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Paul Van Geert - One of the best experts on this subject based on the ideXlab platform.
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Modeling continuity and discontinuity in utterance length: a quantitative approach to changes, transitions and intra‐individual variability in early Grammatical Development
Developmental science, 2007Co-Authors: Dominique Bassano, Paul Van GeertAbstract:The confluence of an anomaly such as a growth spurt or a temporary regression on the one hand and a temporary increase in intra-individual variability on the other hand, forms a strong indicator of a major transition in early language Development. Data concern one-word (W1), two- and three-word (W2-3), and four-and-more-word (W4+) utterances from two French children during their second and third years. A dynamic growth model was fitted, based on a structure of supportive, conditional and competitive relationships. Using a statistical simulation method, we showed two striking peaks of variability in addition to a temporary regression or rapid growth in the proportions of W1, W2-3 and W4+ utterances. We argue that these phenomena show transitions corresponding to critical points in Grammatical Development, which could be indicative of the emergence of simple combinatorial and syntactic stages of language successively. Our results emphasize the relevance of time-serial data and of intra-individual variability in the study of Developmental transitions in general.
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Modeling continuity and discontinuity in utterance length: A quantitative approach to changes, transitions and intra-individual variability in early Grammatical Development.
Developmental Science, 2007Co-Authors: Dominique Bassano, Paul Van GeertAbstract:The confluence of an anomaly such as a growth spurt or a temporary regression on the one hand and a temporary increase in intra-individual variability on the other hand, forms a strong indicator of a major transition in early language Development. Data concern one-word (W1), two- and three-word (W2-3), and four-and-more-word (W4 +) utterances from two French children during their second and third years. A dynamic growth model was fitted, based on a structure of supportive, conditional and competitive relationships. Using a statistical simulation method, we showed two striking peaks of variability in addition to a temporary regression or rapid growth in the proportions of W1, W2-3 and W4+ utterances. We argue that these phenomena show transitions corresponding to critical points in Grammatical Development, which could be indicative of the emergence of simple combinatorial and syntactic stages of language successively. Our results emphasize the relevance of time-serial data and of intra-individual variability in the study of Developmental transitions in general.
Philip S Dale - One of the best experts on this subject based on the ideXlab platform.
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The language-specific nature of Grammatical Development: evidence from bilingual language learners.
Developmental science, 2004Co-Authors: Virginia A. Marchman, Carmen Martínez-sussmann, Philip S DaleAbstract:The fact that early lexical and Grammatical acquisition are strongly correlated has been cited as evidence against the view that the language faculty is composed of dissociable and autonomous modules (Bates & Goodman, 1997). However, previous studies have not yet eliminated the possibility that lexical‐grammar associations may be attributable to language-general individual differences (e.g. children who are good at learning words are good at learning grammar). Parent report assessments of toddlers who are simultaneously learning English and Spanish ( n = 113) allow an examination of the specificity of lexical‐grammar relationships while holding child factors constant. Within-language vocabulary‐grammar associations were stronger than cross-language relationships, even after controlling for age, proportion of language exposure, general language skill and reporter bias. Similar patterns were found based on naturalistic language samples ( n = 22), ruling out a methodological artifact. These results are consistent with the view that grammar learning is specifically tied to lexical progress in a given language and provide further support for strong lexical‐Grammatical continuity early in acquisition.
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genetic evidence for bidirectional effects of early lexical and Grammatical Development
Child Development, 2003Co-Authors: Ginette Dionne, Philip S Dale, Michel Boivin, Robert PlominAbstract:This article addresses the autonomy hypothesis of vocabulary and grammar and bootstrapping mechanisms in early language Development. Two birth cohorts of 1,505 and 1,049 same-sex twin pairs from the UK were assessed at 2 and 3 years on grammar and vocabulary, using adapted versions of the MacArthur Communicative Development Inventory. Vocabulary and grammar correlate strongly at both 2 and 3 years in both cohorts. Multivariate genetic modeling reveals a consistently high genetic correlation between vocabulary and grammar at 2 and 3 years. This finding suggests the same genetic influences operate for both vocabulary and grammar, a finding incompatible with traditional autonomy hypothesis, at least in early acquisition. Cross-lagged longitudinal genetic models indicate both lexical and syntactical bootstrapping operate from 2 to 3 years.
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lexical and Grammatical Development a behavioural genetic perspective
Journal of Child Language, 2000Co-Authors: Philip S Dale, Ginette Dionne, Thalia C Eley, Robert PlominAbstract:The relation of lexical and Grammatical knowledge is at the core of many controversies in linguistics and psycholinguistics. Recent empirical findings that the two are highly correlated in early language Development have further energized the theoretical debate. Behavioural genetics provides an illuminating new tool to explore this question, by addressing the question of whether the empirical correlation simply reflects the fact that environments which facilitate one aspect of language growth also facilitate the other, or whether the same underlying acquisition mechanisms, influenced by the same genes, are responsible for the correlation. We explored this issue in a study of 2898 pairs of two-year-old twins born in England and Wales. Language Development was assessed by their parents using an adapted version of the MacArthur Communicative Development Inventory which assesses vocabulary and grammar. Moderate heritabilities were found for both. As in previous studies, measures of vocabulary and sentence complexity were substantially correlated (r = 0·66). Behaviour-genetic modelling of the relation of vocabulary and grammar produced an estimated value of 0·61 for the genetic correlation, a measure of the overlap of the genetic effects that contribute to the two aspects of language Development. In contrast, a measure of nonverbal cognitive Development, the PARCA, was only weakly correlated at both the phenotypic level and at the level of genetic correlations with the language measures. Thus, although the distinction between verbal and nonverbal skills has a genetic basis underlying the phenotypic dissociation, there is little evidence either genetically or phenotypically for a dissociation between vocabulary and grammar within language.
Andrea Revesz - One of the best experts on this subject based on the ideXlab platform.
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Promoting Grammatical Development Through Textually Enhanced Captions: An Eye-Tracking Study
The Modern Language Journal, 2018Co-Authors: Minjin Lee, Andrea ReveszAbstract:Abstract: This study launched an investigation into the extent to which textual enhancement in captions can promote learner attention to and subsequent Development in second language (L2) grammar. Using eye‐tracking, it also intended to extend research on the relationship between attention and L2 learning. A pretest–posttest experimental design was employed, with 3 treatment sessions. Forty‐eight Korean learners of L2 English were randomly assigned into a captions group (n = 24) and an enhanced captions group (n = 24). For the enhanced captions group, the components of pronominal anaphoric reference were boldfaced in the treatment task input. Learner attention to anaphora antecedents and personal pronouns was assessed with eye‐movement indices, and a written and an oral Grammaticality judgment test were used to measure learning gains. Textual enhancement succeeded in directing learner attention to the anaphora antecedents, and led to increased gains in receptive knowledge of pronominal anaphoric reference. However, significant links between attention and L2 Development were only observed for the unenhanced captions group. The findings, overall, demonstrate that textually enhanced captioning is a useful pedagogical tool to facilitate Development in L2 Grammatical knowledge. [ABSTRACT FROM AUTHOR]
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Promoting Grammatical Development Through Textually Enhanced Captions: An Eye‐Tracking Study
The Modern Language Journal, 2018Co-Authors: Minjin Lee, Andrea ReveszAbstract:Abstract: This study launched an investigation into the extent to which textual enhancement in captions can promote learner attention to and subsequent Development in second language (L2) grammar. Using eye‐tracking, it also intended to extend research on the relationship between attention and L2 learning. A pretest–posttest experimental design was employed, with 3 treatment sessions. Forty‐eight Korean learners of L2 English were randomly assigned into a captions group (n = 24) and an enhanced captions group (n = 24). For the enhanced captions group, the components of pronominal anaphoric reference were boldfaced in the treatment task input. Learner attention to anaphora antecedents and personal pronouns was assessed with eye‐movement indices, and a written and an oral Grammaticality judgment test were used to measure learning gains. Textual enhancement succeeded in directing learner attention to the anaphora antecedents, and led to increased gains in receptive knowledge of pronominal anaphoric reference. However, significant links between attention and L2 Development were only observed for the unenhanced captions group. The findings, overall, demonstrate that textually enhanced captioning is a useful pedagogical tool to facilitate Development in L2 Grammatical knowledge. [ABSTRACT FROM AUTHOR]
Melinda Oroz - One of the best experts on this subject based on the ideXlab platform.
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ties between lexical and Grammatical Development evidence from early talkers
Journal of Child Language, 1996Co-Authors: Donna J. Thal, Elizabeth Bates, Mary Jane Zappia, Melinda OrozAbstract:Case studies are presented for two linguistically precocious children (early-talkers) aged 1;9 and 1;5, one of whom represents a striking dissociation between vocabulary size and mean length of utterance. Each early-talker is compared to controls in the same language stage; 10 in Early Stage I (mean age 1; 7) and 10 in Stage II (mean age 2; 3). Data are explored to determine if the dissociation is best characterized as one between grammar and semantics, or a difference in cognitive style. Results showed that the child who used mostly single words produced high proportions of predicates and bound and closed class Grammatical morphemes, providing no evidence of a dissociation between grammar and semantics. Results also failed to support a clear contrast between analytic and holistic processing, although partial support was found for some predictions based on cognitive style. A unifying account is proposed that considers differences in auditory short term memory, a factor which could affect the size of the linguistic unit that children can store, manipulate, and/or retrieve at a particular point in Development.
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Ties between lexical and Grammatical Development: evidence from early-talkers *
Journal of child language, 1996Co-Authors: Donna J. Thal, Elizabeth Bates, Mary Jane Zappia, Melinda OrozAbstract:Case studies are presented for two linguistically precocious children (early-talkers) aged 1;9 and 1;5, one of whom represents a striking dissociation between vocabulary size and mean length of utterance. Each early-talker is compared to controls in the same language stage; 10 in Early Stage I (mean age 1; 7) and 10 in Stage II (mean age 2; 3). Data are explored to determine if the dissociation is best characterized as one between grammar and semantics, or a difference in cognitive style. Results showed that the child who used mostly single words produced high proportions of predicates and bound and closed class Grammatical morphemes, providing no evidence of a dissociation between grammar and semantics. Results also failed to support a clear contrast between analytic and holistic processing, although partial support was found for some predictions based on cognitive style. A unifying account is proposed that considers differences in auditory short term memory, a factor which could affect the size of the linguistic unit that children can store, manipulate, and/or retrieve at a particular point in Development.
Dominique Bassano - One of the best experts on this subject based on the ideXlab platform.
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Modeling continuity and discontinuity in utterance length: a quantitative approach to changes, transitions and intra‐individual variability in early Grammatical Development
Developmental science, 2007Co-Authors: Dominique Bassano, Paul Van GeertAbstract:The confluence of an anomaly such as a growth spurt or a temporary regression on the one hand and a temporary increase in intra-individual variability on the other hand, forms a strong indicator of a major transition in early language Development. Data concern one-word (W1), two- and three-word (W2-3), and four-and-more-word (W4+) utterances from two French children during their second and third years. A dynamic growth model was fitted, based on a structure of supportive, conditional and competitive relationships. Using a statistical simulation method, we showed two striking peaks of variability in addition to a temporary regression or rapid growth in the proportions of W1, W2-3 and W4+ utterances. We argue that these phenomena show transitions corresponding to critical points in Grammatical Development, which could be indicative of the emergence of simple combinatorial and syntactic stages of language successively. Our results emphasize the relevance of time-serial data and of intra-individual variability in the study of Developmental transitions in general.
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Modeling continuity and discontinuity in utterance length: A quantitative approach to changes, transitions and intra-individual variability in early Grammatical Development.
Developmental Science, 2007Co-Authors: Dominique Bassano, Paul Van GeertAbstract:The confluence of an anomaly such as a growth spurt or a temporary regression on the one hand and a temporary increase in intra-individual variability on the other hand, forms a strong indicator of a major transition in early language Development. Data concern one-word (W1), two- and three-word (W2-3), and four-and-more-word (W4 +) utterances from two French children during their second and third years. A dynamic growth model was fitted, based on a structure of supportive, conditional and competitive relationships. Using a statistical simulation method, we showed two striking peaks of variability in addition to a temporary regression or rapid growth in the proportions of W1, W2-3 and W4+ utterances. We argue that these phenomena show transitions corresponding to critical points in Grammatical Development, which could be indicative of the emergence of simple combinatorial and syntactic stages of language successively. Our results emphasize the relevance of time-serial data and of intra-individual variability in the study of Developmental transitions in general.
