Feature development in Cantonese

Thesis (B.Sc)--University of Hong Kong, 2001"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001."Also available in print.published_or_final_versionSpeech and Hearing SciencesBachelorBachelor of Science in Speech and Hearing Science

Use of reference in Cantonese narratives: a developmental study

abstractpublished_or_final_versionSpeech and Hearing SciencesDoctoralDoctor of Philosoph

An Analysis of Noun Definition in Cantonese

This study investigated the noun definitions given by Cantonese speakers at different ages. Definitional responses on six concrete nouns from 1075 children aged 4;10 to 12;01 and 15 adults were analyzed with reference to the semantic content and the syntactic form. Results showed that conventional definitions produced by Cantonese adult speakers were realized with specific superordinates and more perceptual than functional attributes. The content was carried by a syntactic frame, "NP1is NP2", where relative clause was not the predominant form of NP2 as in the English definition forms. Core attributes signifying the defining properties increased significantly with age while non-core attributes were observed relatively evenly throughout all groups. Preschoolers tended to drop the sentential-subject (i.e., NP1) and the copula is, and produce more functional than perceptual attributes. By Primary-2 (P2) (about 7;0), the taxonomic relation was coded with the frame of "NP1is NP2". Beginning at P4 (about 9;0), children included a superordinate but the specificity of the adult-like superordinate was not achieved even by P6 (about 11;0). In general, developmental trends accorded with the trends observed in other languages, but typological features played a role in framing the development of the syntactic form. © The Author(s) 2012.Link_to_subscribed_fulltex

Narrative assessment for cantonese-speaking children

Background: This study examined the narrative skills of Cantonese-speaking school-age children to fill a need for a normative language test for school-age children. Purpose: To provide a benchmark of the narrative skills of Cantonese-speaking children; to identify which of the microstructure components was the best predictor of age; and to determine the diagnostic accuracy of the test components. Method and Procedure: Data were collected from 1,120 Cantonese-speaking children between the ages of 4;10 (years;months) and 12;01, using a story-retell of a 24-frame picture series. Four narrative components (syntactic complexity, semantic score, referencing, and connective use) were measured. Outcomes and Results: Each measure reflected significant age-related differences in narrative ability. Regression analyses revealed that vocabulary and syntactic complexity were the best predictors of grade. All measures showed high sensitivity (86%–94%) but relatively low specificity (60%–90%) and modest likelihood ratio (LR) values: LR+ (2.15–9.42) and LR– (0.07–0.34).Conclusion and Implications: Narrative assessment can be standardized to be a reliable and valid instrument to assist in the identification of children with language impairment. Syntactic complexity is not only a strong predictor of grade but was also particularly vulnerable in Cantonese-speaking children with specific language impairment. Further diagnostic research using narrative analysis is warranted