scholarly journals Cross-Cultural/Linguistic Differences in the Prevalence of Developmental Dyslexia and the Hypothesis of Granularity and Transparency

10.5772/31499 ◽  
2012 ◽  
Author(s):  
Taeko N.
Keyword(s):  
Developmental Dyslexia ◽  
Cross Cultural ◽  
Linguistic Differences

Figuring Out Children’s Number Representations

2014 ◽  
Author(s):  
John N. Towse ◽  
Kevin Muldoon ◽  
Victoria Simms
Keyword(s):  
Cultural Difference ◽  
Number Line ◽  
Developmental Differences ◽  
Cross Cultural ◽  
Place Value ◽  
Linguistic Differences ◽  
Number Representations ◽  
Mathematical Skill ◽  
Different Cultures

This chapter explores how numbers are represented amongst children in different cultures, and shows how this can enrich our understanding of mathematical cognition. It focuses on two specific, related topics: the representation of multi-digit numbers and the scaling of a mental number line. The authors consider whether linguistic differences in number structures directly influence children’s understanding of place value. They also consider whether cross-cultural and developmental differences in the quality of children’s mental representations of number are direct influences on mathematical skill. Together, these two topics allow us to consider evidence for the existence of cross-cultural difference in mathematics and investigate factors that might underlie them. The authors propose that whilst the interpretation of data needs to proceed cautiously, valuable insights can be gained from relevant research.

scholarly journals A Pragmatics Explanation for Japanese-English Turn-Taking Contrasts and the Need for Pedagogical Intervention: A Response to Davey Young’s TLT Article

2019 ◽  
Vol 43 (1) ◽  
pp. 14
Author(s):  
Josef Williamson
Keyword(s):  
Cultural Difference ◽  
Cross Cultural ◽  
Interactional Competence ◽  
Pedagogical Intervention ◽  
Linguistic Differences ◽  
Turn Taking ◽  
Discursive Leadership ◽  
The Difference ◽  
Japanese English

In TLT Volume 42(3), Davey Young presents contrasting models of turn-taking in Japanese and English and argues that this cross-cultural difference is primarily due to linguistic differences across English and Japanese. While rightly noting that proficiency in turn-taking is crucial for overall interactional competence and should be a focus of pedagogical intervention, Young’s rationale for the difference in his models neglects the important factor of pragmatics, particularly the notion of politeness. In this response to Young’s original article, Japanese-English differences in turn-taking behaviours are considered from a pragmatic viewpoint and analysed as part of a larger discursive leadership (Fairhurst, 2007) framework. The implications for teaching turn-taking are also discussed. TLT42巻3号においてDavey Youngは日本語と英語の話者交替の対照モデルを提示し、この異文化間の相違は、主に英語と日本語の言語的相違によるものであると述べている。Youngが指摘している通り、確かに話者交替の能力は相互行為能力全体の中で極めて重要であり、教育的介入の中心的課題の１つとなるべきである。しかしながら、Youngのモデルにおける日本語と英語の話者交替の相違に関する理論は、語用論における重要な要素、特にポライトネスの概念が欠けている。このYoungの論説の補遺は、話者交替における日本語と英語の違いを語用論の見地から考察し、より広い談話管理（Fairhurst, 2007）の枠組みで分析した。また、話者交替指導の点からの考察も加えた。

scholarly journals Frequency and Importance of Accurate Heritage Name Pronunciation For International Students in Canada

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Ying Shan Doris Zhang ◽  
Kimberly Noels
Keyword(s):  
International Students ◽  
Cultural Adjustment ◽  
Language Minority ◽  
Cross Cultural ◽  
Strong Connection ◽  
Linguistic Differences ◽  
Personal Connection ◽  
Correct Pronunciation ◽  
The Impact

International students’ names are often mispronounced, and this experience can have psychological and relational implications for some students’ cross-cultural adjustment. Little research, however, has examined why students are or are not bothered by mispronunciations. This study examined the impact of heritage name mispronunciation on 173 language-minority international students in Canada. The results indicated that although heritage name mispronunciations were frequent, only about half of the sample perceived correct pronunciation as important. Those who felt accurate pronunciation was important stressed that their name had a strong connection to their heritage and that mispronunciations were disrespectful of that significance. Those who felt accurate pronunciation was not important cited little personal connection to the name and accepted mispronunciations for reasons of efficiency. In general, international students expressed appreciation for hosts’ pronunciation efforts, and also acknowledged hosts’ pronunciation difficulties were often due to linguistic differences. The implications for enhancing international students’ experiences are discussed.

Characteristics of request formulation in Estonian, Finnish, French, Lithuanian and Russian

2017 ◽  
Vol 70 (3) ◽  
Author(s):  
Renate Pajusalu ◽  
Maret Kaska ◽  
Birute Klaas-Lang ◽  
Karl Pajusalu ◽  
Anu Treikelder ◽  
...  
Keyword(s):  
Cross Cultural ◽  
The Other ◽  
Linguistic Differences ◽  
Russian Speakers

AbstractOn the basis of a set of discourse completion tasks, forms of making requests and asking for information in various contexts in five languages with various mutual contacts and areal affiliations are investigated. The study shows what young Estonian, Finnish, French, Lithuanian and Russian speakers consider to be appropriate forms of making requests in various contexts. Many similarities among these languages were found, but also some systematic cross-cultural and cross-linguistic differences. The effects of language contacts can be seen most clearly in the “intermediate” positioning of Estonian and Lithuanian, between French and Finnish on one side and Russian on the other, along many of the parameters investigated.

Equity in cross-cultural gifted screening from a Philippine perspective

2014 ◽  
Vol 31 (3) ◽  
pp. 232-243 ◽  
Author(s):  
Alvin Vista
Keyword(s):  
Education Research ◽  
Gifted Education ◽  
The United States ◽  
The Philippines ◽  
Cross Cultural ◽  
Review Of Literature ◽  
Screening Process ◽  
Relative Lack ◽  
Linguistic Differences ◽  
Alternative Assessments

This paper discusses issues on cross-cultural gifted screening from a Philippine perspective. Research on gifted education in the Philippines, and Southeast Asia in general, is still nascent. The main focus of this review of literature is on equity of the gifted education screening process across wide socioeconomic, cultural, and linguistic differences within the student population. On account of the relative lack of specific literature on Philippine gifted education, this review links the findings in gifted education research from Western-based countries and relates the findings to the Philippine context. For example, although the Philippines do not have as much of an issue of racial inequity in schools as the United States, the same inequity because of socioeconomic factors can be tackled similarly. The implication of alternative assessments, and their utility in cross-cultural gifted education, are also examined.

scholarly journals Translation of measurement instruments and their reliability

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Nino Rode
Keyword(s):  
Item Analysis ◽  
Well Being ◽  
Cross Cultural ◽  
Validity And Reliability ◽  
Measurement Instruments ◽  
Linguistic Differences ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Back Translation ◽  
Translation Procedure

The translation of measurement instruments, like all cross-cultural research, presents many problems for researchers. Because of cultural and linguistic differences, the questions or items can have quite different meaning in the translated instruments, thus threatening the validity and reliability of measurement. These problems are (or should be) addressed by translation back-translation procedure. To illustrate the problems, the case of Job-related Affective Well-Being Scale is presented. The scale was translated from English to Slovene and applied directly in the research without backtranslation or other form of testing the translation. The Cronbach's alpha is used to compare reliability of the results obtained with original (English) version reported by authors of the scale and with the translated (Slovene) version. In the item analysis some items have been singled out as problematic by item diagnostics. Especially the item »excited«, translated as »vznemirjen«, is discussed, since it is possible that backtranslation procedure could fail to detect the problem. At the end some tentative solutions are suggested.

The sense of obligation is culturally modulated

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrea Bender
Keyword(s):  
Cultural Studies ◽  
Cross Cultural ◽  
Human Populations ◽  
Cultural Group ◽  
Target Article ◽  
Sense Of Obligation ◽  
Cross Cultural Studies

Abstract Tomasello argues in the target article that, in generalizing the concrete obligations originating from interdependent collaboration to one's entire cultural group, humans become “ultra-cooperators.” But are all human populations cooperative in similar ways? Based on cross-cultural studies and my own fieldwork in Polynesia, I argue that cooperation varies along several dimensions, and that the underlying sense of obligation is culturally modulated.

Cognitive gadgets: A provocative but flawed manifesto

2019 ◽  
Vol 42 ◽  
Author(s):  
Marco Del Giudice
Keyword(s):  
Theory Of Mind ◽  
Cultural Differences ◽  
Twin Studies ◽  
Cross Cultural ◽  
Evolutionary Approach ◽  
Genetic Inheritance ◽  
Double Standards ◽  
Cross Cultural Differences ◽  
Cherry Picking ◽  
Dichotomous Thinking

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.

Sociocultural memory development research drives new directions in gadgetry science

2019 ◽  
Vol 42 ◽  
Author(s):  
Penny Van Bergen ◽  
John Sutton
Keyword(s):  
Episodic Memory ◽  
Autobiographical Memory ◽  
Developmental Psychology ◽  
Cross Cultural ◽  
Memory Development ◽  
Development Research ◽  
Cultural Research ◽  
New Directions ◽  
Cross Cultural Research

Abstract Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design

2020 ◽  
Vol 63 (12) ◽  
pp. 4148-4161
Author(s):  
Christine S.-Y. Ng ◽  
Stephanie F. Stokes ◽  
Mary Alt
Keyword(s):  
Single Case ◽  
Cross Cultural ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood ◽  
And Control ◽  
Case Design

Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.

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