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Author: Vivien C. Tartter
Publisher: SAGE Publications, Incorporated
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 360
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Book Description
An up-to-date presentation of language use and communication skills in alternative populations. It is aimed at an audience already exposed to psycholinguistics.
Author: Vivien C. Tartter
Publisher: SAGE Publications, Incorporated
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 360
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Book Description
An up-to-date presentation of language use and communication skills in alternative populations. It is aimed at an audience already exposed to psycholinguistics.
Author: Patrick Coppens
Publisher: Psychology Press
ISBN: 1136486380
Category : Psychology
Languages : en
Pages : 346
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Book Description
Theory and research in aphasiology have typically concentrated on a limited population--right-handed adult monolinguals whose language uses an alphabetic code. Bilingual individuals, ideographical code users, and children (among others) have been separated out. This book examines the available data from these "atypical" aphasics, asking whether what makes them different has a significant effect on language representation and processing in the brain. Each chapter reviews literature pertinent to a given population and explores whether (and potentially how) these populations differ from the "typical" aphasic population. The ultimate goal is to better understand whether the model of language used in aphasiology can be extended to these "atypical" populations, or conversely, whether significant differences merit the development of a new model.
Author: Megan Renee Bryant
Publisher:
ISBN:
Category : Children with autism spectrum disorders
Languages : en
Pages : 57
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Book Description
Author: Caterina Marino
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this work is to explore how infants perceive surface features of language at different levels of processing. Specifically, in both typical and atypical populations, we examined 1) the processing of low-level auditory cues and its relationship with later language outcomes and 2) the sensitivity to word frequency to create abstract linguistic representations of lexical categories and their relative word order. Accordingly to bootstrapping models learners are able to extract abstract, structural and hence directly unobservable properties of the target language from perceptually available surface cues in the input that correlate with the underlying structure. Indeed, infants are sensitive to certain acoustic and phonological properties of the speech input, which in turn correlate with specific grammatical/syntactic structures. In order to map the link between the perception of these low-level, surface cues and more abstract grammatical knowledge, this work is organized in two main parts. In the first part, two longitudinal studies are reported. Each infant received an auditory discrimination threshold task (using the rapid auditory processing paradigm) followed by a habituation/visual novelty detection task used as a control for general cognitive skills. The auditory discrimination threshold was evaluated using non-linguistic (tones) sounds in one cohort of infants and linguistic sounds (syllables) in another cohort of infants at 9 months in order to investigate the language-specificity of the process within the auditory modality. Subsequently, infants' vocabulary was assessed at 12-14-18 and 24 months and a cognitive test (Mullen scale) was performed at 18-20 months as another control measure for early processing competence. Results show that early processing abilities are predictive of later vocabulary size in typical infants. Importantly, atypical participants exhibited slower and less efficient processing abilities in both visual and acoustic modality. In the second part, the role of word frequency in bootstrapping the basic lexical categories of function and content words and their relative order is explored. The two lexical categories differ in their linguistic functions, phonological makeup and frequency of occurrence. Thus, their frequency-based discrimination could constitute a powerful initial mechanism for infants to acquire the basic building blocks of language. As functors constitute closed classes, while content words come in open classes, we examined whether 8 month-old French monolinguals relied on word frequency to categorize and track functors as non-replaceable items in a closed class, and content words as freely replaceable items in open classes. In five artificial grammar-learning experiments we have found that infants treat frequent words as belonging to closed classes, and infrequent words as belonging to open classes and they map the relative order of these categories onto the basic word order of their native language, French, a functor-initial language. Importantly, atypical participants showed lower ability of discrimination, encoding and memory when compared to typically developing peers. Overall this work contributes to a better understanding of the perceptual abilities that directly contribute to language development. Moreover, it proposes possible behavioural markers that can be potentially useful in the early identification of atypical learners.
Author: Eva Aguilar-Mediavilla
Publisher: John Benjamins Publishing Company
ISBN: 9027262497
Category : Language Arts & Disciplines
Languages : en
Pages : 265
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Book Description
This book presents a range of ongoing studies on atypical language development in Romance languages. Despite the steady increase in the number of studies on typical language development, there is still little research about atypical language development, especially in Romance languages. This book covers four main conditions causing atypical language development. Part I explores the linguistic and communicative characteristics of preterm children learning Romance languages. The focus of Part II centers on children with Specific Language Impairment. Hearing Loss in Part III is another relevant factor leading to atypical language development. The final part IV zeroes in on genetic syndromes coupled to cognitive impairment with special attention to language development. This book presents a much needed overview of the most recent findings in all relevant fields dealing with atypical language development in children speaking Romance languages.
Author: Seana Coulson
Publisher: Frontiers Media SA
ISBN: 2889197727
Category : Neurosciences. Biological psychiatry. Neuropsychiatry
Languages : en
Pages : 180
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Book Description
Metaphor has been an issue of intense research and debate for decades (see, for example [1]). Researchers in various disciplines, including linguistics, psychology, computer science, education, and philosophy have developed a variety of theories, and much progress has been made [2]. For one, metaphor is no longer considered a rhetorical flourish that is found mainly in literary texts. Rather, linguists have shown that metaphor is a pervasive phenomenon in everyday language, a major force in the development of new word meanings, and the source of at least some grammatical function words [3]. Indeed, one of the most influential theories of metaphor involves the suggestion that the commonality of metaphoric language results because cross-domain mappings are a major determinant in the organization of semantic memory, as cognitive and neural resources for dealing with concrete domains are recruited for the conceptualization of more abstract ones [4]. Researchers in cognitive neuroscience have explored whether particular kinds of brain damage are associated with metaphor production and comprehension deficits, and whether similar brain regions are recruited when healthy adults understand the literal and metaphorical meanings of the same words (see [5] for a review) . Whereas early research on this topic focused on the issue of the role of hemispheric asymmetry in the comprehension and production of metaphors [6], in recent years cognitive neuroscientists have argued that metaphor is not a monolithic category, and that metaphor processing varies as a function of numerous factors, including the novelty or conventionality of a particular metaphoric expression, its part of speech, and the extent of contextual support for the metaphoric meaning (see, e.g., [7], [8], [9]). Moreover, recent developments in cognitive neuroscience point to a sensorimotor basis for many concrete concepts, and raise the issue of whether these mechanisms are ever recruited to process more abstract domains [10]. This Frontiers Research Topic brings together contributions from researchers in cognitive neuroscience whose work involves the study of metaphor in language and thought in order to promote the development of the neuroscientific investigation of metaphor. Adopting an interdisciplinary perspective, it synthesizes current findings on the cognitive neuroscience of metaphor, provides a forum for voicing novel perspectives, and promotes avenues for new research on the metaphorical brain. [1] Arbib, M. A. (1989). The metaphorical brain 2: Neural networks and beyond. John Wiley & Sons, Inc. [2] Gibbs Jr, R. W. (Ed.). (2008). The Cambridge handbook of metaphor and thought. Cambridge University Press. [3] Sweetser, Eve E. "Grammaticalization and semantic bleaching." Annual Meeting of the Berkeley Linguistics Society. Vol. 14. 2011. [4] Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. Basic books. [5] Coulson, S. (2008). Metaphor comprehension and the brain. The Cambridge handbook of metaphor and thought, 177-194. [6] Winner, E., & Gardner, H. (1977). The comprehension of metaphor in brain-damaged patients. Brain, 100(4), 717-729. [7] Coulson, S., & Van Petten, C. (2007). A special role for the right hemisphere in metaphor comprehension?: ERP evidence from hemifield presentation. Brain Research, 1146, 128-145. [8] Lai, V. T., Curran, T., & Menn, L. (2009). Comprehending conventional and novel metaphors: An ERP study. Brain Research, 1284, 145-155. [9] Schmidt, G. L., Kranjec, A., Cardillo, E. R., & Chatterjee, A. (2010). Beyond laterality: a critical assessment of research on the neural basis of metaphor. Journal of the International Neuropsychological Society, 16(01), 1-5. [10] Desai, R. H., Binder, J. R., Conant, L. L., Mano, Q. R., & Seidenberg, M. S. (2011). The neural career of sensory-motor metaphors. Journal of Cognitive Neuroscience, 23(9), 2376-2386.
Author: Huei‐Mei Liu
Publisher: Springer Nature
ISBN: 9811576068
Category : Foreign Language Study
Languages : en
Pages : 277
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Book Description
This book addresses important issues of speech processing and language learning in Chinese. It highlights perception and production of speech in healthy and clinical populations and in children and adults. This book provides diverse perspectives and reviews of cutting-edge research in past decades on how Chinese speech is processed and learned. Along with each chapter, future research directions have been discussed. With these unique features and the broad coverage of topics, this book appeals to not only scholars and students who study speech perception in preverbal infants and in children and adults learning Chinese, but also to teachers with interests in pedagogical applications in teaching Chinese as Second Language.
Author: Courtenay Frazier Norbury
Publisher: Psychology Press
ISBN: 1135419450
Category : Psychology
Languages : en
Pages : 353
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Book Description
Developmental language disorders (DLD) occur when a child fails to develop his or her native language often for no apparent reason. Delayed development of speech and/or language is one of the most common reasons for parents of preschool children to seek the advice of their family doctor. Although some children rapidly improve, others have more persistent language difficulties. These long-term deficits can adversely affect academic progress, social relationships and mental well-being. Although DLDs are common, we are still a long way from understanding what causes them and how best to intervene. Understanding Developmental Language Disorders summarises the recent research developments in genetics and neuroimaging studies, assessment techniques and treatment studies to provide an overview of all aspects of DLD. The book investigates the possible genetic and biological causes of the disorder, how best to assess children's language skills to identify when and where communication breakdown occurs, what the long-term outcomes are for children who grow up with DLD, overlaps between DLD and other childhood disorders such as dyslexia and autism and how best to treat children with the disorder. Each chapter is written by a leading authority in the field in a format accessible to researchers, clinicians and families alike. This book, with its focus on both theory and practice, will be invaluable to students and researchers of speech-language pathology, psychology, psychiatry, linguistics and education. It will also be of interest to practicing speech-language pathologists, clinical psychologists, psychiatrists, educational psychologists, and teachers and parents of children with developmental language disorders.
Author: Victoria Yaneva
Publisher: Taylor & Francis
ISBN: 1000904199
Category : Education
Languages : en
Pages : 339
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Book Description
Advancing Natural Language Processing in Educational Assessment examines the use of natural language technology in educational testing, measurement, and assessment. Recent developments in natural language processing (NLP) have enabled large-scale educational applications, though scholars and professionals may lack a shared understanding of the strengths and limitations of NLP in assessment as well as the challenges that testing organizations face in implementation. This first-of-its-kind book provides evidence-based practices for the use of NLP-based approaches to automated text and speech scoring, language proficiency assessment, technology-assisted item generation, gamification, learner feedback, and beyond. Spanning historical context, validity and fairness issues, emerging technologies, and implications for feedback and personalization, these chapters represent the most robust treatment yet about NLP for education measurement researchers, psychometricians, testing professionals, and policymakers. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-NonCommercial-No Derivatives 4.0 license.
Author: Gianfranco Denes
Publisher: Psychology Press
ISBN: 1317909941
Category : Psychology
Languages : en
Pages : 212
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Book Description
Neural Plasticity Across the Lifespan reviews the recent scientific developments which are transforming our understanding of the human brain. For many years it was thought that modifications to the structural and functional organization of the brain were limited to a short early period of life, "the critical period", and, in adults, to the memory system. Recent research suggests that on the contrary we should see the human brain as a flexible structure, which adapts and modifies in response to learning, sensory experience, age and disease. The book provides an integrated overview of contemporary research on neural plasticity - the process by which the brain can change in structure and function to cope with new experiences and react to the effects of acquired damage or sensory deprivation. It reviews data on plasticity in the developing brain, looking at both typical and atypical development, alongside clinical and observational research on the adult population. It covers a number of key topics, including: different forms of neural plasticity factors affecting neural plasticity (ageing and gender), neural plasticity in language acquisition, memory and bodily self-consciousness mechanisms of repair – plasticity following sensory deprivation and acquired brain damage. This is an accessible overview of an emerging field of research which has fundamental implications for how we perceive our potential to change throughout our lives. It will be essential reading for all students of cognitive development, cognitive neuroscience and lifespan development.
