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1
Smith, Mary R., Anne Cutler, Sally Butterfield, and Ian Nimmo-Smith. "The Perception of Rhythm and Word Boundaries in Noise-Masked Speech." Journal of Speech, Language, and Hearing Research 32, no. 4 (1989): 912–20. http://dx.doi.org/10.1044/jshr.3204.912.
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The present experiment tested the suggestion that human listeners may exploit durational information in speech to parse continuous utterances into words. Listeners were presented with six-syllable unpredictable utterances under noise-masking, and were required to judge between alternative word strings as to which best matched the rhythm of the masked utterances. For each utterance there were four alternative strings: (a) an exact rhythmic and word boundary match, (b) a rhythmic mismatch, and (c) two utterances with the same rhythm as the masked utterance, but different word boundary locations. Listeners were clearly able to perceive the rhythm of the masked utterances: The rhythmic mismatch was chosen significantly less often than any other alternative. Within the three rhythmically matched alternatives, the exact match was chosen significantly more often than either word boundary mismatch. Thus, listeners both perceived speech rhythm and used durational cues effectively to locate the position of word boundaries.
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Myers, Scott, and Jaye Padgett. "Domain generalisation in artificial language learning." Phonology 31, no. 3 (2014): 399–433. http://dx.doi.org/10.1017/s0952675714000207.
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Many languages have restrictions on word-final segments, such as a requirement that any word-final obstruent be voiceless. There is a phonetic basis for such restrictions at the ends of utterances, but not the ends of words. Historical linguists have long noted this mismatch, and have attributed it to an analogical generalisation of such restrictions from utterance-final to word-final position. To test whether language learners actually generalise in this way, two artificial language learning experiments were conducted. Participants heard nonsense utterances in which there was a restriction on utterance-final obstruents, but in which no information was available about word-final utterance-medial obstruents. They were then tested on utterances that included obstruents in both positions. They learned the pattern and generalised it to word-final utterance-medial position, confirming that learners are biased toward word-based distributional patterns.
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LIEVEN, ELENA, HEIKE BEHRENS, JENNIFER SPEARES, and MICHAEL TOMASELLO. "Early syntactic creativity: a usage-based approach." Journal of Child Language 30, no. 2 (2003): 333–70. http://dx.doi.org/10.1017/s0305000903005592.
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The aim of the current study was to determine the degree to which a sample of one child's creative utterances related to utterances that the child previously produced. The utterances to be accounted for were all of the intelligible, multi-word utterances produced by the child in a single hour of interaction with her mother early in her third year of life (at age 2;1.11). We used a high-density database consisting of 5 hours of recordings per week together with a maternal diary for the previous 6 weeks. Of the 295 multi-word utterances on tape, 37% were ‘novel’ in the sense that they had not been said in their entirety before. Using a morpheme-matching method, we identified the way(s) in which each novel utterance differed from its closest match in the preceding corpus. In 74% of the cases we required only one operation to match the previous utterance and the great majority of these consisted of the substitution of a word (usually a noun) into a previous utterance or schema. Almost all the other single-operation utterances involved adding a word onto the beginning or end of a previous utterance. 26% of the novel, multi-word utterances required more than one operation to match the closest previous utterance, although many of these only involved a combination of the two operations seen for the single-operation utterances. Some others were, however, more complex to match. The results suggest that the relatively high degree of creativity in early English child language could be at least partially based upon entrenched schemas and a small number of simple operations to modify them. We discuss the implications of these results for the interplay in language production between strings registered in memory and categorial knowledge.
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Takasuka, Naoto. "Early Two-Word Utterances in Autistic Children." Practica oto-rhino-laryngologica. Suppl. 1992, Supplement59 (1992): 116–30. http://dx.doi.org/10.5631/jibirinsuppl1986.1992.supplement59_116.
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Drienkó, László. "Word-based largest chunks for Agreement Groups processing: Cross-linguistic observations." Linguistics Beyond and Within (LingBaW) 6 (December 30, 2020): 60–73. http://dx.doi.org/10.31743/lingbaw.11831.
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The present study reports results from a series of computer experiments seeking to combine word-based Largest Chunk (LCh) segmentation and Agreement Groups (AG) sequence processing. The AG model is based on groups of similar utterances that enable combinatorial mapping of novel utterances. LCh segmentation is concerned with cognitive text segmentation, i.e. with detecting word boundaries in a sequence of linguistic symbols. Our observations are based on the text of Le petit prince (The little prince) by Antoine de Saint-Exupéry in three languages: French, English, and Hungarian. The data suggest that word-based LCh segmentation is not very efficient with respect to utterance boundaries, however, it can provide useful word combinations for AG processing. Typological differences between the languages are also reflected in the results.
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Kwong, S., Q. H. He, K. F. Man, K. S. Tang, and C. W. Chau. "Parallel Genetic-Based Hybrid Pattern Matching Algorithm for Isolated Word Recognition." International Journal of Pattern Recognition and Artificial Intelligence 12, no. 05 (1998): 573–94. http://dx.doi.org/10.1142/s0218001498000348.
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Dynamic Time Warping (DTW) is a common technique widely used for nonlinear time normalization of different utterances in many speech recognition systems. Two major problems are usually encountered when the DTW is applied for recognizing speech utterances: (i) the normalization factors used in a warping path; and (ii) finding the K-best warping paths. Although DTW is modified to compute multiple warping paths by using the Tree-Trellis Search (TTS) algorithm, the use of actual normalization factor still remains a major problem for the DTW. In this paper, a Parallel Genetic Time Warping (PGTW) is proposed to solve the above said problems. A database extracted from the TIMIT speech database of 95 isolated words is set up for evaluating the performance of the PGTW. In the database, each of the first 15 words had 70 different utterances, and the remaining 80 words had only one utterance. For each of the 15 words, one utterance is arbitrarily selected as the test template for recognition. Distance measure for each test template to the utterances of the same word and to those of the 80 words is calculated with three different time warping algorithms: TTS, PGTW and Sequential Genetic Time Warping (SGTW). A Normal Distribution Model based on Rabiner23 is used to evaluate the performance of the three algorithms analytically. The analyzed results showed that the PGTW had performed better than the TTS. It also showed that the PGTW had very similar results as the SGTW, but about 30% CPU time is saved in the single processor system.
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DEUCHAR, MARGARET, and SUZANNE QUAY. "One vs. two systems in early bilingual syntax: Two versions of the question." Bilingualism: Language and Cognition 1, no. 3 (1998): 231–43. http://dx.doi.org/10.1017/s1366728998000376.
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This paper identifies two versions of the question as to whether there is a single initial system in the syntax of developing bilinguals. Version 1 asks whether there are early mixed utterances, and if so, attributes this to a single initial system. Version 2 asks whether the utterances containing words from one of the child's languages exhibit the same syntax as the utterances containing words from the child's other language. We argue with reference to our own data (from an English-Spanish bilingual from ages 1;7 to 1;9) that Version 1 is not tenable because of the paucity of lexical resources when the child begins to produce two-word utterances. However, we argue that the early two-word utterances in our data do seem to exhibit a single rudimentary syntax, based on a predicate-argument structure found in all utterance types, mixed and non-mixed. We then argue in relation to Version 2 of the question, that it can only be answered once the child's utterances can be identified as language-specific in the two languages, and that this is not possible before the emergence of morphological marking. This is illustrated by an analysis of our data from ages 1;8 to 2;3. We argue that language-specific morphology allows us to identify the language of the utterances in our data and to see evidence for the appearance of two differentiated morphosyntactic systems.
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Bazan, Bartolo. "The Construction and Validation of a New Listening Span Task." Shiken 25.1 25, no. 1 (2021): 39–56. http://dx.doi.org/10.37546/jaltsig.teval25.1-4.
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The listening span task is a measure of working memory that requires participants to process sets of increasing numbers of utterances and store the last word of each utterance for recall at the end of each set. Measures to date have contained an exceedingly demanding processing component, possibly leading to insufficient resources to meet the word recall requirement, which may have affected the sensitivity of the measure to distinguish different levels of working memory. Further, tasks thus far have asked participants to verify the content utterances based on knowledge, which may have confounded the measurement of working memory capacity with world knowledge. An additional weakness is that they lack sound psychometric construct validity evidence, which clouds what these tools actually measure. This pilot study presents a listening span task that accounts for preceding methodological shortcomings, which was administered to 31 Japanese junior high school students. The participants listened to ten sets (two sets of equal length of two, three, four, five and six utterances) of short casual utterances, judged whether they made sense in Japanese, and recalled the last word of each utterance in the set. Performance was assessed through a scoring procedure new to listening span tasks in which credit is given for the words recalled in order of appearance until memory failure. The data was analyzed through the Rasch model, which produces evidence for different aspects of validity and indicates if the items in a test measure a unidimensional construct. The results provided validity evidence for the use of the new listening span task and revealed that the instrument measured a single unidimensional construct.
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Bazan, Bartolo. "The Construction and Validation of a New Listening Span Task." Shiken 25.1 25, no. 1 (2021): 39–56. http://dx.doi.org/10.37546/jaltsig.teval25.1-4.
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The listening span task is a measure of working memory that requires participants to process sets of increasing numbers of utterances and store the last word of each utterance for recall at the end of each set. Measures to date have contained an exceedingly demanding processing component, possibly leading to insufficient resources to meet the word recall requirement, which may have affected the sensitivity of the measure to distinguish different levels of working memory. Further, tasks thus far have asked participants to verify the content utterances based on knowledge, which may have confounded the measurement of working memory capacity with world knowledge. An additional weakness is that they lack sound psychometric construct validity evidence, which clouds what these tools actually measure. This pilot study presents a listening span task that accounts for preceding methodological shortcomings, which was administered to 31 Japanese junior high school students. The participants listened to ten sets (two sets of equal length of two, three, four, five and six utterances) of short casual utterances, judged whether they made sense in Japanese, and recalled the last word of each utterance in the set. Performance was assessed through a scoring procedure new to listening span tasks in which credit is given for the words recalled in order of appearance until memory failure. The data was analyzed through the Rasch model, which produces evidence for different aspects of validity and indicates if the items in a test measure a unidimensional construct. The results provided validity evidence for the use of the new listening span task and revealed that the instrument measured a single unidimensional construct.
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CAINES, Andrew, Emma ALTMANN-RICHER, and Paula BUTTERY. "The cross-linguistic performance of word segmentation models over time." Journal of Child Language 46, no. 6 (2019): 1169–201. http://dx.doi.org/10.1017/s0305000919000485.
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AbstractWe select three word segmentation models with psycholinguistic foundations – transitional probabilities, the diphone-based segmenter, and PUDDLE – which track phoneme co-occurrence and positional frequencies in input strings, and in the case of PUDDLE build lexical and diphone inventories. The models are evaluated on caregiver utterances in 132 CHILDES corpora representing 28 languages and 11.9 m words. PUDDLE shows the best performance overall, albeit with wide cross-linguistic variation. We explore the reasons for this variation, fitting regression models to performance scores with linguistic properties which capture lexico-phonological characteristics of the input: word length, utterance length, diversity in the lexicon, the frequency of one-word utterances, the regularity of phoneme patterns at word boundaries, and the distribution of diphones in each language. These properties together explain four-tenths of the observed variation in segmentation performance, a strong outcome and a solid foundation for studying further variables which make the segmentation task difficult.
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Donahue, Mavis. "Phonological constraints on the emergence of two-word utterances." Journal of Child Language 13, no. 2 (1986): 209–18. http://dx.doi.org/10.1017/s0305000900008011.
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ABSTRACTConsiderable interest has been generated concerning linguistic and cognitive factors influencing the onset of early combinatorial speech. The present diary study provides evidence that, for some children, the transition between the single-word and two-word stages may be governed by phonological constraints. The presence of a phonological selection strategy and consonant harmony rule in one child's developing phonological system is described. Evidence is presented suggesting that this consonant harmony constraint operated across morpheme boundaries. This had the effect not only of delaying the onset of two-word utterances, but also of influencing the selection of words that could occur in word combinations. The implications of these findings for explaining individual variation in the transition from single-word to combinatorial speech are discussed.
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Filippi, Piera, Sabine Laaha, and W. Tecumseh Fitch. "Utterance-final position and pitch marking aid word learning in school-age children." Royal Society Open Science 4, no. 8 (2017): 161035. http://dx.doi.org/10.1098/rsos.161035.
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We investigated the effects of word order and prosody on word learning in school-age children. Third graders viewed photographs belonging to one of three semantic categories while hearing four-word nonsense utterances containing a target word. In the control condition, all words had the same pitch and, across trials, the position of the target word was varied systematically within each utterance. The only cue to word–meaning mapping was the co-occurrence of target words and referents. This cue was present in all conditions. In the Utterance-final condition, the target word always occurred in utterance-final position, and at the same fundamental frequency as all the other words of the utterance. In the Pitch peak condition, the position of the target word was varied systematically within each utterance across trials, and produced with pitch contrasts typical of infant-directed speech (IDS). In the Pitch peak + Utterance-final condition, the target word always occurred in utterance-final position, and was marked with a pitch contrast typical of IDS. Word learning occurred in all conditions except the control condition. Moreover, learning performance was significantly higher than that observed with simple co-occurrence ( control condition) only for the Pitch peak + Utterance-final condition. We conclude that, for school-age children, the combination of words' utterance-final alignment and pitch enhancement boosts word learning.
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NEWTON, CAROLINE, and BILL WELLS. "Between-word junctures in early multi-word speech." Journal of Child Language 29, no. 2 (2002): 275–99. http://dx.doi.org/10.1017/s0305000902005044.
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Most children aged 1;6 to 2;0 begin to use utterances of two words or more. It is therefore important for child phonologists to consider the development of phonetic and phonological phenomena that characterize connected speech. The longitudinal case study reported here investigated three juncture types – assimilation, elision and liaison – in the speech of a typically-developing child between the ages of 2;4 and 3;4. Attempts at production of these adult juncture types occurred from the onset of two-word utterances. However, for some juncture types, the child still had to perfect the intergestural relationships and gestural articulations that the adult between-word junctures demand. This process of phonetic development was largely accomplished by the age of 3;4. With one exception, between-word junctures appear not to be the result of learned phonological rules or processes. The exception is liaison involving /r/, which did not occur until the child was three years old.
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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 (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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SODERSTROM, MELANIE, MEGAN BLOSSOM, RINA FOYGEL, and JAMES L. MORGAN. "Acoustical cues and grammatical units in speech to two preverbal infants." Journal of Child Language 35, no. 4 (2008): 869–902. http://dx.doi.org/10.1017/s0305000908008763.
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ABSTRACTThe current study examines the syntactic and prosodic characteristics of the maternal speech to two infants between six and ten months. Consistent with previous work, we find infant-directed speech to be characterized by generally short utterances, isolated words and phrases, and large numbers of questions, but longer utterances are also found. Prosodic information provides cues to grammatical units not only at utterance boundaries, but also at utterance-internal clause boundaries. Subject–verb phrase boundaries in questions also show reliable prosodic cues, although those of declaratives do not. Prosodic information may thus play an important role in providing preverbal infants with information about the grammatically relevant word groupings. Furthermore, questions may play an important role in infants' discovery of verb phrases in English.
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Schriefers, H. "Phonological Facilitation in the Production of Two-word Utterances." European Journal of Cognitive Psychology 11, no. 1 (1999): 17–50. http://dx.doi.org/10.1080/713752301.
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Veneziano, Edy, Hermine Sinclair, and Ioanna Berthoud. "From one word to two words: repetition patterns on the way to structured speech." Journal of Child Language 17, no. 3 (1990): 633–50. http://dx.doi.org/10.1017/s0305000900010928.
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ABSTRACTThis paper gives an account of the transition from one-word to multiword utterances based on the productions of one child from age 1;5.23 to 1;8.15 in spontaneous interaction with her mother. The authors' interpretation of the observed development emphasizes: (1) the initial dissociation and later co-ordination of temporal chaining of elements on the one hand and meaning-relatedness between elements on the other; and (2) the psychological importance of repetition patterns for the change from single-word functioning to meaning-related and temporally-chained multi-word utterances, i.e. utterances that show the duality of patterning characteristic of human language.
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AOYAMA, KATSURA, ANN M. PETERS, and KIMBERLY S. WINCHESTER. "Phonological changes during the transition from one-word to productive word combination." Journal of Child Language 37, no. 1 (2009): 145–57. http://dx.doi.org/10.1017/s0305000909009465.
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ABSTRACTWe investigated developmental changes during the transition from one-word to two-word production, focusing on strategies to lengthen utterances phonologically and to control utterances suprasegmentally. We hypothesized that there is a period of reorganization at the onset of word combinations indicated by decreases in both filler syllables (Fillers) and final syllable lengthening (FSL). The data are from a visually impaired child (Seth) between 1 ; 6.21 and 1 ; 10.26. Seth produced many Fillers until 1 ; 9 when their number decreased for about two weeks after which they changed in nature. FSL was observed until 1 ; 8, but diminished at 1 ; 9. These two regressions coincide with the onset of word combination.
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BEHRENS, HEIKE, and ULRIKE GUT. "The relationship between prosodic and syntactic organization in early multiword speech." Journal of Child Language 32, no. 1 (2005): 1–34. http://dx.doi.org/10.1017/s0305000904006592.
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Several descriptions of the transition from single to multiword utterances use prosody as an important diagnostic criterion. For example, in contrast to successive single-word utterances, ‘real’ two-word utterances are supposed to be characterized by a unifying intonation contour and a lack of an intervening pause. Research on the acquisition of prosody, however, revealed that control of the phonetic parameters pitch, loudness, and duration is far from complete at such an early stage. In this study, we examine the interaction between the development of different types of syntactic structures and their prosodic organization. Data from a detailed production record of a monolingual German-learning boy is analysed both auditorily and acoustically with a focus on four different types of two-word utterances produced between 2;0 and 2;3. Two major findings are reported here. First, the different types of two-word utterances undergo individual trajectories of prosodic (re-)organization, in part depending on the time course in which they become productive. This suggests that different types of multiword utterances become prosodically fluent at different points in time. Second, the variability of prosodic features such as pauses and stress pattern is very high at the onset of combinatorial speech. Consequently, fluency or disfluency of individual examples should not be used as a reliable criterion for their syntactic status and we recommend caution when taking prosody as a cue for syntactic development.
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Bennett, Gregory A. "Say what? (xiao): the representation of laughter as a contextualization cue in online Japanese discourse." Linguistica 52, no. 1 (2012): 187–99. http://dx.doi.org/10.4312/linguistica.52.1.187-199.
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In this paper, I compare two variants for representing laughter in synchronous Japanese Twitter discourse: (xiao), the kanji symbol meaning "laughter "situated between two parentheses, and w, the first letter of the romaji transliteration of that same word wara. I argue that they are digital equivalents of what Gumperz (1982) calls contextualization cues and that users employ each variant to convey a pragmatic tone, or what Goffman (1981) refers to as linguistic keys. To demonstrate, I analyze the public Tweets of saywhat327, a male Japanese university student. I find that saywhat327 (1) uses (xiao) to key his utterances as warm/friendly in the formal register of Japanese, (2) uses w to key his utterances as playful in the informal register of Japanese, and (3) uses both variants with informal Japanese to key two separate utterances within the same Tweet as warm/friendly and playful, respectively, based on the semantic content of each utterance. In each of these cases, I argue that @saywhat327 builds rapport with his interlocutor by keying his utterances via the (xiao) and w cues.
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Kelly, Charleen A., and Philip S. Dale. "Cognitive Skills Associated with the Onset of Multiword Utterances." Journal of Speech, Language, and Hearing Research 32, no. 3 (1989): 645–56. http://dx.doi.org/10.1044/jshr.3203.645.
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The relationship between early language and cognition was studied in 20 children between one and two years of age. Linguistically, the subjects were classifed as No Word Users, Single Word Users, Nonproductive Syntax Users, and Productive Syntax Users. Four cognitive areas were tested: Object Permanence, Means-end, Play, and Imitation. When adjacent pairs of linguistic groups were compared in terms of specific cognitive skills demonstrated, several significant differences were found. First, a significant difference in Play was found between No Word Users and Single Word Users. Second, there were significant differences between Single Word Users and Nonproductive Syntax Users in terms of specific cognitive advances in both Imitation and Play. Third, Nonproductive and Productive Syntax Users were significantly different in Means-end skills. In accordance with the Correlational Hypothesis, specific cognitive skills seem temporally associated with some linguistic abilities, although attainment of skills can be evidenced first in language or cognition.
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Klaus, Jana, and Herbert Schriefers. "An investigation of the role of working memory capacity and naming speed in phonological advance planning in language production." Mental Lexicon 13, no. 2 (2018): 159–85. http://dx.doi.org/10.1075/ml.17020.kla.
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Abstract Producing multi-word utterances is a complex, yet relatively effortless process. Research with the picture-word interference paradigm has shown that speakers can plan all elements of such utterances up to the phonological level before initiating speech, yet magnitude and direction of this phonological priming effect (i.e. facilitative vs. inhibitory) differ between but also within studies. We investigated possible sources for variability in the phonological advance planning scope. In two experiments, participants produced bare nouns (“monkey”) and complex noun phrases (“the small red monkey”) while ignoring distractor words phonologically (un)related to the noun. For low- and high-working memory capacity speakers as well as fast and slow speakers, we found phonological facilitation effects for the bare noun, but no distractor effects for the complex noun phrases. However, looking at individual distractor effects for utterance-final elements revealed a large variability between speakers. We conclude that phonological advance planning cannot be summarised as an overall effect, but should take into account inter- and intraindividual variability.
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Adnyani, Ni Luh Putu Sri. "EARLY SYNTACTIC ACQUISITION IN A BALINESE SPEAKING CHILD." Linguistik Indonesia 38, no. 1 (2020): 71–92. http://dx.doi.org/10.26499/li.v38i1.93.
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This article addresses the acquisition of syntax in a Balinese monolingual child at the age of 2;5 until 2;7. The data was collected in natural setting when the child involved in spontaneous interaction with adults. The speech produced by the child was segmented based on the utterances. The speech produced by the child was transcribed orthographically, along with the phonetic transcription. Besides, every utterance produced by the child accompanied by contextual description and explanation. The data was coded and glossed according to the parts of speech, and grammatical functions. The results show that at this stage, even though the child goes through early sentence or word combinations stage, the child still produces single-word utterances at the onset as well. The words belong to noun, verb, adjective, adverb and particle. Words combination produced can be classified into declarative, interrogative, and imperative sentences. Initially, the child frequently omit subject. The fact that in colloquial adult’s conversation in Balinese omitting subject is acceptable may contribute to the subject omission. In two words combinations NP and VP occurred and in three or more words utterances S-P, S-P-O and S-P-C starting to be produced. In making questions kije‘where’, ape ‘what’, encen ‘which one’ and nyen ‘whose’ are used. In question, the child also applied rising intonation when question words are not applied. The child is also able to express tag question. In imperative sentences, the child is able to use command, request, and invitation. This study implies the role of adult’s input in children language acquisition as shown in subject omission and the flexible word order.
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Binger, Cathy, Jennifer Kent-Walsh, Nancy Harrington, and Quinn C. Hollerbach. "Tracking Early Sentence-Building Progress in Graphic Symbol Communication." Language, Speech, and Hearing Services in Schools 51, no. 2 (2020): 317–28. http://dx.doi.org/10.1044/2019_lshss-19-00065.
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Purpose As is the case with children who rely on spoken language, speech-language pathologists must support and track the expressive language development of children with complex communication needs who use graphic symbols to communicate. This research note presents a framework of the progression of expressive English sentence development using graphic symbols and introduces possible approaches for measuring and analyzing graphic symbol use. Method Current issues in measuring graphic symbol utterances are explored, and a range of measures designed to analyze individual graphic symbol utterances as well as larger samples of utterances are presented. Results Both the Graphic Symbol Utterance and Sentence Development Framework and suggested measures are based on years of graphic symbol intervention research, including two large ongoing research studies of preschoolers with severe speech impairments. Our framework adapts the work of Hadley (2014) to depict expressive language progression from early symbol combinations to childlike and adultlike sentences and highlights developmental patterns unique to graphic symbol productions. Adaptations of existing measures (such as mean length of utterance) as well as measures unique to graphic symbol analyses are presented and discussed. Conclusion To accurately track changes in early graphic symbol utterance growth and complexity, a multidimensional approach, which includes analyses such as symbol relevance, word class diversity, and lexical diversity, is recommended.
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Hulk, Aafke, and Elisabeth van der Linden. "Language Mixing in a French-Dutch Bilingual Child." EUROSLA 6 55 (January 1, 1996): 89–101. http://dx.doi.org/10.1075/ttwia.55.08hul.
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Child bilingualism has been a domain of growing interest in the last few years. A central question in research concerns the differentiation of the two languages in the developmen-tal process: do children develop two separate language systems from the very beginning or do they start with a combined system? In this discussion, aspects of word order play an essential role. Radford (1986) has compared early child utterances with so called "small clauses". In small clauses, word order would be relatively free due to the fact that children have not yet acquired the concept of case marking which puts constraints on word order. In this assumption, word order would not be expected to be differen-tiated in the first stages of the two languages of the bilingual child. Others however (Meisel, 1989, Frijn & de Haan 1994) have suggested that word order from the two-word stage on is almost invariably correct and in line with parameter settings in the adult language. At first sight, the utterances of the French-Dutch bilingual child that we study do not support one or the other of these two views unambiguously. Despite the fact that French is a head initial, SVO language and that the majority of the utterances of the child are in accordance with this parameter setting, utterances with SOV order and other Dutch-like word orders do appear in her French with a certain frequency. In our discussion we will show that, while the early (S)OV patterns can probably be explained by the absence of a fully fledged functional projection IP in the child's grammar, this cannot account for these patterns in later phases. The persistent presence of OV patterns in the French utterances - that are (although very rarely) encountered in French monolingual children as well - seems to be caused, then, by the continuing Dutch input that may very well be the factor that "pushes up" the production of [XP V] patterns in the child's French.
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Ogura, Tamiko. "A longitudinal study of the relationship between early language development and play development." Journal of Child Language 18, no. 2 (1991): 273–94. http://dx.doi.org/10.1017/s0305000900011065.
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ABSTRACTTemporal correspondences between the attainment of specific milestones in play and language were examined through a longitudinal study of four Japanese children (aged 0;7 to 0;11 at the beginning of the study). There were developmental correspondences between the onset of six language landmarks (the emergence of first words, naming words, vocabulary spurts, word-chains, nonproductive two-word utterances, productive two-word utterances) and the onset of subcategories of play. Language and play both reflected the development of underlying symbolic ability, and both developed in a parallel manner at the single-word stage. After the emergence of word-chains, language and play developed interdependently. All the children proceeded through the same sequence of stages, but the rate of development was different depending on their environment.
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Obermeyer, Jessica A., Marion C. Leaman, and Lisa A. Edmonds. "Evaluating Change in the Conversation of a Person With Mild Aphasia After Attentive Reading With Constrained Summarization-Written Treatment." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1618–28. http://dx.doi.org/10.1044/2020_ajslp-19-00078.
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Purpose The purpose of this project was to evaluate the effect of a discourse-level treatment, Attentive Reading with Constrained Summarization–Written (ARCS-W), on conversational discourse. ARCS-W aims to improve spoken and written output by addressing the cognitive–linguistic requirements of discourse production through constrained summarization of novel material. Method This is an experimentally controlled case study with a single participant, Bill. Three conversation samples were collected at pretreatment, and a single conversation was collected 1 month after treatment. The participant completed 24 ARCS-W treatment sessions, and each session included reading and then summarizing a novel current event article following specific constraints (use lexically precise words, stay on topic, use complete sentences) in speaking and writing. Conversation outcomes evaluated the success of each utterance (1–4 scale), grammaticality, and the proportion of utterances with relevant content (relevant utterances). Additionally, behavioral manifestations of word-finding difficulty were evaluated in conversation. Results Bill improved communicative success at the utterance level based on the minimal detectable change. He also demonstrated reductions in behavioral manifestations of lexical retrieval difficulty based on decreases in the percentage of false starts (e.g., t*, t*), mazes (e.g., uh, s*, um), and abandoned utterances. Bill did not increase the proportion of relevant utterances or grammatical utterances in conversation. Conclusions This case study provides preliminary evidence of the potential impact of ARCS-W treatment in conversation. Additionally, the measures implemented to evaluate conversation represent a promising adaptation of a novel methodology to capture change in conversation. Supplemental Material https://doi.org/10.23641/asha.12375053
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Hasting, Anna S., Sonja A. Kotz, and Angela D. Friederici. "Setting the Stage for Automatic Syntax Processing: The Mismatch Negativity as an Indicator of Syntactic Priming." Journal of Cognitive Neuroscience 19, no. 3 (2007): 386–400. http://dx.doi.org/10.1162/jocn.2007.19.3.386.
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The present study investigated the automaticity of morphosyntactic processes and processes of syntactic structure building using event-related brain potentials. Two experiments were conducted, which contrasted the impact of local subject-verb agreement violations (Experiment 1) and word category violations (Experiment 2) on the mismatch negativity, an early event-related brain potential component reflecting automatic auditory change detection. The two violation types were realized in two-word utterances comparable with regard to acoustic parameters and structural complexity. The grammaticality of the utterances modulated the mismatch negativity response in both experiments, suggesting that both types of syntactic violations were detected automatically within 200 msec after the violation point. However, the topographical distribution of the grammaticality effect varied as a function of violation type, which indicates that the brain mechanisms underlying the processing of subject-verb agreement and word category information may be functionally distinct even at this earliest stage of syntactic analysis. The findings are discussed against the background of studies investigating syntax processing beyond the level of two-word utterances.
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OOKI, FUMIKO, and YUKIE IKEDA. "A STUDY ON SYNTACTIC TWO-WORD UTTERANCES OF MENTALLY RETARDED CHILDREN." Japanese Journal of Special Education 23, no. 1 (1985): 26–35. http://dx.doi.org/10.6033/tokkyou.23.26.
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Kitayama, Shinobu, and Keiko Ishii. "Word and voice: Spontaneous attention to emotional utterances in two languages." Cognition & Emotion 16, no. 1 (2002): 29–59. http://dx.doi.org/10.1080/0269993943000121.
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Odell, Katharine H., Jill Bonkoski, and Jennifer Mello. "Repetition of Self-Generated Utterances in Conduction Aphasia." American Journal of Speech-Language Pathology 4, no. 4 (1995): 169–73. http://dx.doi.org/10.1044/1058-0360.0404.169.
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Verbal repetition performance was analyzed in four individuals with conduction aphasia. Comparisons at the sentence level included novel versus self-generated, conceptually chained utterances, and spontaneous, narrative utterances versus their repetition. No significant differences were found; however, repetition of self-generated utterances was superior to novel utterances for most subjects. For three speakers, repetition of their own utterances did not show decline relative to spontaneous speech. Error analysis of original and repeated productions showed that speakers produced more instances of preliminary speech efforts and word and sound level errors in repetition. Discussion includes comments on assessment and treatment implications.
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Matthei, Edward H. "Crossing boundaries: more evidence for phonological constraints on early multi-word utterances." Journal of Child Language 16, no. 1 (1989): 41–54. http://dx.doi.org/10.1017/s0305000900013428.
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ABSTRACTA number of researchers have argued that phonological constraints may influence the emergence and form of combinatorial speech in children. Donahue (1986) presented evidence that one child's consonant harmony constraint operated across word boundaries. This paper presents further evidence for the operation of word-level phonological constraints in multi-word utterances. Selection and avoidance patterns as well as her modifications of adult forms indicate the presence of a syllable sequencing constraint in this child's grammar: an initial syllable must begin with a consonant whose sonority value is not less than that of the following syllable. The same constraint governs the form of her early word combinations. The existence of evidence for the operation of word-level constraints in word combinations, it is pointed out, has consequences for how we interpret two-lexicon models of phonological development.
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Bain, Barbara A., and Lesley B. Olswang. "Examining Readiness for Learning Two-Word Utterances by Children With Specific Expressive Language Impairment." American Journal of Speech-Language Pathology 4, no. 1 (1995): 81–91. http://dx.doi.org/10.1044/1058-0360.0401.81.
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Dynamic assessment examines how children respond to cues presented hierarchically from least to most supportive. The hypothesis is that children's responsiveness reflects readiness to learn a new behavior; that is, responsiveness to the least supportive cuing indicates a readiness for immediate learning (Vygotsky, 1978). A dynamic assessment procedure was employed with 15 preschool children with specific expressive language impairment to determine their readiness for producing two-word utterances. Three types of validation were examined for the dynamic assessment procedure: construct, predictive, and concurrent. The results supported construct validity in that the subjects were able to produce more two-word utterances correctly with the more supportive cuing than they produced with the least supportive cuing. The results also supported predictive validity in that subjects who demonstrated responsiveness to the cuing hierarchy generally demonstrated greater language change during the 9-week study period than those subjects not responsive to the cuing hierarchy. The concurrent validity results revealed rather unexpected findings. In general, the subjects produced a greater variety of two-word categories and more lexical combinations during the language sample than during the dynamic assessment procedure. Clinical and theoretical implications of the results are discussed.
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NINIO, ANAT. "Learning a generative syntax from transparent syntactic atoms in the linguistic input." Journal of Child Language 41, no. 6 (2013): 1249–75. http://dx.doi.org/10.1017/s0305000913000470.
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ABSTRACTWe examined parents' two-word utterances expressing core syntactic relations in order to test the hypothesis that they may enable children to derive the atoms of hierarchical syntax, namely, the asymmetrical Merge/Dependency relation between pairs of words, and, in addition, to identify variables serving generative syntactic rules. Using a large English-language parental corpus, we located all two-word utterances containing a verb and its subject, object, or indirect object. Analysis showed that parental two-word sentences contain transparent information on the binary dependency/merge relation responsible for syntactic connectivity. The syntactic atoms modelled in the two-word input contain natural variables for dependents, making generalization to other contexts an immediate possibility. In a second study, a large sample of children were found to use the same verbs in the great majority of their early sentences expressing the same core grammatical relations. The results support a learning model according to which children learn the basics of syntax from parental two-word sentences.
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Hardianto, Asep. "Code Mixing Employed by the English Lecturers in EFL Classroom." Edukasi Lingua Sastra 15, no. 2 (2017): 1–6. http://dx.doi.org/10.47637/elsa.v15i2.62.
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The purpose of this research is to investigate the forms and factors influencing code mixing produced by lecturers. The data of this research is lecturers’ utterances during the subject of speaking and writing learning process in English education study program of STKIP Muhammadiyah Kotabumi. This research used descriptive qualitative method by sociolinguistic approach. The data of this research were recorded, analyzed, and interpreted descriptively. The research result showed that (1) There are four forms of code mixing found such as word, phrase, clause, and repetition word; (2) There are three factors influencing code mixing occurences such as identification of roles, variance identification, and limitation of language utterance. Furthermore, this article is expected to contribute the knowledge related code mixing studies for further research.
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McCaleb, Peggy, and Barry M. Prizant. "Encoding of New versus Old Information by Autistic Children." Journal of Speech and Hearing Disorders 50, no. 3 (1985): 230–40. http://dx.doi.org/10.1044/jshd.5003.230.
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Research and literature on communication problems of autistic individuals have identified specific pragmatic deficiencies. This preliminary study focused upon describing autistic children's verbal performance in regard to the pragmatic ability of encoding new versus old information. Four autistic children with MLUs of 1.96–2.82 were videotaped on two occasions in interactions with their teachers or speech-language pathologists. All of the subjects' referential utterances, including referential echolalic utterances, were categorized as the encoding of new or old information. Two prominent means that speakers used for encoding new versus old information were examined: the encoding of new information through single-word utterances (i.e., a lexicalization strategy) and the use of contrastive stress to highlight new information in multiword utterances. The results revealed that the 4 subjects did encode new information through lexicalization in single-word utterances and through contrastive stress in multiword utterances. However, the subjects encoded old information almost as frequently as they encoded new information. The encoding of a new action or state change was marked relatively infrequently by the subjects, and they consistently produced repetitions of previously encoded information when they failed to offer new information to their listeners. The results are discussed in reference to cognitive processing patterns of autistic individuals.
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BORNSTEIN, MARC H., O. MAURICE HAYNES, KATHLEEN M. PAINTER, and JANICE L. GENEVRO. "Child language with mother and with stranger at home and in the laboratory: a methodological study." Journal of Child Language 27, no. 2 (2000): 407–20. http://dx.doi.org/10.1017/s0305000900004165.
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This methodological study in 33 two-year-olds shows that child speech (total utterances, word roots, MLU) occurs at about the same level in different settings (the familiar home vs. the unfamiliar laboratory), but that children speak more and in more differentiated ways with different people (mother vs. stranger). Child speech also shows significant short- term stability. Girls use more different word roots and speak in longer utterances than do boys. In spontaneous child speech, cross-context generalizations appear warranted, but they also depend on conversational partner and gender of child.
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DEUCHAR, MARGARET. "Are function words non-language-specific in early bilingual two-word utterances?" Bilingualism: Language and Cognition 2, no. 1 (1999): 23–34. http://dx.doi.org/10.1017/s1366728999000127.
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van der Linden, Elisabeth, and Aafke Hulk. "Ik Deux Jambes." Onderzoek ontmoet onderwijs 64 (January 1, 2000): 137–44. http://dx.doi.org/10.1075/ttwia.64.14lin.
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In this paper, we argue that variation in child bilingualism has received too little attention. The literature on monolingual acquisition shows that children vary in the routes they follow towards linguistic proficiency: children have preferences for the acquisition of certain word classes (Nelson 1973, Bates 1994) and they do not all follow the same route in developing more word utterances (Clark, 1993). This variation is hardly taken into account in the study of bilingual acquisition. The fact that children vary in the amount of language mixing in their utterances may be due to the input they are exposed to, but may just as well be a sign of individual preferences and choices. In the case of the French/Dutch bilingual child we study, the first stage of her utterances seems to show that the amount of language specific utterances is variable but decreases with time. We suggest that the child is late in developing the pragmatic competence necessary to develop two differentiated language systems.
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MONTANARI, SIMONA. "Multi-word combinations and the emergence of differentiated ordering patterns in early trilingual development." Bilingualism: Language and Cognition 12, no. 4 (2009): 503–19. http://dx.doi.org/10.1017/s1366728909990265.
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This study examines word order differentiation in early trilingual development through an analysis of the combinations produced by a Tagalog–Spanish–English trilingual child with an MLU of less than 1.5. Same- and mixed-language combinations were tracked down from diary data and weekly recordings to assess (i) whether word order significantly varied cross-linguistically, and (ii) whether mixed utterances originated from vocabulary gaps rather than from an undifferentiated syntax. The results indicate that (a) argument/predicate sequences were differentially ordered depending on their language and following input-dependent preferences, (b) mixed utterances were generally caused by vocabulary gaps, and (c) they displayed the same order as those single-language combinations produced in the same language context. These findings suggest that evidence for early word order differentiation can be found before the appearance of inflectional morphology and even when three – rather than two – languages are being acquired, indicating that trilingual exposure does not slow down the process of differentiation.
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Frank, Michael C., Noah D. Goodman, and Joshua B. Tenenbaum. "Using Speakers' Referential Intentions to Model Early Cross-Situational Word Learning." Psychological Science 20, no. 5 (2009): 578–85. http://dx.doi.org/10.1111/j.1467-9280.2009.02335.x.
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Word learning is a “chicken and egg” problem. If a child could understand speakers' utterances, it would be easy to learn the meanings of individual words, and once a child knows what many words mean, it is easy to infer speakers' intended meanings. To the beginning learner, however, both individual word meanings and speakers' intentions are unknown. We describe a computational model of word learning that solves these two inference problems in parallel, rather than relying exclusively on either the inferred meanings of utterances or cross-situational word-meaning associations. We tested our model using annotated corpus data and found that it inferred pairings between words and object concepts with higher precision than comparison models. Moreover, as the result of making probabilistic inferences about speakers' intentions, our model explains a variety of behavioral phenomena described in the word-learning literature. These phenomena include mutual exclusivity, one-trial learning, cross-situational learning, the role of words in object individuation, and the use of inferred intentions to disambiguate reference.
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Tallerman, Maggie. "Holophrastic protolanguage." Interaction Studies 9, no. 1 (2008): 84–99. http://dx.doi.org/10.1075/is.9.1.07tal.
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This paper challenges recent assumptions that holophrastic utterances could be planned, processed, stored and retrieved from storage, focussing on three specific issues: (i) Problems in conceptual planning of multi-proposition utterances of the type proposed by Arbib (2005), Mithen (2005); (ii) The question of whether holophrastic protolanguage could have been processed by a special ‘holistic’ mode, the precursor to a projected ‘idiom mode’ in modern language; (iii) The implications for learning a holophrastic proto-lexicon in light of lexical constraints on word learning. Modern speakers only plan utterances in clause-sized units, and it is improbable that protolanguage speakers had more complex abilities. Moreover, the production and comprehension of idioms sheds no light on a putative ‘holistic’ mode of language processing, since idioms are not processed in this way. Finally, innate constraints on learning lexical items preclude the types of word meanings proposed by proponents of holophrastic protolanguage.
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CLEAVE, PATRICIA L., and ELIZABETH KAY-RAINING BIRD. "Effects of familiarity on mothers' talk about nouns and verbs." Journal of Child Language 33, no. 3 (2006): 661–76. http://dx.doi.org/10.1017/s0305000906007549.
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Modifications mothers make when talking to young English-speaking children between the ages of 1;8 and 3;0 (average age=2;4) about words perceived to be familiar versus unfamiliar were investigated. Nineteen mothers and their children participated in two toy play tasks; one designed to elicit talk about familiar and unfamiliar animals and the other designed to elicit talk about familiar and unfamiliar actions. It was found that mothers' talk involving unfamiliar words differed from talk involving familiar words in a number of ways. Some modifications served to highlight the unfamiliar word which could assist in segmenting the unfamiliar word and mapping it to its referent. Compared to familiar nouns and verbs, unfamiliar nouns and verbs were produced more frequently in highly salient utterance positions and were paired more consistently with a clear nonverbal referent. Familiar nouns but, not verbs, were produced in longer utterances than unfamiliar nouns which could support the child's elaboration of the lexical representation of the familiar word.
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NAOI, Nozomi, Kumiko YOKOYAMA, and Jun-ichi YAMAMOTO. "Matrix Training for Expressive and Receptive Two-Word Utterances in Children With Autism." Japanese Journal of Special Education 43, no. 6 (2006): 505–18. http://dx.doi.org/10.6033/tokkyou.43.505.
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TSUBOKURA, Mika. "Development of Two-Word and Multiword Utterances in Children With Autism Spectrum Disorder." Japanese Journal of Special Education 52, no. 5 (2015): 381–90. http://dx.doi.org/10.6033/tokkyou.52.381.
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Berman, Michael, and Natasha Berman. "THE DIRTY WORD." Think 10, no. 27 (2010): 77–81. http://dx.doi.org/10.1017/s1477175610000400.
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For the first two years of my daughter's life, I was scheduled to teach an Introductory Logic course. While I had taught Critical Thinking courses in the past, having to steep myself in categorical and propositional logic left a lasting impression on my own thinking. More importantly, though, these courses influenced my speech-habits during the early years of my child's development. By no means do I intend to assert that my child somehow gained some cognitive benefit from my communication with her during these early stages of her life. Rather, it seems that she acquired the particular virtue of tolerating her father's habit of voicing strangely worded utterances. As she has passed the three and half year mark, her own communication skills and means of expression are well on their way towards developing into her own distinct styles. This I know because we talk a lot. Often times these dialogues are about day care, her friends, or princesses and lots of pink stuff. But sometimes a gem of an argument develops.
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Hasanah, Raudatul. "An Analysis of Code Mixing in Bayu Skak’s Videos." PIONEER: Journal of Language and Literature 12, no. 1 (2020): 73. http://dx.doi.org/10.36841/pioneer.v12i1.537.
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This study investigated the types and factors that influence code mixing in Bayu Skak’s videos. The data in this study are in the form of utterances that contain code mixing in Bayu Skak’s videos. This research was conducted by analyzing the data qualitatively. The research instruments are the researcher herself. There were three videos that was used in this research. The techniques of data collection were done by watching Bayu Skak’s videos one by one, noting down the utterances that contained code mixing, and giving numbers and codes in every utterance that contained code mixing and analysing the data based on Spradley’s theory (1965). The steps of data analysis are domain analysis, taxonomy analysis, componential analysis, and cultural values. The finding of the research described types and factors that influence the code mixing and the total data showed thirty two data used code mixing from types of code mixing which attained eleven data from insertion, eight data of alternation, and eleven data of congruent lexicalization. Then, factors that influence code mixing cover four need for synonymy, four data of social value, three data of intrduction and development of new culture, five data of low frequency or word, five data of oversight, five data of pernicious homonymy, four data of in sufficiently differentiated, and two data of end.
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Mineo, Beth A., and Howard Goldstein. "Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers." Journal of Speech and Hearing Disorders 55, no. 4 (1990): 665–78. http://dx.doi.org/10.1044/jshd.5504.665.
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This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.
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Venker, Courtney E., Jena McDaniel, and Megan Yasick. "Speech-Language Pathologists' Ratings of Telegraphic Versus Grammatical Utterances: A Survey Study." Journal of Speech, Language, and Hearing Research 63, no. 7 (2020): 2271–80. http://dx.doi.org/10.1044/2020_jslhr-19-00132.
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Purpose It is common for speech-language pathologists (SLPs) to simplify their utterances when talking to children with language delays, but there is disagreement about whether simplified utterances should be grammatical (e.g., Daddy is running, See the cookie? ) or telegraphic (e.g., Daddy running, See cookie? ). This study examined the extent to which SLPs reported grammatical versus telegraphic utterances to sound like something they would say and investigated whether results differed based on SLPs' perspectives about the usefulness of telegraphic input. Method Ninety-three practicing SLPs completed an online survey. SLPs rated the extent to which a list of telegraphic and grammatical utterances sounded like something they would say to a child with a language delay who is prelinguistic or at the one- or two-word stages of spoken language development. Results SLPs who did not view telegraphic input as useful or felt neutral about this issue rated grammatical utterances to sound significantly more like something they would say than telegraphic utterances. However, findings differed for SLPs who viewed telegraphic input as useful. There was no significant difference in the extent to which these SLPs reported grammatical versus telegraphic utterances to sound like something they would say. Conclusions As incorrect language models, telegraphic utterances are counterexamples to the grammatical structure of English that may make it more difficult for learners to detect regularities in the language input they hear. Unless empirical evidence emerges in support of telegraphic input, it may be beneficial to maximize grammatical input provided to children with language delays.
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Suomi, Kari. "On Detecting Words and Word Boundaries in Finnish: A Survey of Potential Word Boundary Signals." Nordic Journal of Linguistics 8, no. 2 (1985): 211–31. http://dx.doi.org/10.1017/s0332586500001347.
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Two models are presented of how the listener detects words in utterances. The first model assumes that the listener takes advantage of phonetic word boundary signals (WBSs), non-phonetic information not being necessary for word detection. The second model assumes that word detection relies on the use of non-phonetic knowledge of the language, words being detected through the recognition of the preceding word. Thus WBSs may not be necessary for word detection. The WBSs suggested for Finnish are evaluated against this background. The phonotactic WBSs are found unreliable or useless, the others limited in applicability or experimentally unsupported. The models and the results of the survey will direct future investigations of word detection and recognition in Finnish.