Semantic grading and its structure

"June 7, 1955.""Communications (Linguistics).""Paper read before the Linguistic Society of America, August, 1954.""238"--handwritten on cove

Neuroethologic differences in sleep deprivation induced by the single- and multiple-platform methods

It has been proposed that the multiple-platform method (MP) for desynchronized sleep (DS) deprivation eliminates the stress induced by social isolation and by the restriction of locomotion in the single-platform (SP) method. MP, however, induces a higher increase in plasma corticosterone and ACTH levels than SP. Since deprivation is of heuristic value to identify the functional role of this state of sleep, the objective of the present study was to determine the behavioral differences exhibited by rats during sleep deprivation induced by these two methods. All behavioral patterns exhibited by a group of 7 albino male Wistar rats submitted to 4 days of sleep deprivation by the MP method (15 platforms, spaced 150 mm apart) and by 7 other rats submitted to sleep deprivation by the SP method were recorded in order to elaborate an ethogram. The behavioral patterns were quantitated in 10 replications by naive observers using other groups of 7 rats each submitted to the same deprivation schedule. Each quantification session lasted 35 min and the behavioral patterns presented by each rat over a period of 5 min were counted. The results obtained were: a) rats submitted to the MP method changed platforms at a mean rate of 2.62 ± 1.17 platforms h-1 animal-1; b) the number of episodes of noninteractive waking patterns for the MP animals was significantly higher than that for SP animals (1077 vs 768); c) additional episodes of waking patterns (26.9 ± 18.9 episodes/session) were promoted by social interaction in MP animals; d) the cumulative number of sleep episodes observed in the MP test (311) was significantly lower (chi-square test, 1 d.f., P<0.05) than that observed in the SP test (534); e) rats submitted to the MP test did not show the well-known increase in ambulatory activity observed after the end of the SP test; f) comparison of 6 MP and 6 SP rats showed a significantly shorter latency to the onset of DS in MP rats (7.8 ± 4.3 and 29.0 ± 25.0 min, respectively; Student t-test, P<0.05). We conclude that the social interaction occurring in the MP test generates additional stress since it increases the time of forced wakefulness and reduces the time of rest promoted by synchronized sleep.Universidade Federal de São Paulo (UNIFESP)Universidade Estadual PaulistaUNIFESPSciEL

The language of experience : a study in methodology

Cover title"April 30, 1955."At head of title: Communications"696"--handwritten on cover"Since the time this MS has been hectographed a few suggestions have been made, particularly by Ithiel de S. Pool, which will rather improve the paper and which will, therefore, be incorporated in the final copy. Further criticisms and suggestions will be appreciated."Includes bibliographical reference

Speech production in children with Down's syndrome: The effects of reading, naming and imitation

People with DS are known to have difficulties with expressive language, and often have difficulties with intelligibility. They often have stronger visual than verbal short-term memory skills and, therefore, reading has often been suggested as an intervention for speech and language in this population. However, there is as yet no firm evidence that reading can improve speech outcomes. This study aimed to compare reading, picture naming and repetition for the same 10 words, to identify if the speech of eight children with DS (aged 11-14 years) was more accurate, consistent and intelligible when reading. Results show that children were slightly, yet significantly, more accurate and intelligible when they read words compared with when they produced those words in naming or imitation conditions although the reduction in inconsistency was non-significant. The results of this small-scale study provide tentative support for previous claims about the benefits of reading for children with DS. The mechanisms behind a facilitatory effect of reading are considered, and directions are identified for future research

Variations in phonological working memory: linking early language experiences and language learning outcomes

In order to build complex language from perceptual input, children must have access to a powerful information processing system that can analyze, store, and use regularities in the signal to which the child is exposed. In this article, we propose that one of the most important parts of this underlying machinery is the linked set of cognitive and language processing components that comprise the child's developing working memory (WM). To examine this hypothesis, we explore how variations in the timing, quality, and quantity of language input during the earliest stages of development are related to variations in WM, especially phonological WM (PWM), and in turn language learning outcomes. In order to tease apart the relationships between early language experience, WM, and language development, we review research findings from studies of groups of language learners who clearly differ with respect to these aspects of input. Specifically, we consider the development of PWM in children with delayed exposure to language, that is, children born profoundly deaf and exposed to oral language following cochlear implantation and internationally adopted children who have delayed exposed to the adoption language; children who experience impoverished language input, that is, children who experience early bouts of otitis media and signing deaf children born to nonsigning hearing parents; and children with enriched early language input, that is, simultaneous bilinguals and second language learners

Language as an instrument of thought

I show that there are good arguments and evidence to boot that support the language as an instrument of thought hypothesis. The underlying mechanisms of language, comprising of expressions structured hierarchically and recursively, provide a perspective (in the form of a conceptual structure) on the world, for it is only via language that certain perspectives are avail- able to us and to our thought processes. These mechanisms provide us with a uniquely human way of thinking and talking about the world that is different to the sort of thinking we share with other animals. If the primary function of language were communication then one would expect that the underlying mechanisms of language will be structured in a way that favours successful communication. I show that not only is this not the case, but that the underlying mechanisms of language are in fact structured in a way to maximise computational efficiency, even if it means causing communicative problems. Moreover, I discuss evidence from comparative, neuropatho- logical, developmental, and neuroscientific evidence that supports the claim that language is an instrument of thought

The 'idioglossia' cases of the 1890s and the clinical investigation and treatment of developmental language impairment

The early history of developmental language impairment in late 19th century Britain is considered through the critical examination of three papers appearing in 1891 by Hadden, Golding-Bird and Hale White, and Taylor. They represent innovative investigations of child language disorders whose themes and concerns are resonant today. The term ‘idioglossia’ was coined to identify this new impairment and reflected the belief by some that these children spoke an invented language. Rather than viewing these children as having some constitutional deficiency, these 19th century physicians were novel in insisting that children with language impairments merited extensive clinical investigation and treatment. Their case descriptions and the subsequent debates regarding classification and prognosis are reviewed. Further consideration is given to how these cases led to questioning the relation between language and speech and other aspects of child development and disorder. Reflection on the early sources of clinical categories provides a new perspective on our current formulations for variation in developmental language trajectories

Can chunk size differences explain developmental changes in lexical learning?

In three experiments, we investigated Hebb repetition learning (HRL) differences between children and adults, as a function of the type of item (lexical vs. sub-lexical) and the level of item-overlap between sequences. In a first experiment, it was shown that when non-repeating and repeating (Hebb) sequences of words were all permutations of the same words, HRL was slower than when the sequences shared no words. This item-overlap effect was observed in both children and adults. In a second experiment, we used syllable sequences and we observed reduced HRL due to item-overlap only in children. The findings are explained within a chunking account of the HRL effect on the basis of which we hypothesize that children, compared with adults, chunk syllable sequences in smaller units. By hypothesis, small chunks are more prone to interference from anagram representations included in the filler sequences, potentially explaining the item-overlap effect in children. This hypothesis was tested in a third experiment with adults where we experimentally manipulated the chunk size by embedding pauses in the syllable sequences. Interestingly, we showed that imposing a small chunk size caused adults to show the same behavioral effects as those observed in children. Departing from the analogy between verbal HRL and lexical development, the results are discussed in light of the less-is-more hypothesis of age-related differences in language acquisition.Peer reviewedFinal Published versio

Investigating the use of digital manipulatives for storytelling in pre-school

Prova tipográficaResearch has identified a need for design of interactive products for children, as well as long-term studies that investigate the effects of its use in the classroom environment. Following the design and development of a digital manipulative system for storytelling, which involved preschool children and teachers, the investigation presented here reports findings from a four-month evaluation of the system that was carried in a Portuguese preschool involving 24 pairs of children. During the four months the researchers were able to observe children’s interaction with the digital manipulative system that was not biased by the novelty of the system or by time constrains. The gathered data showed that children used the digital manipulative system to create stories and play language games, which are activities that foster the development of oral language and emergent literacy, and are formally targeted in the preschool curriculum. The system provided challenge and adventure, motivating children to collaboratively explore and create narratives, empowering each child to actively participate in the task.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portuga

Factors Affecting Grammatical and Lexical Complexity of Long-Term L2 Speakers’ Oral Proficiency

There remains considerable disagreement about which factors drive second language (L2) ultimate attainment. Age of onset (AO) appears to be a robust factor, lending support to theories of maturational constraints on L2 acquisition. The present study is an investigation of factors that influence grammatical and lexical complexity at the stage of L2 ultimate attainment. Grammatical and lexical complexity were assessed in 102 spontaneous oral interviews. Interviewees' AOs ranged from 7 to 17 years old. Multifactorial analyses yielded consistently significant effects of gender and level of education for grammatical and lexical complexity. Additionally, native language use at work was a significant predictor for lexical complexity; conversely, AO did not emerge as a significant factor. We conclude that grammatical and lexical complexity at the stage of L2 ultimate attainment is the result of a complex interplay of variables that are general to language learning and performance rather than L2 specific