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Journal articles on the topic 'Peabody language development kit'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Goh, David S., and Joy M. Hanson Wood. "Development of Conservation and Academic Achievement in Learning Disabled Children." Psychological Reports 60, no. 1 (1987): 71–77. http://dx.doi.org/10.2466/pr0.1987.60.1.71.

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To investigate learning disabled children's development of conservation concepts and its relationship with academic achievement 24 normal and 23 learning disabled children were individually administered the Concept Assessment Kit-Conservation, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test. Analysis indicated that learning disabled children showed slower development in acquisition of conservation concepts than their normal peers. Age affected conservation development of learning disabled children. Correlations were moderate to high for conservation concepts wi

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2

Roggio, Lindy. "Pre-Reading Language Development Kit." Australian Journal of Indigenous Education 17, no. 5 (1989): 33–38. http://dx.doi.org/10.1017/s0310582200007112.

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Mascorro, Arturo, Francisco Mesa, Jose Alvarez, and Laura Cruz. "Native Development Kit and Software Development Kit Comparison for Android Applications." International Journal of Information and Communication Technologies in Education 6, no. 3 (2017): 5–13. http://dx.doi.org/10.1515/ijicte-2017-0011.

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ABSTRACTA computational cost comparative study through both Java and C applications was developed. Computational routines consist of a matrix multiplications, the discrete cosine transform and the bubble-sorting algorithm. Memory and Runtime for each application were measure. It was determined that the runtime of matrix multiplication in Java was within the limits of 200 and 300 milliseconds, as opposed to the application developed in C, which shown to be stable with an execution period less than 20 milliseconds. In the ordering algorithm with the bubble method, it was observe that the Java la

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Evans, Mary Ann, and Susanne Wodar. "Maternal sensitivity to vocabulary development in specific language-impaired and language-normal preschoolers." Applied Psycholinguistics 18, no. 3 (1997): 243–56. http://dx.doi.org/10.1017/s0142716400010468.

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ABSTRACTThis study examined mothers' accuracy in predicting the responses their children gave and the scores they achieved on two standardized vocabulary tests. Three groups of 16 mothers and their preschool children (specific language-impaired; age-matched, language-normal; and younger, language-matched, language-normal) completed the Peabody Picture Vocabulary Test-Revised, Expressive One-Word Picture Vocabulary Test-Revised, and Vineland Adaptive Behavior Scales. Mothers overestimated their children's standardized receptive and expressive scores, with the exception that the mothers' estimat

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Farrar, M. Jeffrey, and Lisa Maag. "Early language development and the emergence of a theory of mind." First Language 22, no. 2 (2002): 197–213. http://dx.doi.org/10.1177/014272370202206504.

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The current study examined the relation between children's language development at 2 years of age and their theory of mind performance at 4 years of age. Twenty toddlers were initially tested when they were 2 years old. Measures of both lexical and grammatical development were obtained from: (1) parental completion of the MacArthur Communicative Development Inventory (MCDI), and (2) a naturalistic play session between mother and child. The children returned at 4 years and were given four standard theory of mind tasks to assess understanding of: (a) false belief, (b) representational change, an

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GOLBERG, HEATHER, JOHANNE PARADIS, and MARTHA CRAGO. "Lexical acquisition over time in minority first language children learning English as a second language." Applied Psycholinguistics 29, no. 1 (2008): 41–65. http://dx.doi.org/10.1017/s014271640808003x.

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ABSTRACTThe English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test—Third Edition nearly met native-speaker expectations after an average of 34 months of exposure to English, a faster rate of development than has been reported in some other research. Ch

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Gong, Sheng Wen. "Research on Java Development Kit Based on Complex Networks." Applied Mechanics and Materials 543-547 (March 2014): 2953–56. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.2953.

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Java is a computer programming language that is class-based, object-oriented, java is, as of 2013, one of the most popular programming languages in use. The Java Development Kit (JDK) is an implementation of java language, which consists of a Java Virtual Machine and all of the java class libraries. There are thousands of classes in the java class libraries, and there are many kinds of relationships between classes. In this paper, we use complex network theory to study the topology of the java class libraries, according to analyzing to the networks feature characters, important classes and int

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DICKINSON, DAVID K., ALLYSSA McCABE, NANCY CLARK–CHIARELLI, and ANNE WOLF. "Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children." Applied Psycholinguistics 25, no. 3 (2004): 323–47. http://dx.doi.org/10.1017/s0142716404001158.

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This study investigated the phonological awareness of low-income Spanish–English bilingual children, because phonological awareness has been found to be an important prerequisite for literacy acquisition and because such children have been identified as at risk for successful literacy acquisition. Our sample included 123 Spanish–English bilingual preschool children (M=49.1 months) attending Head Start programs. Children's receptive vocabulary was assessed using the Peabody Picture Vocabulary Test—3rd Edition and the Test de Vocabulario en Imagines Peabody. We assessed phonological awareness us

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Dale, Philip S., and Valanne L. Henderson. "An Evaluation of the Test of Early Language Development as a Measure of Receptive and Expressive Language." Language, Speech, and Hearing Services in Schools 18, no. 2 (1987): 179–87. http://dx.doi.org/10.1044/0161-1461.1802.179.

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The Test of Early Language Development (TELD) is a broad range language screening device for young children. Little information is available concerning its use with developmentally delayed children. In the present study, TELD scores for 85 developmentally delayed preschool and kindergarten-age students were compared with other measures of language and cognition in a longitudinal study. The TELD scores documented the language delay, and correlated strongly with other language measures. The scores also had good stability over an 8-month interval. However, the division of the test into expressive

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LIM, VALERIE P. C., SUSAN J. RICKARD LIOW, MICHELLE LINCOLN, YIONG HUAK CHAN, and MARK ONSLOW. "Determining language dominance in English–Mandarin bilinguals: Development of a self-report classification tool for clinical use." Applied Psycholinguistics 29, no. 3 (2008): 389–412. http://dx.doi.org/10.1017/s0142716408080181.

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ABSTRACTIn multilingual Asian communities, determining language dominance for clinical assessment and intervention is often complex. The aim of this study was to develop a self-report classification tool for identifying the dominant language in English–Mandarin bilinguals. Participants (N = 168) completed a questionnaire on language history and single-word receptive vocabulary tests (Peabody Picture Vocabulary Test type) in both languages. The results of a discriminant analysis on the self-report data revealed a reliable three-way classification into English-dominant, Mandarin-dominant, and ba

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Lawson, Robert. "Language and Masculinities: History, Development, and Future." Annual Review of Linguistics 6, no. 1 (2020): 409–34. http://dx.doi.org/10.1146/annurev-linguistics-011718-011650.

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In the past two decades, the field of language and masculinities studies has become an established part of language, gender, and sexuality research, growing in response to concerns about the limited criticality directed toward men and masculinities in sociolinguistics. In doing so, the field has added to the conceptual and theoretical tool kit of sociolinguistics, furthering both our understanding of the linguistic strategies used by men in a variety of contexts and the myriad links connecting language and the social performance of gender. This review surveys the historical trajectory of schol

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MAJORANO, MARINELLA, CHIARA RAINIERI, and PAOLA CORSANO. "Parents' child-directed communication and child language development: a longitudinal study with Italian toddlers." Journal of Child Language 40, no. 4 (2012): 836–59. http://dx.doi.org/10.1017/s0305000912000323.

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ABSTRACTThe present study focuses on the characteristics of parental child-directed communication and its relationship with child language development. For this purpose, thirty-six toddlers (18 males and 18 females) and their parents were observed in a laboratory during triadic free play at ages 1 ; 3 and 1 ; 9. The characteristics of the maternal and paternal child-directed language (characteristics of communicative functions and lexicon as reported in psycholinguistic norms for Italian language) were coded during free play. Child language development was assessed during free play and at ages

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GULER YILDIZ, Tulin, Mubeccel GONEN, Ayca ULKER ERDEM, et al. "Examining the associations between children's receptive language skills and developmental domains in the United States and Turkey." Journal of Child Language 46, no. 3 (2019): 480–500. http://dx.doi.org/10.1017/s0305000918000570.

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AbstractThis study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's development was assessed using the Ages and Stages Questionnaire for both samples. Different versions of the Peabody Picture Vocabulary Test were used for Turkish and US samples, to measure receptive language development. Results revealed sim

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Blom, Elma, and Tessel Boerma. "Effects of language impairment and bilingualism across domains." Linguistic Approaches to Bilingualism 7, no. 3-4 (2017): 277–300. http://dx.doi.org/10.1075/lab.15018.blo.

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Abstract Purpose: This study examined the effects of language impairment (LI) and bilingualism across vocabulary, morphology and verbal memory in a sample of children learning Dutch. Methods: Children (MAGE = 71 months) were assigned to a monolingual group with typical development (TD) (n = 30), bilingual TD (n = 30), monolingual LI (n = 30) or bilingual LI group (n = 30). Vocabulary was measured with the Peabody Picture Vocabulary Test, morphology with the Taaltoets Alle Kinderen, verbal short-term (VSTM) and working memory (VWM) with forward and backward digit span tasks. Results: Language k

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Ryabov, Nikita, Olga Ivancova, Vladimir Korenkov, and Sergey Ulyanov. "Quantum programming. Pt.1: Development tools analysis." System Analysis in Science and Education, no. 3 (2020) (September 30, 2020): 53–64. http://dx.doi.org/10.37005/2071-9612-2020-3-53-64.

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This article is the first part in a series of articles about quantum programming. The article discusses the tools of developing quantum programs Quantum Developer Kit with the quantum programming language Q # and the Qiskit framework. Superposition, entanglement, and teleportation are implemented using both development tools. The purpose of the work is to select the most suitable tool for the further implementation of solutions to various problems using quantum computing.

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Wiesner, Myra, and John Beer. "Correlations among Wisc—R IQs and Several Measures of Receptive and Expressive Language for Children Referred for Special Education." Psychological Reports 69, no. 3 (1991): 1009–10. http://dx.doi.org/10.2466/pr0.1991.69.3.1009.

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For 42 children from rural north central Kansas school districts (27 boys, 15 gills) who were referred for Special Education testing, the WISC—R IQs (Full Scale, Verbal, and Performance), the means on the Expressive One Word Picture Vocabulary Test, the Peabody Picture Vocabulary Test—Revised, and the Test of Language Development were recorded from the children's files. No sex differences on any variable were noted; all variables correlated (Pearson) significantly but varied in magnitude. This group of tests, being intercorrelated, can be used to collect information on children's academic, spe

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Dollaghan, Christine A., Thomas F. Campbell, Jack L. Paradise, et al. "Maternal Education and Measures of Early Speech and Language." Journal of Speech, Language, and Hearing Research 42, no. 6 (1999): 1432–43. http://dx.doi.org/10.1044/jslhr.4206.1432.

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The present study was designed to determine whether 4 measures of children’s spontaneous speech and language differed according to the educational level of the children’s mothers. Spontaneous language samples from 240 three-year-old children were analyzed to determine mean length of utterance in morphemes (MLUm), number of different words (NDW), total number of words (TNW), and percentage of consonants correct (PCC). A norm-referenced, knowledge-dependent measure of language comprehension, the Peabody Picture Vocabulary Test–Revised (PPVT–R), was also included for purposes of comparison with t

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Warren, Steven F., and Ann P. Kaiser. "Generalization of Treatment Effects by Young Language-Delayed Children." Journal of Speech and Hearing Disorders 51, no. 3 (1986): 239–51. http://dx.doi.org/10.1044/jshd.5103.239.

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This study investigated the generalized effects of a language intervention program on the structural aspects of 8 language-delayed preschool children's productive language. Subjects were observed in preschool free play for periods ranging from 12 to 24 months concurrent with receiving daily didactic language intervention. A total of 57 two-, three-, and four-word syntactic forms were taught to criterion. Generalized usage was determined from (verbatim) language samples collected during free play periods in the subjects' classroom. Forty-two (74%) of the treated forms generalized to the subject

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Rodríguez-Jiménez, María C., David Pérez-Jorge, Olga María Alegre de la Rosa, Elena Leal-Hernández, and María Suárez-Rodríguez. "El Efecto De La Implantación Temprana En Niños Con Hipoacusia." European Scientific Journal, ESJ 12, no. 23 (2016): 25. http://dx.doi.org/10.19044/esj.2016.v12n23p25.

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Hearing loss in pediatric population is a major health concern, taking into account the immediate repercussions on the cognitive, emotional and language development (serious difficulties in communication and language development). Therefore, it is of crucial importance its early diagnosis and implantation. The objective of this study is to know the effect of cochlear implant on the development of oral language in implanted children in the Province of Santa Cruz de Tenerife (Canary Islands). In order to carry out this research, the psycholinguistic profiles of children who were implanted betwee

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Walsh, Christopher S., Clare Woodward, Mike Solly, and Prithvi Shrestha. "The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh." Asian Association of Open Universities Journal 10, no. 1 (2015): 37–52. http://dx.doi.org/10.1108/aaouj-10-01-2015-b005.

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Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world's largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project's greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility th

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Young, Gretchen A., and Deanne H. Killen. "Receptive and Expressive Language Skills of Children with Five Years of Experience Using a Cochlear Implant." Annals of Otology, Rhinology & Laryngology 111, no. 9 (2002): 802–10. http://dx.doi.org/10.1177/000348940211100908.

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The language of 7 children who had used a cochlear implant for 5 years was evaluated by means of the Clinical Evaluation of Language Fundamentals-3, the Peabody Picture Vocabulary Test-Revised, and the Expressive Vocabulary Subtest of the Test of Word Knowledge. All subjects demonstrated impaired skills relative to normal-hearing children on 1 or more subtests. Variability in performance occurred between subjects and within subjects across subtests. Strengths in semantic skills were evident compared to weaker syntactic and morphological abilities. The nature of the subjects' language impairmen

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Ito, Takayoshi, Takeshi Nakatani, Stefanus Harjo, et al. "Application Software Development for the Engineering Materials Diffractometer, TAKUMI." Materials Science Forum 652 (May 2010): 238–42. http://dx.doi.org/10.4028/www.scientific.net/msf.652.238.

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The Engineering Materials Diffractometer Application Kit called EMAKi has been developed to control the Engineering Materials Diffractometer, TAKUMI, and treat data obtained by it. It is expected that TAKUMI will be widely used by not only academic users but also industrial users. We have designed EMAKi to be user-friendly interface for novice users by graphical user interface (GUI). In addition, adopting Python programming language for its development has enabled advanced users to control the diffractometer flexibly and treat the data easily. During instrumentation commissioning and running u

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ALEXANDER PAN, BARBARA, MEREDITH L. ROWE, ELIZABETH SPIER, and CATHERINE TAMIS-LEMONDA. "Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data." Journal of Child Language 31, no. 3 (2004): 587–608. http://dx.doi.org/10.1017/s0305000904006270.

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This study examined parental report as a source of information about toddlers' productive vocabulary in 105 low-income families living in either urban or rural communities. Parental report using the MacArthur Communicative Development Inventory – Short Form (CDI) at child age 2;0 was compared to concurrent spontaneous speech measures and standardized language assessments, and the utility of each source of data for predicting receptive vocabulary at age 3;0 (Peabody Picture Vocabulary Test) was evaluated. Relations between language measures of interest and background variables such as maternal

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Goldstein, Howard, Robyn A. Ziolkowski, Kathryn E. Bojczyk, et al. "Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction." Journal of Speech, Language, and Hearing Research 60, no. 11 (2017): 3237–58. http://dx.doi.org/10.1044/2017_jslhr-l-17-0100.

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PurposeThis study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools.MethodEffects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6–9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups.ResultsCurriculum-based measures of word recognition, r

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Gburzyński, Paweł, and Elżbieta Kopciuszewska. "On Rapid Development of Reactive Wireless Sensor Systems." System Safety: Human - Technical Facility - Environment 1, no. 1 (2019): 574–82. http://dx.doi.org/10.2478/czoto-2019-0073.

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AbstractWe present a software platform for designing and testing wireless networks of sensors and actuators (WSNs). The platform consists of three components: an operating system for small-footprint microcontrollers (dubbed PicOS), a software development kit (SDK) amounting to a C-based, event-oriented (reactive) programming language, and a virtual execution platform (VUE2) capable of emulating complete deployment environments for WSNs and thus facilitating their rapid development.1 Its most recent incarnation introduced in the present paper is a component of the WSN lab being currently set up

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Cole, Kevin N., Philip S. Dale, and Paulette E. Mills. "Defining language delay in young children by cognitive referencing: Are we saying more than we know?" Applied Psycholinguistics 11, no. 3 (1990): 291–302. http://dx.doi.org/10.1017/s0142716400008900.

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ABSTRACTOne current definition of language delay, on the basis of the Cognitive Hypothesis model, assumes that children who have similar levels of language and cognitive development are unlikely to gain from specific language intervention. Children who have cognitive skills developed to a greater degree than their language skills, in contrast, are identified as appropriate candidates for specific language facilitation. In order to examine this premise, the present study compares the effects of language intervention over a 1-year period for two groups of young children with delayed language: on

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BROOKS, PATRICIA J., LIAT SEIGER-GARDNER, and KEVIN SAILOR. "Contrasting effects of associates and coordinates in children with and without language impairment: A picture–word interference study." Applied Psycholinguistics 35, no. 3 (2012): 515–45. http://dx.doi.org/10.1017/s0142716412000495.

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ABSTRACTIn picture naming, semantic context words produce either facilitation or inhibition, depending on their relationship to the target-picture name. This study used the picture–word interference task to examine facilitative effects of associates (the word carrot paired with a picture of rabbit) and inhibitory effects of coordinates (mouse paired with a rabbit) in children and adults. Experiment 1 with adults (N = 44) documented robust associate and coordinate effects with either auditory or visual presentation of interfering words. Experiment 2 used auditory presentation of interfering wor

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Cole, Kevin N., Ilene S. Schwartz, Angela R. Notari, Philip S. Dale, and Paulette E. Mills. "Examination of the stability of two methods of defining specific language impairment." Applied Psycholinguistics 16, no. 1 (1995): 103–24. http://dx.doi.org/10.1017/s0142716400006445.

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ABSTRACTTwo commonly applied methods of differentially classifying language-delayed children as either specifically language impaired or developmental lag language impaired (i.e., children with low IQ and low language performance) were examined for stability over 1-and 2-year periods. One classification method, following the DSM III.R guidelines, was based on an absolute cut-off level for performance on a measure of cognitive ability, in conjunction with other exclusionary criteria (i.e., language delay that is not the result of hearing loss, social– emotional disorder, etc.). The second class

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Brennan-Jones, Christopher G., Andrew J. O. Whitehouse, Samuel D. Calder, et al. "Does Otitis Media Affect Later Language Ability? A Prospective Birth Cohort Study." Journal of Speech, Language, and Hearing Research 63, no. 7 (2020): 2441–52. http://dx.doi.org/10.1044/2020_jslhr-19-00005.

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Purpose The aim of the study was to examine whether otitis media (OM) in early childhood has an impact on language development in later childhood. Methods We analyzed data from 1,344 second-generation (Generation 2) participants in the Raine Study, a longitudinal pregnancy cohort established in Perth, Western Australia, between 1989 and 1991. OM was assessed clinically at 6 years of age. Language development was measured using the Peabody Picture Vocabulary Test–Revised (PPVT-R) at 6 and 10 years of age and the Clinical Evaluation of Language Fundamentals–Third Edition at 10 years of age. Logi

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Alegre, O. M., M. C. Rodríguez, L. M. Villar, and D. Pérez. "Evaluación De La Eficacia Del Implante Coclear En Función De La Edad De Implantación." European Scientific Journal, ESJ 12, no. 26 (2016): 42. http://dx.doi.org/10.19044/esj.2016.v12n26p42.

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Introduction and objective: Childhood hearing loss affects cognitive, emotional and language development of children causing difficulties in communication. Therefore, many organizations stress the importance of early detection of hearing loss and early cochlear implantation. The purpose was to verify the effect of cochlear implants performed in children from Tenerife (sorted by chronological age, age at cochlear implantation and time of use of cochlear implant) in lexical comprehension and communication skills. Method: A psycholinguistic profile of all children implanted in the province of San

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Petrescu, Maria Claudia, and Rena Helms-Park. "The Lexical Development of Canadian-Born Romanian L1 Bilingual Kindergarteners." Languages 3, no. 3 (2018): 33. http://dx.doi.org/10.3390/languages3030033.

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This study charts the lexical development of three sequential bilingual kindergarteners whose first language, Romanian, was acquired naturalistically at home, and whose second language, English, was acquired in kindergarten. The children’s lexical development in English and Romanian was assessed at five different points over a two-year period via the PPVT-4 (peabody picture vocabulary test 4) and a specially adapted PPVT-4 for Romanian. The children’s lexical repertoires were further analyzed to uncover home versus school and cognate versus non-cognate acquisitional differences. In addition, b

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Samsudin, Nurul Haniza, Puteri Roslina Abdul Wahid, and Salinah Ja’afar. "Pengaplikasian Model Awal Kit Asas Membaca Dalam Pembelajaran Bahasa Melayu Kanak-Kanak Pemulihan Khas." Sains Insani 3, no. 1 (2018): 1–9. http://dx.doi.org/10.33102/sainsinsani.vol3no1.17.

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This article discusses the application of Basic Reading Kit early model in the learning of Malay Language among remedial education children. The developed early model was related to letter recognition and graphical knowledge. The development of this Basic Reading Kit early model involved four phases namely selection, development, execution, and adaptation of which these phases were applied throughout a month-long pilot test. This research used both quantitative and qualitative approaches in collecting the data. The subjects selected were five year three students who were undergoing remedial ed

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Xu, Feng, Wei He, and Nian Fu Xu. "Parametric Design Study of the Nonstandard Serialized Assembly." Applied Mechanics and Materials 385-386 (August 2013): 1879–82. http://dx.doi.org/10.4028/www.scientific.net/amm.385-386.1879.

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The parametric design method and software development of nonstandard serialized assembly components based on Pro/Engineer 3D software platform are introduced. The parametric assembly design process is done by the usage of Pro/Toolkit secondary development kit and C programming language. An intermittent star-wheel assembly is presented as an example. The design accuracy and productivity of non-standard serialized assembly components can be significantly increased by adapting this method.

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Park, Ji Sook, Carol A. Miller, Teenu Sanjeevan, Janet G. van Hell, Daniel J. Weiss, and Elina Mainela-Arnold. "Bilingualism and Processing Speed in Typically Developing Children and Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 5 (2020): 1479–93. http://dx.doi.org/10.1044/2020_jslhr-19-00403.

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Purpose The aim of the current study was to investigate whether dual language experience modulates processing speed in typically developing (TD) children and in children with developmental language disorder (DLD). We also examined whether processing speed predicted vocabulary and sentence-level abilities in receptive and expressive modalities. Method We examined processing speed in monolingual and bilingual school-age children (ages 8–12 years) with and without DLD. TD children (35 monolinguals, 24 bilinguals) and children with DLD (17 monolinguals, 10 bilinguals) completed a visual choice rea

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Dellen, Barbara, Frank Maurer, Jürgen Münch, and Martin Verlage. "Enriching Software Process Support by Knowledge-Based Techniques." International Journal of Software Engineering and Knowledge Engineering 07, no. 02 (1997): 185–215. http://dx.doi.org/10.1142/s0218194097000102.

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Representations of activities dealing with the development or maintenance of software are called software process models. Process models allow for communication, reasoning, guidance, improvement, and automation. Two approaches for modeling processes and instantiating and managing the process models, namely CoMo-Kit and MVP-E, are combined to build a more powerful one. CoMo-Kit is based on AI/KE technology; it is a support tool system for general complex design processes, and was not been developed specifically with software development processes in mind. MVP-E is a process-sensitive software e

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Holt, Rachael Frush, Jessica Beer, William G. Kronenberger, David B. Pisoni, and Kaylah Lalonde. "Contribution of Family Environment to Pediatric Cochlear Implant Users' Speech and Language Outcomes: Some Preliminary Findings." Journal of Speech, Language, and Hearing Research 55, no. 3 (2012): 848–64. http://dx.doi.org/10.1044/1092-4388(2011/11-0143).

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PurposeTo evaluate the family environments of children with cochlear implants and to examine relationships between family environment and postimplant language development and executive function.MethodForty-five families of children with cochlear implants completed a self-report family environment questionnaire (Family Environment Scale—Fourth Edition; Moos & Moos, 2009) and an inventory of executive function (Behavior Rating Inventory of Executive Function [Gioia, Isquith, Guy, & Kenworthy, 2000] or Behavior Rating Inventory of Executive Function—Preschool Version [Gioia, Espy, & I

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Woods, Nicola J. "Archaism and innovation in New Zealand English." English World-Wide 21, no. 1 (2000): 109–50. http://dx.doi.org/10.1075/eww.21.1.06woo.

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Colonial Englishes have been observed to contain both archaic and innovative linguistic features, and are thus seen to display evidence of both language preservation and change. This paper examines the use of certain phonological features of New Zealand English (NZE) and discusses their status as relics or innovations. Examination is made of the diphthong which occurs in the mouth lexical set and the front short vowels trap, dress and kit. Trends in usage are studied using real time analysis of speakers recorded in the 1940s and their present day descendants recorded in 1993/94. In this way, t

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KIPPS, JAMES R. "ADVANCED PARSER-GENERATION TECHNOLOGY FOR AI LANGUAGE APPLICATIONS." International Journal on Artificial Intelligence Tools 01, no. 04 (1992): 545–61. http://dx.doi.org/10.1142/s0218213092000053.

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A side effect of AI research is the development of programming languages as vehicles for experimentation and demonstration of concepts. These AI languages generally require some form of parser front end, which can be nontrivial to build. Parser generators can ease the task of language development, but commonly available generators use parsing technologies that severely constrain the level of syntactic sophistication, such as allowing at most one symbol of look ahead. Further, these generators are most often targeted for C and Ada applications; parser generators for LISP applications are not wi

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Eratay, Emine. "Efficiency of Montessori method." Pegem Eğitim ve Öğretim Dergisi 1, no. 1 (2011): 11–19. http://dx.doi.org/10.14527/c1s1m2.

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The aim of this study is to examine the efficiency of Montessori Method in disabled and nondisabled preschool children. For this purpose, a total of 15 children, consisting of one hyperactive child, one child diagnosed with autism and 13 non-disabled children under "Inclusive Project for Disabled and Nondisabled Preschoolers" financed by European Union has been included into the study and they have been given Montessori education for a period of two months. Descoeudres Dictionary Test, Dictionary and Language Test, Peabody Picture Word Test and Denver II Developmental Scanning Test have

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Vorster, Jan, and Gerard Schuring. "Language and Thought: Developmental Perspectives on Counterfactual Conditionals." South African Journal of Psychology 19, no. 1 (1989): 34–38. http://dx.doi.org/10.1177/008124638901900106.

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Work by Alfred Bloom, suggesting that the lack of a distinct counterfactual marker in Chinese has as a cognitive correlate the inability or unwillingness of Chinese speakers to think counterfactually, elicited a would-be replication and refutation from Terry Kit-Fong Au. Capitalizing on Au's radical modifications of the original experimental design, Bloom was able to turn Au's refutation into a strengthening of his own position. In the present study developmental data from English, Afrikaans and Northern Sotho children, supplemented by data from English and Afrikaans adults, were used to quest

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Channell, Ron W., and Michelle S. Peek. "Four Measures of Vocabulary Ability Compared in Older Preschool Children." Language, Speech, and Hearing Services in Schools 20, no. 4 (1989): 407–19. http://dx.doi.org/10.1044/0161-1461.2004.407.

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Thirty-six normal-hearing older preschool children each received four commonly used vocabulary measures. The measures were the Peabody Picture Vocabulary Test-Revised (PPVT-R), the Picture Vocabulary subtest of the Test of Oral Language Development, the Expressive One Word Vocabulary Test, and the Receptive One Word Vocabulary Test. Results indicated moderate correlations to exist among the four tests. Scores on all tests were found to be associated with the age but not the sex of the children. Patterns of association among tests remained stable even when effects of age were removed using eith

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Ribeiro, Mateus Henrique Rodrigues, Lucas de Oliveira Estevam, Lúcio Rogério Júnior, et al. "Development and construction of a didactic module of electrical circuits for remote experimentation through a web application and IoT resources." Research, Society and Development 9, no. 11 (2020): e98391110664. http://dx.doi.org/10.33448/rsd-v9i11.10664.

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This article presents the development and construction of a didactic kit of practical experiences of electrical circuits, remotely controllable through the internet, from low cost resources and devices, and easy to implement. Developed with open source technologies, the practice module was built from a Raspberry Pi, and subdivided into four parts: a web application (developed in Html, Css, Javascript, PHP and MySQL) and a local application coded in Python and runs on the Raspberry; two electronic boards, one for controlling the resistors of a circuit and the other as a variable power supply fo

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Basílio, Carmen Sílvia, Rosana Fiorini Puccini, Edina Mariko Koga da Silva, and Márcia Regina Marcondes Pedromônico. "Living conditions and receptive vocabulary of children aged two to five years." Revista de Saúde Pública 39, no. 5 (2005): 725–30. http://dx.doi.org/10.1590/s0034-89102005000500005.

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OBJECTIVE: To assess the receptive vocabulary of children aged between two years and six months and five years and eleven months who were attending childcare centers and kindergarten schools. METHODS: An analytical cross-sectional study was carried out in the municipality of Embu, Southeastern Brazil. The Peabody Picture Vocabulary Test and analysis of factors associated with children's performance were applied. The sample consisted of 201 children of both genders, aged between two and six years. Statistical analysis was performed using multivariate analysis and logistic regression model. The

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Masya, Fajar, and Elvina Elvina. "PENGEMBANGAN APLIKASI PERMAINAN SCRABBLE DUA BAHASA MENGGUNAKAN JAVA." CommIT (Communication and Information Technology) Journal 4, no. 2 (2010): 133. http://dx.doi.org/10.21512/commit.v4i2.547.

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Game applications are favored by many computer users. The population of Indonesia, especially common people do not like playing games in a foreign language. Yet such games can be a fun learning media for foreign languages , especially English. Hence, we developed a game application using the concept of the game Scrabble. The design of this application uses a waterfall methodology, with application design modeling with UML diagrams (Unified Modelling Language) including Use Case Diagram, Activity Diagram, Statechart Diagram, Class Diagram and Sequence Diagram. In the implementation phase, Blue

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Jia, Gisela, Jennifer Chen, HyeYoung Kim, Phoenix-Shan Chan, and Changmo Jeung. "Bilingual lexical skills of school-age children with Chinese and Korean heritage languages in the United States." International Journal of Behavioral Development 38, no. 4 (2014): 350–58. http://dx.doi.org/10.1177/0165025414533224.

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This cross-sectional study investigated the bilingual lexical skills of 175 US school-age children (5 to18 years old) with Cantonese, Mandarin, or Korean as their heritage language (HL), and English as their dominant language. Primary study goals were to identify potential patterns of development in bilingual lexical skills over the elementary to high school time span and to examine the relation of environmental factors to lexical skills. HL and English productive lexical skills were assessed with a Picture Naming and a Verbal Fluency task. English receptive lexical skills were assessed with P

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Liu, Yanchun, Yijie Wang, Rufan Luo, and Yanjie Su. "From the external to the internal." International Journal of Behavioral Development 40, no. 1 (2014): 21–30. http://dx.doi.org/10.1177/0165025414562484.

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The present study investigated how Chinese children develop theory of mind (ToM) in a language environment with limited mental state talk that is rich in behavior discourse. In Study 1, 60 mothers shared a wordless storybook with their 3–4-year-olds. The children completed two false-belief tasks and the Peabody Picture Vocabulary Test-Revised at the same time and again 1 year later. Mothers’ early behavior clarifications during book-sharing predicted children’s later false-belief understanding independent of children’s early false-belief scores; children’s early verbal ability; maternal educat

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Heo, Jongho, Aditi Krishna, Jessica M. Perkins, et al. "Community Determinants of Physical Growth and Cognitive Development among Indian Children in Early Childhood: A Multivariate Multilevel Analysis." International Journal of Environmental Research and Public Health 17, no. 1 (2019): 182. http://dx.doi.org/10.3390/ijerph17010182.

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Inadequate child physical growth and cognitive development share common individual-level risk factors. Less understood is how outcomes co-cluster at the community level and to what extent certain community-level characteristics influence the clustering. This study aims to quantify the extent to which child growth and development co-occur across communities, and to identify community-level characteristics associated with the clustering of the two development dimensions. We used longitudinal data from 1824 children (aged 5 years) across 98 communities in Andhra Pradesh, India in round 2 (2006) o

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Sukarmin, Sukarmin. "DEVELOPMENT OF CHEMICAL ON HOUSEHOLD INTERACTIVE MULTIMEDIA AND KIT FOR HEARING IMPAIRMENT STUDENTS OF JUNIOR HIGH SCHOOL FOR DISABILITIES." JPPS (Jurnal Penelitian Pendidikan Sains) 8, no. 2 (2019): 1727. http://dx.doi.org/10.26740/jpps.v8n2.p1727-1734.

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This study aims to describe the feasibility of interactive multimedia and the developed kits, the activities of students, the understanding of students' concepts, and students' responses. Interactive multimedia and kits were developed with Writing to Learn strategies. Feasibility criteria consist of content, presentation, language, and graphics. This type of research was developed with the Research and Development (R & D) method. The research subjects are interactive multimedia and developed kits. The research instruments consisted of validation sheets, student activity observation sheets,

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Lamônica, Dionísia Aparecida Cusin, Cora Sofia Takaya Paiva, Dagma Venturini Marques Abramides, and Jamile Lozano Biazon. "Communication skills in individuals with spastic diplegia." CoDAS 27, no. 2 (2015): 135–41. http://dx.doi.org/10.1590/2317-1782/20152013060.

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Purpose: To assess communication skills in children with spastic diplegia. Methods : The study included 20 subjects, 10 preschool children with spastic diplegia and 10 typical matched according to gender, mental age, and socioeconomic status. Assessment procedures were the following: interviews with parents, Stanford - Binet method, Gross Motor Function Classification System, Observing the Communicative Behavior, Vocabulary Test by Peabody Picture, Denver Developmental Screening Test II, MacArthur Development Inventory on Communicative Skills. Statistical analysis was performed using the value

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Bruijnzeel, Hanneke, Fuat Ziylan, Inge Stegeman, Vedat Topsakal, and Wilko Grolman. "A Systematic Review to Define the Speech and Language Benefit of Early (<12 Months) Pediatric Cochlear Implantation." Audiology and Neurotology 21, no. 2 (2016): 113–26. http://dx.doi.org/10.1159/000443363.

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Objective: This review aimed to evaluate the additional benefit of pediatric cochlear implantation before 12 months of age considering improved speech and language development and auditory performance. Materials and Methods: We conducted a search in PubMed, EMBASE and CINAHL databases and included studies comparing groups with different ages at implantation and assessing speech perception and speech production, receptive language and/or auditory performance. We included studies with a high directness of evidence (DoE). Results: We retrieved 3,360 articles. Ten studies with a high DoE were incl

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