scholarly journals The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children

2013 ◽  
Vol 60 (1) ◽  
Author(s):  
Daleen Klop ◽  
Lizanne Engelbrecht
Keyword(s):  
Picture Book ◽  
Visual Presentation ◽  
Syntactic Complexity ◽  
Lexical Diversity ◽  
Presentation Method ◽  
Picture Stimuli ◽  
Presentation Methods ◽  
Similar Quantity ◽  
Grade 3 ◽  
Narrative Performance

Objective: This study investigated whether a dynamic visual presentation method (a soundless animated video presentation) would elicit better narratives than a static visual presentation method (a wordless picture book).Method: Twenty mainstream grade 3 children were randomly assigned to two groups and assessed with one of the visual presentation methods. Narrative performance was measured in terms of micro- and macrostructure variables. Microstructure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (number of different words). Macrostructure variables included episodic structure in terms of goal-attempt-outcome (GAO) sequences.Results: Both visual presentation modalities elicited narratives of similar quantity and quality in terms of the micro- and macrostructure variables that were investigated.Conclusion: Animation of picture stimuli did not elicit better narratives than static picture stimuli.

Children's Story Retelling Under Different Modality and Task Conditions

2003 ◽  
Vol 12 (1) ◽  
pp. 61-72 ◽  
Author(s):  
Jamie Gazella ◽  
Ida J. Stockman
Keyword(s):  
Visual Presentation ◽  
Clinical Implications ◽  
Syntactic Complexity ◽  
Presentation Modality ◽  
Lexical Diversity ◽  
Sentence Complexity ◽  
Story Retelling ◽  
Language Sampling ◽  
Task Conditions ◽  
And Task

This study was motivated by the possibility of standardizing a story-retelling task well enough to function as a brief screener of children's global syntactic features. Specifically, the study determined whether the story presentation modality (i.e., audio-only or combined auditory and visual presentation) differentially influenced the quantity of talk, its lexical diversity and sentence complexity, as expressed in children's retold story narratives and responses to direct questions about the story. Twenty-nine Caucasian male preschoolers, who ranged in age from 4;2 to 5;6 (years;months), were randomly assigned to a modality presentation condition. The audio-only group did not differ significantly from the audiovisual group in the amount of talk, lexical diversity, or syntactic complexity of sentences used in the narratives or responses to direct questions. Nevertheless, the story-retelling task yielded the longest and most grammatically complete utterances. Responses to direct questions yielded the largest number of utterances and different words. The clinical implications of these results for standardizing language sampling are discussed.

scholarly journals A Narrative Evaluation of Mandarin-Speaking Children With Language Impairment

2018 ◽  
Vol 61 (2) ◽  
pp. 345-359 ◽  
Author(s):  
Ying Hao ◽  
Li Sheng ◽  
Yiwen Zhang ◽  
Fan Jiang ◽  
Jill de Villiers ◽  
...  
Keyword(s):  
Language Impairment ◽  
Syntactic Complexity ◽  
Typically Developing ◽  
Linguistic Features ◽  
Lexical Diversity ◽  
Fine Grained ◽  
Narrative Skills ◽  
European Languages ◽  
Ambient Language ◽  
Comparable Performance

Purpose We aimed to study narrative skills in Mandarin-speaking children with language impairment (LI) to compare with children with LI speaking Indo-European languages. Method Eighteen Mandarin-speaking children with LI (mean age 6;2 [years;months]) and 18 typically developing (TD) age controls told 3 stories elicited using the Mandarin Expressive Narrative Test (de Villiers & Liu, 2014). We compared macrostructure-evaluating descriptions of characters, settings, initiating events, internal responses,plans, actions, and consequences. We also studied general microstructure, including productivity, lexical diversity, syntactic complexity, and grammaticality. In addition, we compared the use of 6 fine-grained microstructure elements that evaluate particular Mandarin linguistic features. Results Children with LI exhibited weaknesses in 5 macrostructure elements, lexical diversity, syntactic complexity, and 3 Mandarin-specific, fine-grained microstructure elements. Children with LI and TD controls demonstrated comparable performance on 2 macrostructure elements, productivity, grammaticality, and the remaining 3 fine-grained microstructure features. Conclusions Similarities and differences are noted in narrative profiles of children with LI who speak Mandarin versus those who speak Indo-European languages. The results are consistent with the view that profiles of linguistic deficits are shaped by the ambient language. Clinical implications are discussed.

Stuttering Frequency in Relation to Lexical Diversity, Syntactic Complexity, and Utterance Length

2017 ◽  
Vol 39 (2) ◽  
pp. 335-345 ◽  
Author(s):  
Stacy A. Wagovich ◽  
Nancy E. Hall
Keyword(s):  
Growth Time ◽  
Small Scale ◽  
Syntactic Complexity ◽  
Lexical Diversity ◽  
Within Subjects ◽  
Utterance Length ◽  
Language Growth ◽  
Lexical Content

Children’s frequency of stuttering can be affected by utterance length, syntactic complexity, and lexical content of language. Using a unique small-scale within-subjects design, this study explored whether language samples that contain more stuttering have (a) longer, (b) syntactically more complex, and (c) lexically more diverse utterances than samples that contain less stuttering. Children who stutter, ages 2 years 1 month to 4 years 11 months, produced 10 monthly language samples. For each child, samples were divided into the first five (early) and the last five (later). Utterance length, syntactic complexity, and lexical diversity analyses were performed on samples that contained the most and least stuttering for early and later samples. For the later samples but not the early ones, samples with the most stuttering contained longer mean lengths of utterance, more diverse vocabulary overall, and greater syntactic complexity than samples with the least stuttering. Contributions of language growth, time, and specific linguistic factors are discussed.

Application and Benefits of the Virtual Reality Technique for Product Conceptual Design

2010 ◽  
Vol 450 ◽  
pp. 568-571
Author(s):  
Chiuhsiang Joe Lin ◽  
Shiau Feng Lin ◽  
Rou Wen Wang ◽  
Tien Lung Sun ◽  
Chin Jung Chao ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Conceptual Design ◽  
Visual Presentation ◽  
Presentation Methods ◽  
To Receive

Selecting a right way to display the conceptual design results is an important issue for designers. This study evaluated three common computerized visual presentation methods for demonstrating the conceptual ideas of product designs. They are pictures, animations, and image-based VR. After evaluations, this study found that the image-based VR reached the best results of getting the ideas of the conceptual design. It is therefore suggested to use the image-based VR approach if designers wish to receive the most possible advices and feedback, especially in restricted presenting time. The image-based VR approach will help users understand many aspects and considerations of the designer’s conceptual ideas more easily and quickly.

Academic language in elementary school mathematics

2017 ◽  
Vol 6 (2) ◽  
pp. 213-230 ◽  
Author(s):  
N. Dokter ◽  
R. Aarts ◽  
J. Kurvers ◽  
A. Ros ◽  
S. Kroon
Keyword(s):  
Elementary School ◽  
Academic Language ◽  
Second Grade ◽  
Teaching Mathematics ◽  
Syntactic Complexity ◽  
Lexical Diversity ◽  
Specific Language ◽  
Elementary School Mathematics ◽  
Key Features ◽  
Language Input

Abstract Students who are proficient academic language (AL) users, achieve better in school. To develop students’ AL register teachers’ AL input is necessary. The goal of this study was to investigate the extent of AL features in the language input first and second grade teachers give their students in whole class mathematics instruction. Five key features could be distinguished: lexical diversity, lexical complexity, lexical specificity, syntactic complexity and textual complexity. Teachers used all features, but the amount in which they used them varied. While all teachers used lexical specific language when teaching mathematics, they did not use very complex language input. The academicness of teachers’ input was significantly higher in grade 2 than in grade 1 with respect to lexical diversity and lexical specificity. The input during explanation and discussion only differed with regard to textual complexity, which was higher during explanation.

Examination of Information Presentation Method for Teleoperation Excavator

2012 ◽  
Vol 24 (6) ◽  
pp. 967-976 ◽  
Author(s):  
Taketsugu Hirabayashi ◽  
Keyword(s):  
Depth Information ◽  
Information Presentation ◽  
Work Situation ◽  
Construction Machinery ◽  
Naked Eye ◽  
Presentation Method ◽  
Presentation Methods

In the teleoperation of construction machinery, the work situation is usually determined from images shown on several screens. However, because images displayed on screens are flat, information presented is poor compared to information obtained with the naked eye, such as the view angle, resolution, and depth information. Focusing on information presentation during the teleoperation of construction machinery, this report investigates information presentation methods in mound-leveling work, grasping work, and drilling positioning conditions.

Tip-of-the-tongue (TOT) states and cross-linguistic transfer

2013 ◽  
Vol 16 (4) ◽  
pp. 914-923 ◽  
Author(s):  
KATY BORODKIN ◽  
MIRIAM FAUST
Keyword(s):  
Second Language ◽  
Oral Language ◽  
Language Skills ◽  
Syntactic Complexity ◽  
Connected Speech ◽  
Lexical Diversity ◽  
Grammatical Accuracy ◽  
Oral Language Skills ◽  
Linguistic Transfer ◽  
Tip Of The Tongue

This study examined cross-linguistic transfer in oral language skills in a sample of 50 native Hebrew speakers who learned English as a second language. The ability to retrieve phonological forms of words in naming, as manifested by the tendency to experience tip-of-the-tongue states, was correlated across languages. We also found within and across language correlations between this ability and grammatical accuracy, lexical diversity, and syntactic complexity in second language narratives. These findings are consistent with the transfer across languages in oral language skills and provide insights into the processes linking phonological and higher level encoding in production of connected speech.

Reading from a Palm Pilot& Trade Using Rsvp

2002 ◽  
Vol 46 (5) ◽  
pp. 685-689 ◽  
Author(s):  
Mark C. Russell ◽  
Barbara S. Chaparro
Keyword(s):  
Reading Comprehension ◽  
Rapid Serial Visual Presentation ◽  
User Satisfaction ◽  
Visual Presentation ◽  
Significant Difference ◽  
Dependent Variables ◽  
Presentation Method ◽  
Comparable Performance ◽  
Text Presentation ◽  
Small Screen

This study examines the feasibility of using the text presentation method known as Rapid Serial Visual Presentation (RSVP) as a means of optimizing reading on small screen interfaces. Participants read text on a hand-held device in both the page-like format and at various presentation rates in RSVP. Reading comprehension, user satisfaction, and format preference were examined as dependent variables. Results showed: (1) there were significant differences in comprehension between the RSVP presented at 250 wpm and the higher speeds of 450 and 650 wpm; but (2) there was no significant difference in comprehension scores between the RSVP at 250 wpm and the page condition. Participants were able to comprehend text presented via RSVP at 250 wpm and the page format equally well. Despite this comparable performance between these formats, participants were generally less satisfied with the RSVP, and preferred 250 and 450 wpm presentation rates significantly more than 650 wpm.

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