordlyd ◽  
10.7557/12.49 ◽  
2004 ◽  
Vol 31 (1) ◽  
Author(s):  
Anders Holmberg
Keyword(s):  
Head Movement ◽  
Special Case ◽  
Negative Questions

The paper investigates the consequences of combining the following two assumptions: (a) The English negation <em>n’t</em> is an inflection, and (b) suffixed forms are derived in the syntax by head movement with left-adjunction. An immediate consequence is that Neg must c-command T. This entails that inversion in negative yes/no-questions (YNQs) is not T-to-C but Neg-to-C, or, if Neg is Pol(arity) with negative value, Pol-to-C. This in turn makes possible viewing inversion in YNQs as a special case of wh-movement. It also makes possible analyzing inversion in Germanic as essentially the same as in Finnish, where the negation overtly undergoes movement in negative YNQs. It also provides the basis for a theory of the syntax of replies toYNQs, including negative questions.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Role of pinnae and head movements in localizing pure tones 1The authors would like to thank Mr. Remi Humbert for implementing the experiment in Turbo Pascal and for his further assistance.

1999 ◽  
Vol 58 (3) ◽  
pp. 170-179 ◽  
Author(s):  
Barbara S. Muller ◽  
Pierre Bovet
Keyword(s):  
Sound Source ◽  
Head Movement ◽  
Movement Analysis ◽  
Head Movements ◽  
Sound Sources ◽  
Localization Accuracy ◽  
Sound Effects ◽  
Posterior Quadrant ◽  
Localization Performance ◽  
Pure Tones

Twelve blindfolded subjects localized two different pure tones, randomly played by eight sound sources in the horizontal plane. Either subjects could get information supplied by their pinnae (external ear) and their head movements or not. We found that pinnae, as well as head movements, had a marked influence on auditory localization performance with this type of sound. Effects of pinnae and head movements seemed to be additive; the absence of one or the other factor provoked the same loss of localization accuracy and even much the same error pattern. Head movement analysis showed that subjects turn their face towards the emitting sound source, except for sources exactly in the front or exactly in the rear, which are identified by turning the head to both sides. The head movement amplitude increased smoothly as the sound source moved from the anterior to the posterior quadrant.

The Coping Scales From the German Stress and Coping Questionnaire for Children and Adolescents

2020 ◽  
Vol 36 (4) ◽  
pp. 545-553 ◽  
Author(s):  
Heike Eschenbeck ◽  
Uwe Heim-Dreger ◽  
Denise Kerkhoff ◽  
Carl-Walter Kohlmann ◽  
Arnold Lohaus ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Children And Adolescents ◽  
Internal Consistency ◽  
Stress And Coping ◽  
Self Report ◽  
Partial Metric ◽  
Confirmatory Factor Analyses ◽  
Language Version ◽  
English Speaking ◽  
And Coping

Abstract. The coping scales from the Stress and Coping Questionnaire for Children and Adolescents (SSKJ 3–8; Lohaus, Eschenbeck, Kohlmann, & Klein-Heßling, 2018 ) are subscales of a theoretically based and empirically validated self-report instrument for assessing, originally in the German language, the five strategies of seeking social support, problem solving, avoidant coping, palliative emotion regulation, and anger-related emotion regulation. The present study examined factorial structure, measurement invariance, and internal consistency across five different language versions: English, French, Russian, Spanish, and Ukrainian. The original German version was compared to each language version separately. Participants were 5,271 children and adolescents recruited from primary and secondary schools from Germany ( n = 3,177), France ( n = 329), Russia ( n = 378), the Dominican Republic ( n = 243), Ukraine ( n = 437), and several English-speaking countries such as Australia, Great Britain, Ireland, and the USA (English-speaking sample: n = 707). For the five different language versions of the SSKJ 3–8 coping questionnaire, confirmatory factor analyses showed configural as well as metric and partial scalar invariance (French) or partial metric invariance (English, Russian, Spanish, Ukrainian). Internal consistency coefficients of the coping scales were also acceptable to good. Significance of the results was discussed with special emphasis on cross-cultural research on individual differences in coping.

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