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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

This article reviews the current knowledge state on pragmatic and structural language abilities in autism and their potential relation to extralinguistic abilities and autistic traits. The focus is on questions regarding autism language profiles with varying degrees of (selective) impairment and with respect to potential comorbidity of autism and language impairment: Is language impairment in autism the co-occurrence of two distinct conditions (comorbidity), a consequence of autism itself (no comorbidity), or one possible combination from a series of neurodevelopmental properties (dimensional approach)? As for language profiles in autism, three main groups are identified, namely, (i) verbal autistic individuals without structural language impairment, (ii) verbal autistic individuals with structural language impairment, and (iii) minimally verbal autistic individuals. However, this tripartite distinction hides enormous linguistic heterogeneity. Regarding the nature of language impairment in autism, there is currently no model of how language difficulties may interact with autism characteristics and with various extralinguistic cognitive abilities. Building such a model requires carefully designed explorations that address specific aspects of language and extralinguistic cognition. This should lead to a fundamental increase in our understanding of language impairment in autism, thereby paving the way for a substantial contribution to the question of how to best characterize neurodevelopmental disorders. 

/pdf/language-in-autism-domains-profiles-and-co-occurring-3n6uqvg3.pdf

Language in autism: domains, profiles and co-occurring conditions

The mudbrick wall remains preserved to date in the site of Eleusis are some of the largest preserved in Greece. Following an extensive investigation of the properties of existing mudbricks, material of similar properties from the archaeological site of Eleusis was used to reproduce mudbricks of similardensity with the ancient ones after drying with various concentrations of dry grass also from the archaeological site. Actual mudbricks were reproduced and brought to a final equilibrium condition under climatic conditions practically similar to those in Eleusis. Others were used to trim samples and measuremechanical properties to compare with original mudbricks, others were instrumented with suction and volumetric water content sensors in order to monitor mudbrick drying under climatic conditions and others in order to build small mudbrick walls with mortar from the same soil used to make the mudbricks. These small mudbrick walls included the mudbricks with internally installed suction and volumetric water content sensors and were also constructed with similar sensors in the mortar. This allowed monitoring of drying of the mortar until each whole mudbrick wall came to equilibrium and was then subjected to uniaxial compression under load control. Monitoring of mudbricks and mudbrick walls indicated that the higher the dry grass concentration, the higher the drying rate of the mudbricks; the lower the dry grass concentration the higher the probability of mudbrick cracking during drying; minimum required time for mudbrick and mudbrick wall drying for the particular soil used in the ancient mudbricks is not less than 5 weeks. Finally, uniaxial compression under load control on both samples trimmed from dried mudbricks and mudbrick walls indicated that uniaxial compression strength decreases with increasing dry grass concentration and mudbrick wall strength should be expected in the order of 70-80% that of the cubic samples trimmed from dried mudbricks and subjected to load rate control compression.

/pdf/reproduction-and-long-term-monitoring-of-drying-of-mudbricks-2pguivcd.pdf

Reproduction and long-term monitoring of drying of mudbricks and small mudbrick walls for the preservation of the ancient mudbrick wall of Eleusis

This paper presents a new toolkit for assessing Theory of Mind (ToM) via performance in first and second-order false belief (FB) tasks. The toolkit includes verbal and non-verbal versions of first and second-order FB tasks; the verbal version is currently available in Greek and German. Scenarios in the toolkit are balanced for factors that may influence performance, like the reason for the FB (deception, change-of-location, unexpected content). To validate our toolkit, we tested the performance of neurotypical adults in the non-verbal and verbal versions in two studies: Study 1 with 50 native speakers of German and Study 2 with 50 native speakers of Greek. The data from both studies yield similar results. Participants performed well in all conditions, showing slightly more difficulties in the second- than first-order FB conditions, and in the non-verbal than the verbal version of the task. This suggests that the task is at the high end of the sensitive range for neurotypical adults, and is expected to be well inside the sensitive range for children and populations that have difficulties in ToM. Factors like deception and type of outcome in the video-scenarios did not influence the behavior of neurotypical adults, suggesting that the task does not have any confounds related to these factors. The order of presentation of the verbal and non-verbal version has an influence on performance; participants beginning with the verbal version performed slightly better than participants beginning with the non-verbal version. This suggests that neurotypical adults used language to mediate ToM performance and learn from a language-mediated task when performing a non-verbal ToM task. To conclude, our results show that the scenarios in the toolkit are of comparable difficulty and can be combined freely to match demands in future research with neurotypical children and autistic individuals, as well as other populations that have been shown to have difficulties in ToM. Differences between baseline and critical conditions can be assumed to reflect ToM abilities, rather than language and task-based confounding factors.

Development and validation of a task battery for verbal and non-verbal first- and second-order theory of mind

Book Review: Language Acquisition: The Growth of Grammar

This paper aims to identify effective means of measuring dominance and proficiency in bilingual children. Thirty-seven Farsi-English Heritage language speaking children from 6;1 to 11;6 were assessed on their vocabulary, morphosyntax, and narrative microstructure skills in both languages to address whether there is a difference between their proficiency in Farsi as a heritage and English as a majority language, how the scores on the vocabulary, morphosyntax, and narrative microstructure tasks relate to one another, and based on the results of each task in both languages if any of the children are at risk for a Developmental Language Disorder. Vocabulary was assessed using the LITMUS- Cross-Linguistic Lexical Task (CLT), morphosyntax using the LITMUS-Sentence Repetition (SR) tasks, and Narrative microstructure using the LITMUS-Multilingual Assessment Instrument for Narratives (MAIN). Individual language proficiency was identified via an in-depth profile analysis for each participant who looked at their performance on all experimental tasks in both languages. The data demonstrated that on the vocabulary and narrative tasks the participants were more dominant in English than in Farsi, while on the sentence repetition task there were no significant differences between the two languages. Correlation analyses showed that vocabulary scores were strongly correlated to the sentence repetition scores and the microstructure scores. The English and Farsi sentence repetition scores also correlated moderately with the microstructure scores within each language. Profile analysis showed that no child within the study scored < 1.5 or 2 standard deviations below the mean on more than two tasks in both languages. However, interesting patterns emerged indicating that some participants had a greater proficiency in one language vs. the other language. The results from this study showed that measuring language within a single domain (e.g., morphosyntax) is not enough to identify a bilingual child's language dominance and/or proficiency. Instead, an in-depth profile analysis and language assessments across various language domains need to be done in order to appropriately measure language dominance and proficiency. Consequently, this study supports the importance of measuring language across multiple domains in studies of bilingual children. The clinical significance of appropriately identifying language dominance and proficiency was also shown, as such information would allow clinicians to make more appropriate clinical decisions.

Theodoros Marinis

Papers

Language in autism: domains, profiles and co-occurring conditions

Reproduction and long-term monitoring of drying of mudbricks and small mudbrick walls for the preservation of the ancient mudbrick wall of Eleusis

Development and validation of a task battery for verbal and non-verbal first- and second-order theory of mind

Book Review: Language Acquisition: The Growth of Grammar

Using multiple measures of language dominance and proficiency in Farsi-English bilingual children