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Journal articles on the topic 'Language sampling'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Rijkhoff, Jan, Dik Bakker, Kees Hengeveld, and Peter Kahrel. "A Method of Language Sampling." Studies in Language 17, no. 1 (January 1, 1993): 169–203. http://dx.doi.org/10.1075/sl.17.1.07rij.

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In recent years more attention is being paid to the quality of language samples in typological work. Without an adequate sampling strategy, samples may suffer from various kinds of bias. In this article we propose a sampling method in which the genetic criterion is taken as the most important: samples created with this method will reflect optimally the diversity of the languages of the world. On the basis of the internal structure of each genetic language tree a measure is computed that reflects the linguistic diversity in the language families represented by these trees. This measure is used to determine how many languages from each phylum should be selected, given any required sample size.

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Hux, Karen, Mary Morris-Friehe, and Dixie D. Sanger. "Language Sampling Practices." Language, Speech, and Hearing Services in Schools 24, no. 2 (April 1993): 84–91. http://dx.doi.org/10.1044/0161-1461.2402.84.

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A total of 239 school-based speech-language pathologists from nine midwestern states were surveyed about their language sampling practices. Survey data provided information on collection and analysis procedures and on clinicians' attitudes toward language sampling. Findings revealed that school speech-language pathologists routinely supplement quantitative assessment procedures with language sample analyses, are sensitive to the effects of some contextual variables on sample representativeness, and use language sampling information to assist in planning intervention services. Points of concern surfacing from the data analysis included clinician reliance on self-designed analysis procedures, limitations in the types of students assessed through language sampling, and the lack of research consultation when clinicians make decisions about collection and analysis procedures.

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Rojas, Raúl, and Aquiles Iglesias. "Using Language Sampling to Measure Language Growth." Perspectives on Language Learning and Education 17, no. 1 (March 2010): 24–31. http://dx.doi.org/10.1044/lle17.1.24.

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Abstract This article illustrates how speech-language pathologists (SLPs) can use language sampling and growth curve modeling (GCM) to examine the language growth rates of English Language Learners. GCM data on language samples provides SLPs with powerful, new tools to evaluate actual progress over time instead of relying on single, static measurement endpoints to determine typical development.

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Gui, Wenli, Liping Jing, Liu Yang, and Jian Yu. "Unsupervised Cross-Language Classification with Stratified Sampling-Based Cluster Ensemble." International Journal of Machine Learning and Computing 5, no. 3 (June 2015): 165–71. http://dx.doi.org/10.7763/ijmlc.2015.v5.502.

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Furey, Joan E., and Ruth V. Watkins. "Accuracy of Online Language Sampling." American Journal of Speech-Language Pathology 11, no. 4 (November 2002): 434–39. http://dx.doi.org/10.1044/1058-0360(2002/046).

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This study investigated the accuracy of online language sample data collection. Language samples were collected from 22 preschoolers (11 with language impairments and 11 typically developing) using a semiscripted, play-based sampling procedure designed to elicit 50 target verbs. During each sampling session, examiners recorded the target verbs a child produced. The online target verb repertoire for each child was then compared with the target verb repertoire extracted from transcription of the audiotape. Results indicated strong positive correlations between target verb repertoires recorded online and those obtained from transcription. Our results indicate that online transcription can be a useful procedure for clinicians who may be restricted in their ability to use language sampling procedures because of the significant time required for transcription and subsequent sample analysis. Although the current study revealed strong accuracy in online recording for one relatively focused aspect of language production, additional investigation will be needed to evaluate real-time recording for a broader range of linguistic abilities.

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Finestack, Lizbeth H., Bita Payesteh, Jill Rentmeester Disher, and Hannah M. Julien. "Reporting Child Language Sampling Procedures." Journal of Speech, Language, and Hearing Research 57, no. 6 (December 2014): 2274–79. http://dx.doi.org/10.1044/2014_jslhr-l-14-0093.

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Purpose Despite the long history of language sampling use in the study of child language development and disorders, there are no set guidelines specifying the reporting of language sampling procedures. The authors propose reporting standards for use by investigators who employ language samples in their research. Method The authors conducted a literature search of child-focused studies published in journals of the American Speech-Language-Hearing Association between January 2000 and December 2011 that included language sampling procedures to help characterize child participants or to derive measures to serve as dependent variables. Following this search, they reviewed each study and documented the language sampling procedures reported. Results The authors' synthesis revealed that approximately 25% of all child-focused studies use language samples to help characterize participants and/or derive dependent variables. They found remarkable inconsistencies in the reporting of language sampling procedures. Conclusion To maximize the conclusions drawn from research using language samples, the authors strongly encourage investigators of child language to consistently report language sampling procedures using the proposed reporting checklist.

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Bain, Barbara A., Lesley B. Olswang, and Glenn A. Johnson. "Language sampling for repeated measures with language-impaired preschoolers." Topics in Language Disorders 12, no. 2 (February 1992): 13–27. http://dx.doi.org/10.1097/00011363-199202000-00004.

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Klee, Thomas. "Clinical language sampling: analysing the analyses." Child Language Teaching and Therapy 1, no. 2 (July 1985): 182–98. http://dx.doi.org/10.1177/026565908500100206.

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Dryer, Matthew S. "Large Linguistic Areas and Language Sampling." Studies in Language 13, no. 2 (January 1, 1989): 257–92. http://dx.doi.org/10.1075/sl.13.2.03dry.

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Rojas, Raul, and Aquiles Iglesias. "Making a Case for Language Sampling." ASHA Leader 14, no. 3 (March 2009): 10–13. http://dx.doi.org/10.1044/leader.ftr1.14032009.10.

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Spencer, Elizabeth, Lucy Bryant, and Kim Colyvas. "Minimizing Variability in Language Sampling Analysis." Topics in Language Disorders 40, no. 2 (2020): 166–81. http://dx.doi.org/10.1097/tld.0000000000000212.

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BORNSTEIN, MARC H., KATHLEEN M. PAINTER, and JAIHYUN PARK. "Naturalistic language sampling in typically developing children." Journal of Child Language 29, no. 3 (July 22, 2002): 687–99. http://dx.doi.org/10.1017/s030500090200524x.

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This study compared naturalistic samples of three features of language in 30 two-year-olds – total utterances, word roots, and MLU – in the home in three contrasting situations: the child observed playing by her/himself with mother near by, the child and mother observed in direct play interaction, and the child and mother unobserved at a time the mother judged would provide a sample of the child's ‘optimal’ language. Children produced more utterances and word roots and expressed themselves in longer MLU when in interaction than when playing ‘alone’, but children's utterances, word roots, and MLU were greatest in the ‘optimal’ language production situation. Girls used more word roots and spoke in longer MLU (especially in the ‘optimal’ language situation) than boys. Despite mean level differences, children maintained their rank orders across the three situations in use of word roots and in MLU. These findings have implications for understanding children's language and the representativeness of sampling child language.

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Park, Sungwoo, Frank Pfenning, and Sebastian Thrun. "A probabilistic language based on sampling functions." ACM Transactions on Programming Languages and Systems 31, no. 1 (December 2008): 1–46. http://dx.doi.org/10.1145/1452044.1452048.

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Dollaghan, Christine A., Thomas F. Campbell, and Russell Tomlin. "Video Narration as a Language Sampling Context." Journal of Speech and Hearing Disorders 55, no. 3 (August 1990): 582–90. http://dx.doi.org/10.1044/jshd.5503.582.

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Video narration is a context for samping spontaneous expressive language in which the subject produces an on-line description of the events he or she observes on videotape. Video narration offers a means of reducing the variability among language samples from different speakers, or from the same speaker over time, because the number and complexity of events to be coded linguistically is known and constant. This increased consistency facilitates comparisons among samples, as well as enabling certain analyses requiring a transparent relationship between utterances and events. Advantages and limitations of video narration as an adjunct to conversational sampling are described, and comparisons between longitudinal video narration and conversational samples obtained from brain-injured children and their matched normal controls are presented.

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Park, Sungwoo, Frank Pfenning, and Sebastian Thrun. "A probabilistic language based upon sampling functions." ACM SIGPLAN Notices 40, no. 1 (January 12, 2005): 171–82. http://dx.doi.org/10.1145/1047659.1040320.

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Voniati, Louiza, Spyros Armostis, and Dionysios Tafiadis. "Language sampling practices: A review for clinicians." Evidence-Based Communication Assessment and Intervention 15, no. 1 (January 2, 2021): 24–45. http://dx.doi.org/10.1080/17489539.2021.1920118.

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Binger, Cathy, Jamie Ragsdale, and Aimee Bustos. "Language Sampling for Preschoolers With Severe Speech Impairments." American Journal of Speech-Language Pathology 25, no. 4 (November 2016): 493–507. http://dx.doi.org/10.1044/2016_ajslp-15-0100.

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Purpose The purposes of this investigation were to determine if measures such as mean length of utterance (MLU) and percentage of comprehensible words can be derived reliably from language samples of children with severe speech impairments and if such measures correlate with tools that measure constructs assumed to be related. Method Language samples of 15 preschoolers with severe speech impairments (but receptive language within normal limits) were transcribed independently by 2 transcribers. Nonparametric statistics were used to determine which measures, if any, could be transcribed reliably and to determine if correlations existed between language sample measures and standardized measures of speech, language, and cognition. Results Reliable measures were extracted from the majority of the language samples, including MLU in words, mean number of syllables per utterance, and percentage of comprehensible words. Language sample comprehensibility measures were correlated with a single word comprehensibility task. Also, language sample MLUs and mean length of the participants' 3 longest sentences from the MacArthur–Bates Communicative Development Inventory (Fenson et al., 2006) were correlated. Conclusion Language sampling, given certain modifications, may be used for some 3-to 5-year-old children with normal receptive language who have severe speech impairments to provide reliable expressive language and comprehensibility information.

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Garrard, Kay. "A Guide for Assessing Young Children's Expressive Language Skills Through Language Sampling." NSSLHA Journal 18 (November 1990): 87–95. http://dx.doi.org/10.1044/nsshla_18_87.

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Westerveld, Marleen F., and Mary Claessen. "Clinician survey of language sampling practices in Australia." International Journal of Speech-Language Pathology 16, no. 3 (January 21, 2014): 242–49. http://dx.doi.org/10.3109/17549507.2013.871336.

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Palmer, Maryjane Bialomizy. "Using Language Sampling to Analyze Adolescent Syntactical Structures." Perspectives on School-Based Issues 7, no. 1 (March 2006): 9–15. http://dx.doi.org/10.1044/sbi7.1.9.

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Hadley, Pamela A. "Language Sampling Protocols for Eliciting Text-Level Discourse." Language, Speech, and Hearing Services in Schools 29, no. 3 (July 1998): 132–47. http://dx.doi.org/10.1044/0161-1461.2903.132.

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The identification of linguistic vulnerability in school-age students is likely to require collecting and analyzing samples of text-level discourse. Text-level discourse produced as part of narrative and expository tasks is more likely to reveal school-age children’s most advanced language abilities and to evoke more communication breakdowns and production errors. This article briefly reviews the research literature establishing the need to sample text-level discourse and identifies several issues for clinicians to consider when constructing their own language sampling protocols. The article concludes with the description of two different protocols that could be used in school- and clinic-based settings, along with examples of how these protocols have been administered and analyzed for clinical purposes.

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Madhyastha, Harsha V., and Balachander Krishnamurthy. "A generic language for application-specific flow sampling." ACM SIGCOMM Computer Communication Review 38, no. 2 (March 31, 2008): 5–16. http://dx.doi.org/10.1145/1355734.1355736.

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Chand, Gambhir Bahadur. "Language indexicalities in multilingual English language classrooms: A narrative inquiry." Scholars' Journal 3 (December 1, 2020): 30–46. http://dx.doi.org/10.3126/scholars.v3i0.37128.

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Language indexicality is the major problem in multilingual classrooms. Students from minority language communities may feel dominated in the classroom due to the lack of competency in the dominant languages used in the classroom. I have been dealing with such diversified classes for a long time and my teaching experience motivated me to carry out this research. This study tried to explore the nature of language dominance in a multilingual English language classroom and how students of minority community feel in the classroom. I used narrative inquiry as the main research design and purposive sampling procedure for sampling the participants and research site. Language dominance in the multilingual classroom was found problematic for minority community students. They mainly feel dominated in the classroom and do not enjoy studying in the classroom. The study also found that minority language learners are demotivated to take part in classroom interaction. Inappropriate use of dominating language by the teachers also found more problematic in the study. The study concluded that use of dominant language heavily in the multilingual classroom creates problem rather than helping those students who have different mother tongues.

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Heilmann, John, Ann Nockerts, and Jon F. Miller. "Language Sampling: Does the Length of the Transcript Matter?" Language, Speech, and Hearing Services in Schools 41, no. 4 (October 2010): 393–404. http://dx.doi.org/10.1044/0161-1461(2009/09-0023).

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Johnson, Harold A., and Lyle E. Barton. "TDD Conversations: A Context for Language Sampling and Analysis." American Annals of the Deaf 133, no. 1 (1988): 19–25. http://dx.doi.org/10.1353/aad.2012.0639.

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Titus, S. J., and W. S. Adams. "A Fifth Generation Approach to Problem-Solving in Forest Mensuration and Sampling." Forestry Chronicle 64, no. 3 (June 1, 1988): 186–89. http://dx.doi.org/10.5558/tfc64186-3.

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A new problem-solving methodology, based on fifth generation computer programming languages, is presented for use in forestry or other technically-oriented fields. It is based on the integration of exposition, data, and computer programs into a single document that is processed by the computer to produce a report. With this methodology the report, a text file, provides a central focus for the problem-solving process as it happens rather than being a reconstruction after the fact. The methodology exploits the capability of a fifth generation language, the Nested Interactive Array Language (Nial), to interpret programs and expressions written in a form close to natural language. Nial's powerful general-purpose analysis capabilities facilitate better understanding of the solution process rather than obscuring it, and the ease with which new operations can be defined in a problem-oriented context allows the casual programmer access to powerful tools for solving new problems.

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Schelleter, Christina, and Louisette Stodel. "Sampling and assessing children's syntax." First Language 7, no. 21 (October 1987): 244. http://dx.doi.org/10.1177/014272378700702124.

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Karuza, Elisabeth A., Ping Li, Daniel J. Weiss, Federica Bulgarelli, Benjamin D. Zinszer, and Richard N. Aslin. "Sampling over Nonuniform Distributions: A Neural Efficiency Account of the Primacy Effect in Statistical Learning." Journal of Cognitive Neuroscience 28, no. 10 (October 2016): 1484–500. http://dx.doi.org/10.1162/jocn_a_00990.

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Successful knowledge acquisition requires a cognitive system that is both sensitive to statistical information and able to distinguish among multiple structures (i.e., to detect pattern shifts and form distinct representations). Extensive behavioral evidence has highlighted the importance of cues to structural change, demonstrating how, without them, learners fail to detect pattern shifts and are biased in favor of early experience. Here, we seek a neural account of the mechanism underpinning this primacy effect in learning. During fMRI scanning, adult participants were presented with two artificial languages: a familiar language (L1) on which they had been pretrained followed by a novel language (L2). The languages were composed of the same syllable inventory organized according to unique statistical structures. In the absence of cues to the transition between languages, posttest familiarity judgments revealed that learners on average more accurately segmented words from the familiar language compared with the novel one. Univariate activation and functional connectivity analyses showed that participants with the strongest learning of L1 had decreased recruitment of fronto-subcortical and posterior parietal regions, in addition to a dissociation between downstream regions and early auditory cortex. Participants with a strong new language learning capacity (i.e., higher L2 scores) showed the opposite trend. Thus, we suggest that a bias toward neural efficiency, particularly as manifested by decreased sampling from the environment, accounts for the primacy effect in learning. Potential implications of this hypothesis are discussed, including the possibility that “inefficient” learning systems may be more sensitive to structural changes in a dynamic environment.

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Kelly, Karen L. "Interpreting the “Sounds of Silence” in Dual Language Preschools in Qatar: Teacher's Use of Story Retelling and Language Sampling." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 17, no. 1 (March 2010): 11–24. http://dx.doi.org/10.1044/cds17.1.11.

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Abstract Analysis of English and Arabic story retelling in eight dual-language preschool classrooms in Qatar indicated that this method might provide useful data for monitoring children at risk for language delay. Language samples, elicited by teachers during five repeated story-retelling sessions, were obtained from a larger study of the vocabulary data of 157 children. Measures of language productivity included analysis of Total Utterances (TU) and number of Different Word Roots (DWR). Results revealed that 13% of the children who gave no response (NR) in English during the initial session were still non-productive 4 months later, at mid-year. Twenty-one percent of the children demonstrated English DWR more than 1 standard deviation below class means at mid-year and 17% remained below the mean at the end of the year. Review of concurrent Arabic language sampling at mid-year revealed that 7% of the children were non-productive in both languages and 13% achieved Arabic DWR levels that were more than 1 standard deviation below their class mean, with minimal change noted at the end of the year (12%), in spite of daily Arabic and English instruction. Recommendations are offered for SLP-supervised language sampling that facilitates dual language instruction in early childhood classrooms.

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Davis, Lawrence M. "Sampling and Statistical Inference in Dialectology." Journal of English Linguistics 19, no. 1 (April 1986): 42–48. http://dx.doi.org/10.1177/007542428601900104.

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Hrycej, Tomas. "Gibbs sampling in Bayesian networks." Artificial Intelligence 46, no. 3 (December 1990): 351–63. http://dx.doi.org/10.1016/0004-3702(90)90020-z.

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Nippold, Marilyn A., Laura M. Vigeland, Megan W. Frantz-Kaspar, and Jeannene M. Ward-Lonergan. "Language Sampling With Adolescents: Building a Normative Database With Fables." American Journal of Speech-Language Pathology 26, no. 3 (August 15, 2017): 908–20. http://dx.doi.org/10.1044/2017_ajslp-16-0181.

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Purpose The goal of the study was to create a language sampling task appropriate for adolescents and to contribute normative data from speakers with typical language development. Method Thirty adolescents (mean age = 14 years, 1 month) participated in an interview that involved the retelling and interpretation of 4 Greek fables. Each speaker's performance on the task was audio-recorded, transcribed verbatim, and entered into the Systematic Analysis of Language Transcripts computer program (Miller & Iglesias, 2015). Samples were analyzed statistically for language productivity and syntactic complexity. In addition, each participant's perspective on the moral messages of the fables was examined informally. Results The Fables task was effective in prompting adolescents to use complex language and in encouraging them to express their opinions about the moral messages. Although boys and girls did not differ in their performance on the task, some fables were more effective than others at eliciting spoken language and complex syntax. Moreover, the adolescents tended to agree with the moral messages of the fables and appeared to find them relevant to their lives. Conclusion The Fables task has potential for clinical use with adolescents. Research is necessary to expand the normative database to include larger and more diverse groups of adolescents.

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Channell, Marie Moore, Susan J. Loveall, Frances A. Conners, Danielle J. Harvey, and Leonard Abbeduto. "Narrative Language Sampling in Typical Development: Implications for Clinical Trials." American Journal of Speech-Language Pathology 27, no. 1 (February 6, 2018): 123–35. http://dx.doi.org/10.1044/2017_ajslp-17-0046.

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Purpose This study examined cross-sectional age-related trajectories of expressive language variables (syntactic complexity, lexical diversity, unintelligibility, dysfluency, and talkativeness) derived from a narrative language sampling procedure. Method Narrative samples were analyzed from 103 typically developing individuals, ages 4–21 years. Results Results showed that this procedure was effective for the entire age range, with participants producing an utterance on virtually every page of the wordless picture books used to prompt the narrative. Importantly, the cross-sectional trajectories for syntactic complexity and lexical diversity showed age-related increases through the age of 18 years, although measures of other dimensions of language showed different relationships with age. Conclusions These data inform developmental work and document the extent to which the narrative procedure can be used to characterize expressive language over a wide age range. This procedure has been proposed as an outcome measure for clinical trials and interventions involving individuals with intellectual and developmental disabilities. The present data document the developmental levels for which the procedure and metrics derived are appropriate.

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Chen, Xiaolei, Aihua Zhang, and Xinzhu Yang. "Adaptive Sampling for Low Power Mobile Sign Language Video Communication." International Journal of Signal Processing, Image Processing and Pattern Recognition 9, no. 12 (December 31, 2016): 177–84. http://dx.doi.org/10.14257/ijsip.2016.9.12.17.

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Rew, Christy, and David Irwin. "The Assessment of Morphological Production Utilizing Two Language Sampling Procedures." NSSLHA Journal 13 (November 1985): 10–19. http://dx.doi.org/10.1044/nsshla_13_10.

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Kilgore, Richard A., and George B. Kleindorfer. "Modeling noncoventional sampling schemes with a combined discrete-continuous language." SIMULATION 48, no. 2 (February 1987): 63–68. http://dx.doi.org/10.1177/003754978704800207.

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Goh, Ying Soon, Nasirin Abdillah, Noor Aileen Ibrahim, and Raja Mariam Raja Baniamin. "Language activities as a platform for second/foreign language learning : its relevance and challenges." Social and Management Research Journal 3, no. 2 (December 20, 2006): 97. http://dx.doi.org/10.24191/smrj.v3i2.5117.

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This study seeks to identify the relevance and challenges faced in conducting language activities to help foster second/foreign language learning at Universiti Teknologi MARA (UiTM) Terengganu. This is also aimed at assisting the organization to review practices of having language activities, hoping this may further cultivate and generate enthusiasm among students to learn second/foreign languages. This research also offers some possible ways to improve students' activities so as to help enhance their second/foreign language learning. In other words, this research may serve as a preliminary attempt aiming at providing reflections and insights on how students' participation in language activities conductedmay be usefulfor them in learning second/foreign languages. The research employs quantitative methodology in which random stratified sampling technique is used Samples consist of Bumiputera students taking English (as a second language) and Mandarin, French, and Arabic classes (as foreign languages). Generally, students are ofthe opinion that language activities can become a significant platform to project andshow their language skills and competency during presentations/performances. Nevertheless, as one ofmany recommendations suggested in the findings of this research, wefound that there is still a needfor evaluation andfo//ow-up work after having participated in the language activities.

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Morrison, Judith A., and Lawrence D. Shriberg. "Articulation Testing Versus Conversational Speech Sampling." Journal of Speech, Language, and Hearing Research 35, no. 2 (April 1992): 259–73. http://dx.doi.org/10.1044/jshr.3502.259.

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Detailed speech analyses were performed on data from 61 speech-delayed children assessed by both a standard articulation test and a conversational speech sample. Statistically significant differences between the articulation accuracy profiles obtained from the two sampling modes were observed at all linguistic levels examined, including overall accuracy, phonological processes, individual phonemes, manner features, error-type, word position, and allophones. Established sounds were often produced more accurately in conversational speech, whereas emerging sounds were often produced more accurately in response to articulation test stimuli. Error patterns involving word-to-word transitions were available only in the context of continuous speech. A pass-fail analysis indicated that the average subject would receive similar clinical decisions from articulation testing and conversational speech sampling on an average of 71% of consonant sounds. Analyses of demographic, language, and speech variables did not yield any subject characteristics that were significantly associated with concordance rates in the two sampling modes. Discussion considers sources of variance for differences between sampling modes, including processes associated with both the speaker and the transcriber. In comparison to the validity of conversational speech samples for integrated speech, language, and prosodic analyses, articulation tests appear to yield neither typical nor optimal measures of speech performance.

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Bailey, Guy, and Margie Dyer. "An Approach to Sampling in Dialectology." American Speech 67, no. 1 (1992): 3. http://dx.doi.org/10.2307/455756.

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Feld, Jan, and Alexander Maxwell. "Sampling error in lexicostatistical measurements." Diachronica 36, no. 1 (April 5, 2019): 100–120. http://dx.doi.org/10.1075/dia.18004.fel.

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Preston, Teresa. "A Look Back: The U.S. foreign language problem, as covered in Kappan." Phi Delta Kappan 101, no. 5 (January 27, 2020): 5–7. http://dx.doi.org/10.1177/0031721720903820.

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In this monthly Kappan column, Teresa Preston shares a sampling of what past Kappan authors have written about foreign language instruction U.S. schools. Although it is not a topic that has appeared frequently in Kappan, concern about a lack of such instruction goes back at least as far as the 1930s. Although authors have generally agreed about the need for more foreign language study, disputes have emerged about which languages to study and what methods are most effective for teaching foreign languages. Authors have, however, agreed that language study should start earlier than it generally does.

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Bacon, Elizabeth C., Suzanna Osuna, Eric Courchesne, and Karen Pierce. "Naturalistic language sampling to characterize the language abilities of 3-year-olds with autism spectrum disorder." Autism 23, no. 3 (May 14, 2018): 699–712. http://dx.doi.org/10.1177/1362361318766241.

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Characterization of language in naturalistic settings in autism spectrum disorder has been lacking, particularly at young ages, but such information is important for parents, teachers, and clinicians to better support language development in real-world settings. Factors contributing to this lack of clarity include conflicting definitions of language abilities, use of non-naturalistic standardized assessments, and restricted samples. The current study examined one of the largest datasets of naturalistic language samples in toddlers with autism spectrum disorder, and language delay and typically developing contrast groups at age 3. A range of indices including length of phrase, grammatical markings, and social use of language was assayed during a naturalistic observation of a parent–child play session. In contrast to historical estimates, results indicated only 3.7% of children with autism spectrum disorder used no words, and 34% were minimally verbal. Children with autism spectrum disorder and language delay exhibited similar usage of grammatical markings, although both were reduced compared to typically developing children. The greatest difference between autism spectrum disorder and language delay groups was the quantity of social language. Overall, findings highlight a range of language deficits in autism spectrum disorder, but also illustrate that the most severe level of impairments is not as common in naturalistic settings as previously estimated by standardized assessments.

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Kemp, Krystal, and Thomas Klee. "Clinical language sampling practices: results of a survey of speech-language pathologists in the United States." Child Language Teaching and Therapy 13, no. 2 (June 1997): 161–76. http://dx.doi.org/10.1177/026565909701300204.

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Akmal, Saiful, Fera Busfina Zalha, Rita Hermida, Satria Juni, and Lianita Ali Nasution. "Sentence Pattern Contrastive Analysis of English and Sigulai Language." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 4, no. 2 (July 27, 2020): 198. http://dx.doi.org/10.26858/eralingua.v4i2.13960.

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This study focuses on analyzing and contrasting sentence pattern differences in both English and Sigulai languages. The study intends to find out the differences in sentence pattern between English and Sigulai language and how the sentence pattern of two languages are different. This current study was conducted by employing the qualitative method by using the contrastive analysis approach. Purposive sampling was used to select samples comprising two native-Simeulue students studying in Banda who speaks Sigulai. The findings show that there were contrast differences in verbal and nominal sentence patterns between English and Sigulai. Moreover, it can be concluded that Sigulai language has a non-configurational sentence pattern as many other Austronesian languages in Aceh and Indonesia in general.

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Chung, Tagyoung, Licheng Fang, Daniel Gildea, and Daniel Štefankovič. "Sampling Tree Fragments from Forests." Computational Linguistics 40, no. 1 (March 2014): 203–29. http://dx.doi.org/10.1162/coli_a_00170.

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We study the problem of sampling trees from forests, in the setting where probabilities for each tree may be a function of arbitrarily large tree fragments. This setting extends recent work for sampling to learn Tree Substitution Grammars to the case where the tree structure (TSG derived tree) is not fixed. We develop a Markov chain Monte Carlo algorithm which corrects for the bias introduced by unbalanced forests, and we present experiments using the algorithm to learn Synchronous Context-Free Grammar rules for machine translation. In this application, the forests being sampled represent the set of Hiero-style rules that are consistent with fixed input word-level alignments. We demonstrate equivalent machine translation performance to standard techniques but with much smaller grammars.

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Danforth, Scot, and Virginia Navarro. "Hyper Talk: Sampling the Social Construction of ADHD in Everyday Language." Anthropology Education Quarterly 32, no. 2 (June 2001): 167–90. http://dx.doi.org/10.1525/aeq.2001.32.2.167.

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Hsu, Anne, and Thomas L. Griffiths. "Sampling Assumptions Affect Use of Indirect Negative Evidence in Language Learning." PLOS ONE 11, no. 6 (June 16, 2016): e0156597. http://dx.doi.org/10.1371/journal.pone.0156597.

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Washington, Julie A., Holly K. Craig, and Amy J. Kushmaul. "Variable Use of African American English Across Two Language Sampling Contexts." Journal of Speech, Language, and Hearing Research 41, no. 5 (October 1998): 1115–24. http://dx.doi.org/10.1044/jslhr.4105.1115.

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This investigation compares the impact of two language sampling elicitation contexts, free play and picture description, on variability in the use of African American English (AAE). Subjects were 65 normally-developing African American 4;4- to 6;3-year-old boys and girls from lower socioeconomic status homes. Comparisons of AAE production in the first 50 C units revealed significant differences by context. Picture descriptions elicited more AAE usage overall, a larger set of AAE types, and took less time. Gender differences in the use of AAE tokens were also apparent, with the boys using significantly more tokens than girls in the free play context. The use of AAE types and tokens was comparable for boys and girls in the picture description context. The advantages of language sampling with pictures to determine dialect usage is discussed.

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Meisels, Samuel J., Yange Xue, and Melissa Shamblott. "Assessing Language, Literacy, and Mathematics Skills WithWork Sampling for Head Start." Early Education & Development 19, no. 6 (December 3, 2008): 963–81. http://dx.doi.org/10.1080/10409280801971890.

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Berry-Kravis, Elizabeth, Emily Doll, Audra Sterling, Sara T. Kover, Susen M. Schroeder, Shaguna Mathur, and Leonard Abbeduto. "Development of an Expressive Language Sampling Procedure in Fragile X Syndrome." Journal of Developmental & Behavioral Pediatrics 34, no. 4 (May 2013): 245–51. http://dx.doi.org/10.1097/dbp.0b013e31828742fc.

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