/pdf/thoughts-on-grammaticalization-196ms7ww1z.pdf

Thoughts on Grammaticalization

We review findings from a four-year longitudinal study of language learning conducted on two samples: a sample of typically developing children whose parents vary substantially in socioeconomic status, and a sample of children with pre- or perinatal brain injury. This design enables us to study language development across a wide range of language learning environments and a wide range of language learners. We videotaped samples of children's and parents' speech and gestures during spontaneous interactions at home every four months, and then we transcribed and coded the tapes. We focused on two behaviors known to vary across individuals and environments-child gesture and parent speech-behaviors that have the potential to index, and perhaps even play a role in creating, differences across children in linguistic and other cognitive skills. Our observations have led to four hypotheses that have promise for the development of diagnostic tools and interventions to enhance language and cognitive development and brain plasticity after neonatal injury. One kind of hypothesis involves tools that could identify children who may be at risk for later language deficits. The other involves interventions that have the potential to promote language development. We present our four hypotheses as a summary of the findings from our study because there is scientific evidence behind them and because this evidence has the potential to be put to practical use in improving education.

/pdf/new-evidence-about-language-and-cognitive-development-based-5988ny87ty.pdf

New evidence about language and cognitive development based on a longitudinal study: hypotheses for intervention.

This paper introduces a corpus of Turkish offensive language. To our knowledge, this is the first corpus of offensive language for Turkish. The corpus consists of randomly sampled micro-blog posts from Twitter. The annotation guidelines are based on a careful review of the annotation practices of recent efforts for other languages. The corpus contains 36 232 tweets sampled randomly from the Twitter stream during a period of 18 months between Apr 2018 to Sept 2019. We found approximately 19 % of the tweets in the data contain some type of offensive language, which is further subcategorized based on the target of the offense. We describe the annotation process, discuss some interesting aspects of the data, and present results of automatically classifying the corpus using state-of-the-art text classification methods. The classifiers achieve 77.3 % F1 score on identifying offensive tweets, 77.9 % F1 score on determining whether a given offensive document is targeted or not, and 53.0 % F1 score on classifying the targeted offensive documents into three subcategories.

A Corpus of Turkish Offensive Language on Social Media

Both cognitive and educational psychology literature strive to investigate human category and concept learning. However, both literatures focus on different phenomena and often use different methodologies. We identify and discuss commonalities and differences between the literatures. This literature comparison reveals that research on relational category learning offers a promising avenue to integration. We suggest that this integration would be especially beneficial to advance our understanding of conceptual change essentially, how complex scientific concepts and categories are acquired and developed in educational contexts elaborating or correcting students' prior conceptions. Furthermore, the focus on relational categories allows us to provide an integrative discussion on how recent lines of research on analogy, memory and category learning, and knowledge restructuring relate to and can inform education. In general, this article advocates the complementary nature of cognitive and educational psychology and identifies viable, and potentially synergistic paths for future research. (PsycINFO Database Record.

Relational categories as a bridge between cognitive and educational research.

https://groups.psych.northwestern.edu/gentner/papers/christie%26Gentner_2014.pdf

Language Helps Children Succeed on a Classic Analogy Task

https://pure.mpg.de/pubman/item/item_1166587_6/component/file_1711708/Gentner_cognition_2013.pdf

Ozge Gurcanli

Papers

Spatial language facilitates spatial cognition: Evidence from children who lack language input.

Shared information and argument omission in Turkish