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 Role Of Extrinsic Feedback In Interlanguage Fossilization

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98419/1/j.1467-1770.1979.tb01075.x.pd

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

On The Irrelevance Of Transformational Grammar To Second Language Pedagogy

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98173/1/j.1467-1770.1969.tb00467.x.pd

Theories Of Language Acquisition In Relation To Beginning Reading Instruction 1

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98410/1/j.1467-1770.1971.tb00487.x.pd

Comment on Gergen's "Social Psychology as History"

A recent article by Gergen suggests that social psychology cannot reasonably aspire to the general time-independent laws that are characteristic of the physical sciences. Consideration of this thesis suggests that the underlying rationale may place undue reliance on the effects of psychological enlightenment, and on the individual's needs to demonstrate his behavioral freedom and uniqueness. A tentative generali zation suggests that the processes underlying social behavior may be relatively stable, but that they operate on an endless variety of social contents (conditions) to yield the diverse social behaviors and relation ships that we observe.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68537/2/10.1177_014616727500100207.pd

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

Speech Addressed To Children: Issues And Characteristics Of Parental Input

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98418/1/j.1467-1770.1975.tb00251.x.pd