Showing papers in "Applied Psycholinguistics in 1991"
TL;DR: In this paper, the role of phonological memory and linguistic factors in nonword repetition in 4-, 5-, and 6-year-olds was investigated. And the authors found that repetition accuracy in four-, five-, and six-year old children was sensitive to two independent factors: a phonologically memory factor, nonword length, and a linguistic factor, wordlikeness.
Abstract: It has recently been suggested that the developmental association between nonword repetition performance and vocabulary knowledge reflects the contribution of phonological memory processes to vocabulary acquisition (e.g., Gathercole & Baddeley, 1989). An alternative account of the association is that the child uses existing vocabulary knowledge to support memory for nonwords. The present article tests between these two alternative accounts by evaluating the role of phonological memory and linguistic factors in nonword repetition. In a longitudinal database, repetition accuracy in 4-, 5-, and 6-year-olds was found to be sensitive to two independent factors: a phonological memory factor, nonword length, and a linguistic factor, wordlikeness. To explain these combined influences, it is suggested that repeating nonwords involves temporary phonological memory storage which may be supported by either a specific lexical analogy or by an appropriate abstract phonological frame generated from structurally similar vocabulary items.
317 citations
TL;DR: Gathercole, Willis, Emslie, and Baddeley as mentioned in this paper presented a reanalysis of some of their earlier data concerned with the relationship between nonword repetition and the development of vocabulary knowledge in young children.
Abstract: Gathercole, Willis, Emslie, and Baddeley (1991) present a reanalysis of some of their earlier data concerned with the relationship between nonword repetition and the development of vocabulary knowledge in young children. In the present article we outline some theoretical differences between ourselves and this group in the interpretation of nonword repetition and discuss how best these differences could be resolved.
260 citations
TL;DR: In this article, the mean length of utterance (MLU) in morphemes was examined as a predictor of grammatical complexity of natural language corpora of normal preschoolers and of children and adolescents with delayed language, Fragile X syndrome, Down syndrome, and autism.
Abstract: Mean length of utterance (MLU) in morphemes was examined as a predictor of the grammatical complexity of natural language corpora of normal preschoolers and of children and adolescents with delayed language, Fragile X syndrome, Down syndrome, and autism. The Index of Productive Syntax (IPSyn) served as the measure of syntactic and morphological proficiency. For all groups, a strong curvilinear association between measures was found across the MLU range from 1.0 to about 4.5. Correlations were weaker when MLU exceeded 3.0 than during earlier stages of language development, however, confirming previous suggestions that MLU becomes less closely associated with grammatical development as linguistic proficiency increases. For the language-disordered groups, moreover, the curves relating the two measures differed from the curves for the normal preschoolers because MLU frequently overestimated actual IPSyn scores. The results are discussed with respect to the use of MLU in conjunction with other measures of syntactic complexity in the study of atypical language development.
173 citations
TL;DR: In this paper, a series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes.
Abstract: This study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.
164 citations
TL;DR: This article found that both errors and reaction times increased with age, especially for more complex syntactic types and implausible sentences, suggesting that the subtle breakdown seen in syntactic processing may be a language-specific impairment.
Abstract: Comprehension of six syntactic structures was tested across four age groups. Each structure was presented with both plausible and implausible content. The contribution of cognitive nonlinguistic factors important for comprehension (attention, short-term memory, and mental control) was tested via standard neuropsychological tasks. Sixty-six women aged 30–79 were tested. Both errors and reaction times increased with age, especially for more complex syntactic types and implausible sentences. The neuropsychological factors tested contributed minimally to an age-related decline in comprehension, suggesting that the subtle breakdown seen in syntactic processing may be a language-specific impairment.
118 citations
TL;DR: The authors compared a group of 54 children with specific language impairment with a control group on a referential communication task in which the child was asked to describe a picture from an array of eight similar items so that the listener could identify it.
Abstract: A group of 54 children with specific language impairment was compared with a control group on a referential communication task in which the child was asked to describe a picture from an array of eight similar items so that the listener could identify it. The language-impaired children performed more poorly than age-matched controls. However, there was no relationship between referential communication performance and conversational ability. Children who provided excessive and irrelevant information in conversation did not show the same characteristics in the experimental setting. Formal task requirements, such as the need to scan an array, appeared to be a major determinant of performance on structured referential communication tasks. These tasks are not sensitive to the types of pragmatic difficulty that some children have in open-ended conversation.
85 citations
TL;DR: In this article, the authors present data from a longitudinal investigation of the development of language and communicative skills in infants suffering from focal brain injury in the pre- or perinatal period.
Abstract: In this article, we present data from a longitudinal investigation of the development of language and communicative skills in infants suffering from focal brain injury in the pre- or perinatal period. We focus on phonological analyses of babbling and first words, and parental reports of the use of gestures for communicative purposes, word comprehension, and word production. Results indicate that all children were delayed in the number of gestures they were reported to produce, as well as in reported lexical production. Reported comprehension was also typically well below age level; however, age-appropriate comprehension was observed in one child throughout the period sampled. Phonological analyses revealed both similarities and differences between the early vocalizations of the neurologically involved children and those of the control group. Most notably, the vocalizations of the children with brain injury contained a smaller proportion of “true” consonants at the earliest session. The children who showed an increase in the proportion of consonant production by the third testing session were those who had also begun to produce words by this period. Thus, phonological and lexical developments were both observed during the period studied here, with improvement most evident in children with damage to anterior (as opposed to posterior) brain areas. Lastly, like normally developing children, children with brain injury displayed idiosyncratic patterns of consonant articulation. These tendencies were observed in all vocalizations, both babble and words, suggesting that continuity of consonant place and manner is evident even in the face of general delay in the acquisition of communicative abilities.
84 citations
TL;DR: In this article, six native speakers of Mandarin Chinese recorded 140 preselected utterances in three role-play contexts that differentially elicited registers of babytalk to presyllabic infants (BTP), foreign language instruction (FLI), and adult conversation (AC).
Abstract: Six native speakers of Mandarin Chinese recorded 140 preselected utterances in three role-play contexts that differentially elicited registers of babytalk to presyllabic infants (BTP), foreign language instruction (FLI), and adult conversation (AC). Sound spectrograms were used to obtain 10 measures of fundamental frequency (Fo) patterns for comparisons among the three registers. In FLI, the speakers expanded Fo patterns in time and Fo range in comparison with AC. They clarified lexical tonal information and seemed to reduce suprasegmental information. In BTP, the speakers raised peak and minimum Fo, reduced the rate of Fo fluctuations, and increased the proportion of terminal rising contours. The speakers reduced, neglected, or modified lexical tonal information in favor of simplified and clarified intonation contours. The significance of the results is discussed in relation to tone acquisition in children and to a universal intuitive didactic competence in caretakers.
81 citations
TL;DR: In this paper, children between 3-5 years who knew the alphabet but could not read were given three tasks: deciding which of two words was longer when the word pairs were presented orally, in writing, or accompanying pictures.
Abstract: Children between 3–5 years who knew the alphabet but could not read were given three tasks. In the first, they decided which of two words was longer when the word pairs were presented orally, in writing, or accompanying pictures. In the second, they “read” a word when it accompanied a picture of the named object and then again when it was placed with a picture of a different object. Finally, they were given a set of plastic letters with which they could create their own words. Although all the children had explicit knowledge of letters and sounds, they lacked symbolic knowledge of how letters represent sounds. This symbolic knowledge, it is claimed, is a precondition to learning to read.
80 citations
TL;DR: This paper found that the late-talkers (LTs) expressed significantly fewer intentions, but that the difference between the two groups could be accounted for entirely by the difference in one type of intention: the expression of joint attentional intentions.
Abstract: Initiation of communication in videotaped, unstructured mother–child interactions was examined in two groups of 2-year-olds: those with normal language development and those with late acquisition of expressive language. Results revealed that the late-talkers (LTs) expressed significantly fewer intentions, but that the difference between the two groups could be accounted for entirely by the difference in one type of intention: the expression of joint attentional intentions. Investigation of the forms of expression of intentions showed that the normal group used significantly more verbal forms of expression, as expected. The predominant form for the normal group was word combinations, while the predominant form for the LTs was vocalization. The implications of these results for understanding the mechanisms involved in early language delay are discussed.
70 citations
TL;DR: The authors used the competition model to report sentence subjects after listening to Japanese word strings which consisted of one verb and two nouns each, and found that the response patterns of Japanese Ss were consistent with the developmental precedence of meaning-based comprehension strategy over a grammar-based one.
Abstract: In an experiment based on the competition model, 12 native Japanese speakers (J1 group) and 12 native English speakers studying Japanese (JFL group) were requested to report sentence subjects after listening to Japanese word strings which consisted of one verb and two nouns each. Similarly, 12 native English speakers (E1 group) and 12 native Japanese speakers studying English (EFL group) reported the sentence subjects of English word strings. In each word string, syntactic (word order) cues and lexical-semantic (animacy/inanimacy) cues converged or diverged as to the assignment of the sentence subjects. The results show that JFL-Ss (experimental subjects) closely approximated the response patterns of J1-Ss, while EFL-Ss showed evidence of transfer from their first language, Japanese. The results are consistent with the developmental precedence of a meaning-based comprehension strategy over a grammar-based one.
TL;DR: The authors examined one component of Alex's monologue behavior, private speech, while he was being taught new vocalizations, and found that Alex's behaviors were comparable to those of children in the early stages of language acquisition.
Abstract: An African Grey parrot, Alex, who had learned to use English speech in studies on referential interspecies communication and animal cognition, produced English monologues in both the presence and absence of human receivers. This study examines one component of Alex’s monologue behavior, private speech, while he was being taught new vocalizations. His private speech during those time periods included a small percentage of novel utterances, not yet used in the presence of his caretakers, that were phonologically related to, but not exact reproductions of, the new vocalizations. His monologues also contained utterances that were part of the general daily routine as well as the specific training paradigm, but rarely included verbatim reproductions of the training scenario. Alex’s behaviors were comparable to those of children in the early stages of language acquisition. Because monologue behavior has been characterized as a form of practice that facilitates human language development, the data are discussed in terms of the possible functions of monologues during Alex’s acquisition of novel vocalizations.
TL;DR: The authors investigated the determinants of adult usage of various syntactic and semantic cues in sentence interpretation in French and found that the failure of English word order strategies to correctly interpret many naturally occurring French sentences may be responsible for the adaptation of strategies appropriate to the second language.
Abstract: This study investigates the determinants of adult usage of various syntactic and semantic cues in sentence interpretation. Native French speakers and advanced English/French bilinguals were tested for the strength of usage of word order, clitic pronoun agreement, verb agreement, and noun animacy cues in the assignment of the actor role in French sentences. Native speakers showed strong use of clitic pronoun agreement, followed by much weaker use of verb agreement, an even weaker use of noun animacy, and negligible use of word order. This ranking reflects the importance of these cues in naturally occurring French sentences involving conflicts among cues in conjunction with a learning-on-error model. The English/French bilinguals did not manifest English-like strategies of word order preference on the French sentences; rather, they showed a cue ranking very similar to that of native speakers, although detectability may have played a role in their use of verb agreement. The failure of English word order strategies to correctly interpret many naturally occurring French sentences may be responsible for the adaptation of strategies appropriate to the second language.
TL;DR: In this paper, the second year of a 4-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio, was presented, and the results showed that performance differences in English and mathematics between subgroups of students did not depend on the program of instruction they were receiving.
Abstract: This report presents the results of the second year of a 4-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio. This program is of particular interest because it includes children from lower socioeconomic group and ethnic minority group (black) backgrounds in addition to majority group (white), middle-class students who have been the subject of virtually all evaluations of immersion to date. The native language development (English), academic achievement (math), and second language attainment (French) of pilot groups of middle- and working-class students and of black and white students who were in grade 1, as well as those of a follow-up cohort of kindergarten students, were assessed. The results showed that performance differences in English and mathematics between subgroups of students did not depend on the program of instruction they were receiving. Moreover, it was found that the working-class and black students scored as well as the middle-class and white students on the French language tests. The results are discussed further in terms of the immersion students’ level of proficiency in French.
TL;DR: The authors compared the narrative abilities of mildly mentally retarded and non-retarded children while narrating a wordless picture book story and found no differences between the groups in narrative length, use of tense and conjunctions, and use of narrative devices.
Abstract: This study compared the narrative abilities of mildly mentally retarded and nonretarded children. Twenty mildly mentally retarded children and 20 nonretarded children, matched on mental age, PPVT-R scores, and SES were audiotaped while narrating a wordless picture book story. Results showed no differences between the groups in narrative length, use of tense and conjunctions, and use of narrative devices. However, there were significant differences in use of reference, with the mildly retarded children using more definite article + noun character introductions, showing more pronoun confusion, and more often pronominalizing all references to the story protagonist. Control of reference in narrative is discussed as presenting a particularly challenging set of discourse abilities because it requires the child to integrate knowledge across a number of linguistic and nonlinguistic domains.
TL;DR: This paper explored the development in children of dual-level phonological processing and found evidence that 6-year-olds form underlying representations composed of morphophonemic segments by asking children to imitate complex words, omit specified portions and discuss the meaning of the resulting word parts.
Abstract: This study explores the development in children of dual-level phonological processing Evidence suggesting that 6-year-olds form underlying representations composed of morphophonemic segments was obtained by asking children to imitate complex words, omit specified portions, and discuss the meaning of the resulting word parts Trial items represent a variety of instances in which phonetic forms differ from underlying representations Although language-advanced first graders produced stronger evidence suggesting morphophonemic segments than language-delayed age-mates, and young adults supplied stronger evidence than either first-grade group; strength of evidence leads to the interpretation that even language-delayed 6-year-olds form morphophonemic segments Differences in performance between groups probably derive from differences in metalinguistic abilities and linguistic experience rather than from differences in units of phonological processing
TL;DR: The authors investigated phonetic activation in reading a non-alphabetic script (Chinese) and found that automatic phonetic activations would occur even for an ideographic script such as Chinese was supported by the results.
Abstract: This study investigated phonetic activation in reading a nonalphabetic script – Chinese. Since the Chinese ideographic script can be read with more than one dialectal pronunciation, a reader who has learned to read in two dialects will have two pronunciations for the same word stored in his memory. Thus, interference effects will occur. Sixteen subjects who read in Cantonese and Mandarin and 16 subjects who read in Mandarin but not in Cantonese were tested in a similarity judgment task based on pairs of Chinese words that were pronounced the same or differently in one or both of the dialects. That automatic phonetic activation would occur even for an ideographic script such as Chinese was supported by the results.
TL;DR: For instance, the authors investigated the relationship between nonword repetition abilities and vocabulary acquisition in young children and found that vocabulary size is associated with a range of abilities, including general intelligence scores, reading ability, reading comprehension, and school success.
Abstract: The opportunity taken by Snowling, Chiat, and Hulme to step into the debate concerning the nature of the relationship between nonword repetition abilities and vocabulary acquisition in young children should be welcomed. Vocabulary size is strongly associated with a range of abilities, including general intelligence scores, reading ability, reading comprehension, and school success (e.g., Anderson & Freebody, 1981) and as a consequence, vocabulary knowledge provides the major index of verbal intelligence in many standardized ability tests used with both children and adults. Given the weight attached by psychologists to vocabulary knowledge, it seems surprising that until recently the cognitive processes underpinning word learning had been largely neglected. Any progress in understanding the psychological constraints in vocabulary development, whether it takes the form of informed theoretical debate or further empirical work, should therefore be encouraged.
TL;DR: In this article, the phonologically disordered children's patterns of contrast acquisition were characterized by larger and more variable VOT values in comparison to those of the normally developing children, and different patterns of voicing contrast acquisition observed in VOTs were discussed with regard to the nature of linguistic change and the source of breakdown in children's speech sound errors.
Abstract: Speech sound production changes that occurred during acquisition of the initial voicing contrast induced through treatment in phonologically disordered children were compared to those that occurred during normal acquisition of the contrast. Target stop productions from three normally developing children and six phonologically disordered children were analyzed acoustically along the temporal measure of VOT. The phonologically disordered subjects displayed different patterns of voicing contrast acquisition, none of which replicated the normally developing children's pattern. The phonologically disordered children's patterns of acquisition were characterized by larger and more variable VOT values in comparison to those of the normally developing children. Different patterns of voicing contrast acquisition observed in VOTs are discussed with regard to the nature of linguistic change and the source of breakdown in children's speech sound errors.
TL;DR: In this paper, the authors evaluated the contribution of visuo-gestural modality versus linguistic factors in determining the order of elements in sign language, and found that the sign order is sensitive to modality as well as linguistic factors depending on the particular sentence structures considered.
Abstract: The present study evaluates the contribution of visuo-gestural modality versus linguistic factors in determining the order of elements in sign language. The same picture description task was given to 12 hearing subjects using spoken Italian, 12 deaf subjects using Italian Sign Language, and 12 hearing subjects using pantomime. Nonreversible, reversible, and locative productions with two elements were elicited. The results showed that Italian Sign Language differs along significant lines from both spoken Italian and pantomime. The pattern of similarities and differences found among the three experimental conditions allows us to argue that the order of signs in the sentence is sensitive to modality as well as linguistic factors depending on the particular sentence structures considered.
TL;DR: This paper examined differences between normally achieving students and learning-disabled students with specific problems in reading comprehension (i.e., poor comprehenders) on measures of language ability, including overall ability, auditory processing, receptive and expressive language, and syntactic ability related to text retellings.
Abstract: This study examined differences between normally achieving students and learning-disabled students with specific problems in reading comprehension (i.e., poor comprehenders) on measures of language ability, including overall ability, auditory processing, receptive and expressive language, and syntactic ability related to text retellings. Differences were related to performance on free and probed comprehension of expository passages varying in syntactic structure and discourse type. Poor comprehending students differed from normally achieving students on all language measures and in the manner in which reader-related and text-related variables predicted comprehension. Results support the positive role of syntactic ability in text comprehension, differences in free and probed recall responses, and the facilitating effect of structured text on recall.
TL;DR: The point of words is not always direct; metaphor and irony, among other forms of non-literal language, are quite common in everyday conversation as mentioned in this paper and children, who have yet to master such basic levels of language as vocabulary and syntax, would seem to face insurmountable obstacles to understand when speakers mean something other than exactly what they say.
Abstract: The point of words is not always direct; metaphor and irony, among other forms of nonliteral language, are quite common in everyday conversation. Young children, who have yet to master such basic levels of language as vocabulary and syntax, would seem to face insurmountable obstacles to understanding when speakers mean something other than exactly what they say. In other words, children must not only master an understanding of sentence meaning, but also become able to detect occasions when sentence meaning does not match speaker meaning. In The Point of Words, Winner assembles a considerable amount of research that addresses children's understanding of figurative speech, much of it her own. While, as Winner points out, the ability to go beyond the superficial appearance of things is uniquely human and the stuff of our most important scientific and artistic discoveries, her work carefully demonstrates the emergence of incipient ability to go beyond the surface meaning of words in preschool-aged children. In determining this, she advances our understanding of figurative language and of children. Winner begins with two premises: that the distinction between literal and nonliteral language is appropriate and useful, and that metaphor and irony are the two chief forms of nonliteral language encountered regularly. Differences between the two forms, according to Winner, rest primarily on the fact that metaphor is used descriptively, to reveal similarities between concepts, while irony is used evaluatively, to convey speakers' attitudes (usually negative) in certain social contexts and to separate their audiences into those who understand the irony because they share the speakers' attitudes and those who miss the irony because they do not. Such differences between metaphor and irony are not absolute; each form can fulfill both functions. Whatever the form of nonliteral language encountered, Winner divides the task of comprehending such language into three steps: (a) detection of nonliteral intent, (b) detection of the relation between sentence and speaker meanings, and (c) detection of speaker meaning. Errors in understanding irony occur at the first step, while errors in understanding metaphor occur at the second and third steps. Earlier steps are not a prerequisite for subsequent ones here in that, for example, children can understand that a speaker is saying something that is very different from what is true (step c) but fail to understand that such ironic utterances have nonliteral intent (step a). Winner subscribes to the interactionist philosophy of metaphor most eloquently articulated by Black (1962). This account rejects the notion that
TL;DR: This article found that children's spontaneous phonological processes are generally a result of lexical storage and recall factors, which is similar to Aitchison and Chiat's investigation with children.
Abstract: Phonological processes have been used to describe children’s speech for a number of years, but the causes of most processes remain unexplained. In a study investigating possible sources of processes in children’s speech, Aitchison and Chiat (1981) suggested that many developmental phonological processes may be a result of problems in lexical storage and retrieval. One limitation of their study, however, was that they had no adult control group, whose results might have helped clarify their findings. The present research with adults was similar to Aitchison and Chiat’s investigation with children and was intended to provide additional information about whether children’s typical phonological processes generally involve lexical storage and recall difficulties. Caution is advised in assuming that children’s spontaneous phonological processes are generally a result of lexical storage and recall factors.
TL;DR: In this paper, the authors place the different articles in perspective by comparing the authors' positions relative to the status they accord to semantic, pragmatic and formal categories in the child's early linguistic system and to the weight they assign to distributional and semantic analyses in the learning mechanism.
Abstract: For Braine this is a very promising way of obtaining the desired constraints to language acquisition theorizing. Levy and Schlesinger provide a welcome clarifying conclusion. They place the different articles in perspective by comparing the authors' positions relative to the status they accord to semantic, pragmatic, and formal categories in the child's early linguistic system and to the weight they assign to distributional and semantic analyses in the learning mechanism. In sum, Categories and Processes in Language Acquisition constitutes an important contribution to the language acquisition literature. Focusing on the origins of word classes and relational categories means dealing with a crucial problem of language acquisition, namely, that of investigating how children acquire knowledge about the existence of a linguistic system having properties and constraints of its own. The collection of stimulating articles allows the reader to consider different ways in which the child might achieve this major breakthrough. At the same time, the advanced student and the researcher are made aware of the numerous assumptions that lie behind superficially straightforward interpretations of children's speech. The cross-linguistic perspective gives breadth to the issues dealt with and allows a deeper understanding of them. The organization and clarity of the articles may at times leave something to be desired, but the patient reader will be amply rewarded for the effort spent.
TL;DR: MacWhinney et al. as mentioned in this paper used the competition model to learn how and when to use pronouns and determiners in the German gender system and used it to classify nouns in German gender systems.
Abstract: REFERENCES MacWhinney, B. (1987). The competition model. In B. MacWhinney (Ed.), Mechanisms of language acquisition. Hillsdale, NJ: Erlbaum. Maratsos, M. P. (1979). Learning how and when to use pronouns and determiners. In P. Fletcher & M. Garman (Eds.), Language acquisition (pp. 225-240). Cambridge: Cambridge University Press. Zubin, D. A., & Kopcke, K.-M. (1981). Gender: A less than arbitrary grammatical category. In R. A. Hendrick, C. S. Masek, & M. F. Miller (Eds.), Papers from the seventh regional meeting of the Chicago Linguistics Society (pp. 439-449). Chicago: University of Chicago Press. (1983, October). Semantic categorization of nouns in the German gender system. Paper presented to the Conference on Noun Classification, Eugene, OR.
TL;DR: For instance, Cook et al. as discussed by the authors proposed a Latent Variable Model (LVM) to model the development of possessives in children and found that the LVM can be applied to the crosslinguistic study of language acquisition.
Abstract: REFERENCES Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis for field settings. Boston: Houghton Mifflin. Deutsch, W., & Budwig, N. (1983). Form and function in the development of possessives, Papers and Reports on Child Language Development (Stanford University: Department of Linguistics), 22, 36-42. Loehlin, J. C. (1987). Latent variable models. Hillsdale, NJ: Erlbaum. Long, M. (1985). Input and second language acquisition theory. InS.Gass&C. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House. Menn, L. (1983). Development of articulatory, phonetic and phonological capabilities. In B. Butterworth (Ed.), Language production (Vol. 2, pp. 3-50). London: Academic. Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language learner (Research in Education Series Vol. 7). Ontario: Ontario Institute for Studies in Education. Popper, K. R.,&Eccles, J. C. (1977). The self and its brain. New York: Springer International. Slobin, D. I. (Ed.). (1985). The crosslinguistic study of language acquisition (Vols. 1 & 2). Hillsdale, NJ: Erlbaum. Strauss, S. (Ed.). (1982). U-shaped behavioral growth. New York: Academic.
TL;DR: Merriman, W. E., and Bowman, L. E. as discussed by the authors discussed the mutual exclusivity bias in children's word learning and found that children's understanding of the referential properties of collective and class nouns was impaired.
Abstract: Merriman, W. E. (1986). Some reasons for the occurrence and eventual correction of children's naming errors. Child Development, 57, 942-952. Merriman, W. E., & Bowman, L. L. (1989). The mutual exclusivity bias in children's word learning. Monographs of the Society for Research in Child Development, 54(3-4, Serial No. 220). Mervis, C. B. (1984). Early lexical development: The contributions of mother and child. In C. Sophian (Ed.), Origins of cognitive skills (pp. 339-370). Hillsdale, NJ: Erlbaum. Nelson, K. (1988). Constraints on word learning? Cognitive Development, 3, 221-246. Ninio, A. (1980). Ostensive definition in vocabulary teaching. Journal of Child Language, 7, 565-573. Rescorla, L. A. (1976). Concept formation in word learning. Doctoral dissertation, Yale University. Smith, L. B., & Rizzo, T. A. (1982). Children's understanding of the referential properties of collective and class nouns. Child Development, 53, 245-257. Tversky, A., & Kahneman, D. (1982). Judgment under uncertainty: Heuristics and biases. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgment and uncertainty: Heuristics and biases (pp. 3-22). Cambridge: Cambridge University Press. Waxman, S., & Gelman, R. (1986). Preschoolers' use of superordinate relations in classification. Cognitive Development, 1,139-156.
TL;DR: Erickson and Iglesias as discussed by the authors discuss the pros and cons of alternative solutions to critical decision dilemmas for example, the use of discrete point tests, integrated measures, or ethnographic approaches; and the special problems that may arise in the monolingual clinician's well-intentioned involvement of bilingual assistants.
Abstract: Erickson and Iglesias's chapter on assessment in non-English-proficient children is valuable for their detailed discussion of the pros and cons of alternative solutions to critical decision dilemmas for example, the use of discrete-point tests, integrated measures, or ethnographic approaches; and the special problems that may arise in the monolingual clinician's wellintentioned involvement of bilingual assistants. An ASH A statement that includes recommendations for avoiding such problems is summarized, and included in full in an Appendix. The Appendices are an important resource in themselves. They include an ASHA position statement on social dialects and \"Standards for Effective Oral Communication Programs\" prepared jointly by ASHA and the Speech Communication Association.