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Applied Longitudinal Data Analysis Modeling Change And Event Occurrence

Child psychiatrists, pediatricians, and other child clinicians need to have a solid understanding of child language development. There are at least four important reasons that make this necessary. First, slowing, arrest, and deviation of language development are highly associated with, and complicate the course of, child psychopathology. Second, language competence plays a crucial role in emotional and mood regulation, evaluation, and therapy. Third, language deficits are the most frequent underpinning of the learning disorders, ubiquitous in our clinical populations. Fourth, clinicians should not confuse the rich linguistic and dialectal diversity of our clinical populations with abnormalities in child language development. The challenge for the clinician becomes, then, how to get immersed in the captivating field of child language acquisition without getting overwhelmed by its conceptual and empirical complexity. In the past 50 years and since the seminal works of Roger Brown, Jerome Bruner, and Catherine Snow, child language researchers (often known as developmental psycholinguists) have produced a remarkable body of knowledge. Linguists such as Chomsky and philosophers such as Grice have strongly influenced the science of child language. One of the major tenets of Chomskian linguistics (known as generative grammar) is that children’s capacity to acquire language is “hardwired” with “universal grammar”—an innate language acquisition device (LAD), a language “instinct”—at its core. This view is in part supported by the assertion that the linguistic input that children receive is relatively dismal and of poor quality relative to the high quantity and quality of output that they manage to produce after age 2 and that only an advanced, innate capacity to decode and organize linguistic input can enable them to “get from here (prelinguistic infant) to there (linguistic child).” In “Constructing a Language,” Tomasello presents a contrasting theory of how the child acquires language: It is not a universal grammar that allows for language development. Rather, human cognition universals of communicative needs and vocal-auditory processing result in some language universals, such as nouns and verbs as expressions of reference and predication (p. 19). The author proposes that two sets of cognitive skills resulting from biological/phylogenetic adaptations are fundamental to the ontogenetic origins of language. These sets of inherited cognitive skills are intentionreading on the one hand and pattern-finding, on the other. Intention-reading skills encompass the prelinguistic infant’s capacities to share attention to outside events with other persons, establishing joint attentional frames, to understand other people’s communicative intentions, and to imitate the adult’s communicative intentions (an intersubjective form of imitation that requires symbolic understanding and perspective-taking). Pattern-finding skills include the ability of infants as young as 7 months old to analyze concepts and percepts (most relevant here, auditory or speech percepts) and create concrete or abstract categories that contain analogous items. Tomasello, a most prominent developmental scientist with research foci on child language acquisition and on social cognition and social learning in children and primates, succinctly and clearly introduces the major points of his theory and his views on the origins of language in the initial chapters. In subsequent chapters, he delves into the details by covering most language acquisition domains, namely, word (lexical) learning, syntax, and morphology and conversation, narrative, and extended discourse. Although one of the remaining domains (pragmatics) is at the core of his theory and permeates the text throughout, the relative paucity of passages explicitly devoted to discussing acquisition and proBOOK REVIEWS

Constructing a language: A usage-based theory of language acquisition

The complete title of this book runs ‘Analyzing Linguistic Data: A Practical Introduction to Statistics using R’ and as such it very well reflects the purpose and spirit of the book. The author guides the reader in about 350 pages from descriptive and basic statistical methods over classification and clustering to (generalised) linear and mixed models. Each of the methods is introduced in the context of concrete linguistic problems and demonstrated on exciting datasets from current research in the language sciences. In line with its practical orientation, the book focuses primarily on using the methods and interpreting the results. This implies that the mathematical treatment of the techniques is held at a minimum if not absent from the book. In return, the reader is provided with very detailed explanations on how to conduct the analyses using R [1]. The first chapter sets the tone being a 20-page introduction to R. For this and all subsequent chapters, the R code is intertwined with the chapter text and the datasets and functions used are conveniently packaged in the languageR package that is available on the Comprehensive R Archive Network (CRAN). With this approach, the author has done an excellent job in enabling researchers and students alike to reproduce the analyses and learn by doing. Another quality as a textbook is the fact that every chapter ends with Workbook sections where the user is invited to exercise his or her analysis skills on supplemental datasets. Full solutions including code, results and comments are given in Appendix A (30 pages). Instructors are therefore very well served by this text, although they might want to balance the book with some more mathematical treatment depending on the target audience. After the introductory chapter on R, the book opens on graphical data exploration. Chapter 3 treats probability distributions and common sampling distributions. Under basic statistical methods (Chapter 4), distribution tests and tests on means and variances are covered. Chapter 5 deals with clustering and classification. Strangely enough, the clustering section has material on PCA, factor analysis, correspondence analysis and includes only one subsection on clustering, devoted notably to hierarchical partitioning methods. The classification part deals with decision trees, discriminant analysis and support vector machines. The regression chapter (Chapter 6) treats linear models, generalised linear models, piecewise linear models and a substantial section on models for lexical richness. The final chapter on mixed models is particularly interesting as it is one of the few text book accounts that introduce the reader to using the (innovative) lme4 package of Douglas Bates which implements linear mixed-effects models. Moreover, the case studies included in this

Analyzing linguistic data: a practical introduction to statistics using R

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

Ethnologue: Languages of the World

Sentence repetition in children with autism spectrum disorder in Saudi Arabia: An investigation of morphosyntactic abilities

This paper is concerned with the acquisition of structures involving Proper Names (PN) and Kinship Terms (KT). Building on ideas from Radford (1990) and Pine & Martindale (1996), and based on data on the acquisition of structures involving PNs and KTs in Modern Greek (MG), I will argue that the acquisition of the functional projection DP does not take place in an all or nothing fashion, but rather develops in a gradual manner.

/pdf/what-can-the-acquisition-of-proper-names-and-kinship-terms-4k6ggdfiz4.pdf

What can the Acquisition of Proper Names and Kinship Terms tell us about the Acquisition of the DP

Object-first orders in Turkish do not pose a challenge during processing

Grammatical gender has been documented as a difficult feature to acquire for second language (L2) learners. The majority of previous studies has examined gender production, comprehension and processing in adult L2 learners, in an attempt to unravel whether or not the abstract representation of a gender feature is learnable (Bruhn de Garavito & White, 2003; Gruter, 2011; Franceschina, 2005; Montrul, et al., 2008; Hawkins & Franceschina, 2004; Valenzuela, Kozlowska-MacGregor & Leung, 2004). The results from these studies have drawn a mixed picture as to whether problems in production are output related, as the Missing Surface Inflection Hypothesis (MSIH, Haznedar & Schwartz, 1997) would suggest, or represent underlying problems with L2 gender feature specification (Hawkins & Franceschina, 2004). Nevertheless, most studies converge on that adult L2 learners make use of morphophonological cues on nouns for assigning nouns to a gender class. (Bruhn de Garavito & White, 2003, Franceschina, 2005). The importance of morpho-phonological cues in determining grammatical gender was initially reported in studies with monolingual (L1) children. (Kamiloff-Smith, 1979; Perez-Pereira, 1991). These studies showed that L1 children acquiring French or Spanish tend to rely more on morpho-phonological cues for gender assignment than on semantic (animacy/sex of the noun) or syntactic (form of related articles, adjectives etc.) information. These morphophonological cues refer to the grammatical gender being predicted by statistical

/pdf/processing-of-gender-in-turkish-dutch-and-turkish-greek-2ajqxklf6v.pdf

Processing of gender in Turkish-Dutch and Turkish-Greek child L2 learners

Studies on the acquisition of indefinite articles by sequential bilingual (L2) children have provided mixed results regarding whether L2 children omit or substitute indefinite articles In the present paper, we examined whether Turkish-speaking child L2 learners of English omitted or substituted indefinite articles by using a production task that comprised two different semantic contexts, the referential specific and the non-referential predicational context We also examined the source of children’s errors by using a self-paced listening task where children heard grammatical sentence where indefinite articles were present and ungrammatical sentences with omitted indefinite articles L2 children’s performance was compared with that of two monolingual (L1) groups: an age-matched L1 group and a younger L1 group Results showed that all groups of children distinguished between the two semantic contexts in both the production and the on-line processing task At the same time, both groups of older L1 and L2 children’s errors consisted in omission of indefinite articles whereas the predominant error for the younger L1 children was substitutions In the on-line processing task, all groups of children detected the ungrammaticality related to article omission We interpret these results within the Feature Reassembly and the Full Transfer/Full Access Hypotheses

/pdf/l2-children-do-not-fluctuate-production-and-on-line-d909wpoiko.pdf

Theodoros Marinis

Papers

Sentence repetition in children with autism spectrum disorder in Saudi Arabia: An investigation of morphosyntactic abilities

What can the Acquisition of Proper Names and Kinship Terms tell us about the Acquisition of the DP

Object-first orders in Turkish do not pose a challenge during processing

Processing of gender in Turkish-Dutch and Turkish-Greek child L2 learners

L2 children do not fluctuate : Production and on-line processing of indefinite articles in Turkish-speaking child learners of English