Dissertationen zum Thema „Children in the wood“
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1
Pugh, Christina Elizabeth. „Wood Magic Program: A Distance Education Perspective“. Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42756.
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Research has shown that widespread misperceptions prevail regarding the use and sustainability of Americaâ s forest resources. Elementary school students receive only a general foundation in the area of wood science and many elementary school resources have shown to be inadequate. Virginia Tech and a few other universities have adopted Wood Magic (originated at Mississippi State University) which presents active, hands-on, and engaging science-based education to third, fourth, and fifth graders, allowing them the opportunity to obtain both a theoretical and practical knowledge in these areas of study. A distance education version of the Wood Magic Program, utilizing interactive videoconferencing, is the focus of this thesis.
An instructional design model has been developed to meet the needs of designers or instructors looking to expand into the distance education environment. This model describes all steps necessary to develop and implement a distance course or program.
A survey was conducted of all randomly selected third, fourth, and fifth grade elementary school science teachers in Virginia. The intentions of the survey were to discover the barriers to implementing the Wood Magic Distance Education Program into their current curriculum. The three largest barriers to implementation were cost of materials, time, and travel resources.Master of Science
2
Torney, Kim Lynette. „From 'babes in the wood' to 'bush-lost babies' : the development of an Australian image /“. Connect to thesis, 2002. http://repository.unimelb.edu.au/10187/1543.
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In this thesis I argue that the image of a child lost in the bush became a central strand in the Australian colonial experience, creating a cultural legacy that remains to this day. I also argue that the way in which the image developed in Australia was unique among British-colonised societies. I explore the dominant themes of my thesis - the nature of childhood, the effect of environment upon colonisers, and the power of memory - primarily through stories. The bush-lost child is an image that developed mainly in the realms of ‘low’ culture, in popular journals, newspapers, stories and images including films, although it has been represented in such ‘high’ cultural forms as novels, art and opera. I have concentrated on the main forms of its representations because it is through these that the image achieves its longevity. (For complete abstract open document)
3
Wood, Enid. „The phenomenon of resilience in aids orphans / Enid Wood“. Thesis, North-West University, 2007. http://hdl.handle.net/10394/2466.
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Seibert, Mary Sue. „Children's liturgy of the Word“. Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.
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5
Clark, Matthew Ryan. „Novel word learning of children with hearing impairment and children with typical hearing“. [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=947.
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6
Terzopoulos, Aris. „Word representations of bilingual adults and children“. Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/3f58b001-dcba-4ef9-bdc2-cba7b88f581b.
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The focus of the current thesis is to examine the linguistic and non-linguistic factors that affect bilingual performance with different language tasks. The aim of the investigation is twofold: on the one hand it examines the role of translation similarity in processing words in the two languages. Specifically, if processing of cognates (translations that share form) and non-cognates (translations with no form overlap) differ as a function of orthographic and phonological overlap between Greek and English. This pair of languages is not commonly researched in bilingual studies and the benefit of investigating them stems from their partial only similarity. Greek and English differ phonologically and orthographically although they are both alphabetic and have an etymological relationship. This makes it an interesting pair because their partial similarity in both codes is not as usual as in more commonly studied language pairs, where there is either only phonological (e.g., Chinese - English cognates) or more extensive orthographic and phonological similarity (with identical alphabets, e.g., Spanish-English cognates). By studying languages with partial similarity, it is possible to compare translations with various degrees of orthographic and phonological similarity. The current study also examines whether adult and children bilinguals with minimal usage of the second language and tested in their first language environment would show differences in processing translations that appear in their first or second language. Of particular interest here is that two groups of adults and children are tested that have either Greek or English as their first language, which provides the opportunity to examine group effects cross-linguistically and as function of age while ensuring that language dominance and testing environment are controlled.
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Feldblyum, Joshua Mark. „Mutual exclusivity in bilingual word learning“. Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564016531&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Shaw, Rhonwen Elisabeth. „Word awareness and grammatical awareness in normally developing children and children with specific language impairment“. Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243717.
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9
Cheung, Wai-yan Anissa. „Word learning in normal and language-impaired children“. Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209405.
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Thesis (B.Sc)--University of Hong Kong, 1997."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.
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Agee, C., C. Bowden und A. Lynn Williams. „Phonological Intervention with Children: Word vs. Conversation Level“. Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/2103.
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11
Walker, Elizabeth Ann. „Word learning processes in children with cochlear implants“. Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/616.
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Children with cochlear implants (CIs) typically have smaller lexicons in relation to their same-age hearing peers. There is also evidence that children with CIs show slower rates of vocabulary growth compared to hearing children. To understand why children with CIs have smaller vocabularies, we proposed to investigate their word learning process and determine how it compares to children with normal hearing. The present study explores multiple aspects of word learning - acquisition, extension, and retention - to better inform us about the real-world process of lexical acquisition in children with CIs.
We evaluated 24 children with cochlear implants, 24 children with normal hearing matched by chronological age, and 23 children with normal hearing who were matched by vocabulary size. Participants were trained and tested on a word learning task that incorporated fast mapping, word extension, and word retention over two days. We also administered a battery of tests that included measures of receptive vocabulary and speech perception skills to determine which variables might be significant predictors of fast mapping and word retention.
Children with CIs performed more poorly on word learning measures compared to their age-mates, but similarly to their vocabulary-mates. These findings indicate that children with CIs experience a reduced ability to initially form word-referent pairs, as well as extend and retain these pairs over time, in relation to their same-age hearing peers. Additionally, hearing age-mates and vocabulary-mates showed enhancement in their production of novel words over time, while the CI group maintained performance. Thus, children with CIs may not take the same route in learning new words as typically-developing children. These results could help explain, in part, why this population consistently demonstrates slower rates of vocabulary learning over time. Furthermore, we expected that speech perception and vocabulary size would relate to variations in fast mapping, as well as word retention. Neither of these variables proved to be significant predictors of fast mapping, but they were highly significant for word retention. Based on these findings, we may conclude that the factors that account for acquiring that first link between a word and its referent are not the same as those that are important for storing in a word in long-term memory.
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Weckerly, Jill. „Morphosyntactic ability and word fluency in atypically developing children : evidence from children with specific language impairment and children with early focal lesions /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9975030.
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Maher, Elizabeth Ann. „Children's modality preference for novel word learning /“. See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083594203.
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Thesis (M.A.)--University of Toledo, 2004.Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Arts degree in Speech-Language Pathology." Includes bibliographical references (leaves 52-62).
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Field, Charlotte Emma. „Word learning from object, speaker and environmental cues in typically developing children, children with autism spectrum disorder and children with other developmental disorders“. Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/78199/.
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This thesis explored whether children with Autism Spectrum Disorder (ASD) learn the names of artefacts when abstracting information from the objects themselves (Studies One and Two: shape and function bias), a speaker (Study Three: gaze and pointing cues) or the environment (Study Four: arrow and light cues). A final study assessed the relative weighting of conflicting speaker and environmental cues (Study Five). Control groups of typically developing (TD) children and children with other developmental disorders (DD) were also included. In order to tease apart whether word learning is delayed or deviant in ASD and if this extends to DD children, each study recruited participants with a wide range of receptive language abilities. The participants were subdivided into ‘high verbal mental age’ (VMA) and ‘low VMA’ categories. Children with ASD were found to be delayed in some aspects of language acquisition; specifically in showing a shape bias and learning words from eye gaze and pointing. They failed to learn words from one type of associative cue (light), but learnt words from a directional arrow at the same age as their TD peers. Furthermore, they showed a function bias at an earlier age than TD children. Interestingly, the DD cohort also showed substantial word learning deficits. They were delayed learning words from eye gaze and deviant learning words using functional information and some types of social and associative cues. Overall, this research contributes to our understanding of the pathways of language acquisition across typical and atypical development.
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Simmonds, Elizabeth Alice. „Word finding difficulties (WFDs) and lexical processes in children“. Thesis, London South Bank University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410574.
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Merrills, J. D. „The word recognition skills of profoundly, prelingually deaf children“. Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233691.
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17
Crosbie, Sharon Lee. „Single word comprehension in children with specific language impairment“. Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391978.
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18
Wong, Wai-lap. „Automatization deficit among Chinese developmental dyslexic children“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35778660.
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Wong, Wai-lap, und 黃緯立. „Automatization deficit among Chinese developmental dyslexic children“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35778660.
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Lovelace, Sherri. „THE ROLE OF BOOK TYPE IN THE RETENTION OF NOVEL VOCABULARY AMONG CHILDREN AFRICAN AMERICAN CHILDREN WITH VOCABULARY DEFICITS“. Lexington, Ky. : [University of Kentucky Libraries], 2006. http://lib.uky.edu/ETD/ukyresc2006d00422/Dissertation.pdf.
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Thesis (Ph. D.)--University of Kentucky, 2006.Title from document title page (viewed on May 30, 2006). Document formatted into pages; contains viii, 133 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 121-132).
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Hvozdanski, Marion Jeanette. „The residual word-finding deficit of traumatically head-injured children“. Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/25897.
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The purpose of this study was to investigate the nature of the residual word-finding deficit after severe head-injury. Reach of five severely head—injured subjects, (2;0-8;0 post-injury) males, ranging in age from 10;0—17;0 was compared with a Control matched for age and sex.
Subjects were tested with a number of standardized and experimental language tests. Results were compared between subject groups.
Results indicated that naming stimulus and condition affected the accuracy of the head—injured childrens' responses. Photographs were easier to name than line drawings. Visual confrontation naming and sentence completion were easier tasks than naming to auditory description, which in turn was easier than naming to palpation.
Metalinguistic skills, e.g. antonyms and homonyms, were demonstrated to be an area of deficit for the head-injured children and warrant further research.
Expository speech of the head-injured children was marked by an overall simplifications smaller MLU, and reduction of syntactic complexity when compared with the Control group. The speech of the head-injured children also contained more pauses which are indicative of word-finding difficulty.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Zens, Naomi Katharina. „Facilitating Word-Learning Abilities in Children with Specific Language Impairment“. Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.
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Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to improve the word-learning abilities in children with SLI are sparse. The experiments described in this thesis addressed this need to understand the effects of interventions on word-learning abilities. Further, the thesis describes the first investigation of word-learning abilities of New Zealand school-aged children with SLI. Specifically, the following three broad questions are asked: 1. What are the word-learning skills of New Zealand school-aged children with SLI compared to children with typical language development and which underlying language skills influence word-learning? 2. What are the immediate and longer term effects of phonological awareness and semantic intervention on word-learning and language skills in children with SLI? 3. What are the error patterns of children with SLI compared to children with typical language development when learning to produce new words and do these patterns change following phonological awareness and semantic intervention? The first experiment compared the word-learning abilities of 19 school-aged children with SLI (aged 6;2 to 8;3) to age-matched children with typical language development and revealed that children with SLI presented with significant difficulties to produce and to comprehend new words. After repeated exposure, children with SLI caught up to the performances of children with typical language development in learning to comprehend new words, but not on production of new words. Correlation analyses demonstrated that there were no correlations between the word-learning skills and other language measures for children with SLI, whereas the word-learning abilities of children with typical language development were correlated to their phonological awareness, semantic, and general language skills. In the second experiment, it was investigated whether there were also qualitative differences during word-learning between children with and without SLI additionally to the quantitative differences as revealed in the first experiment. Children’s erroneous responses during the word-learning tasks were categorised into phonological, semantic, substitution or random errors. A comparison of the children’s error patterns revealed that children with SLI presented with a different error pattern and made significantly more random errors than children with typical language development. However, after repeated exposure, children with SLI demonstrated a similar error pattern as children without SLI. Furthermore, it was examined whether a specific combination of phonological and semantic cues facilitated children’s learning of new words or whether there were word-specific features that facilitated children’s word-learning. No facilitative word-specific features could be identified. Analysis revealed that there were no significant effects of cueing on learning new words, but specific patterns could be derived for children with SLI. Children with SLI learned to comprehend more words that were presented with two semantic cues or one phonological and one semantic cue and learned to produce more words that were presented with two phonological cues. In the third experiment, the effectiveness of a combined phonological awareness and semantic intervention to advance children’s word-learning abilities was examined. Nineteen children with SLI (same participants as in experiment 1) participated in this intervention study that implemented an alternating treatment group design with random assignment of the participants. Children in group A received phonological awareness intervention followed by semantic intervention, whereas children in group B received the same interventions in the reverse order. Children’s word-learning abilities were assessed at pre-test, prior to the intervention, at mid-test after intervention phase 1, and at post-test, immediately following the completion of the second intervention phase. Each intervention itself was effective in significantly improving children’s fast mapping skills, however, gains in children’s word-learning abilities were only found for children in group A for production of new words. Extending the findings of the intervention effectiveness of phonological awareness and semantic intervention on word-learning as reported in experiment 3, it was investigated in experiment 4, whether the implemented intervention additionally influenced the error patterns of children with SLI. The erroneous responses of children with SLI on all word-learning probes at pre-, mid-, and post-test were categorised into the same error groups as described in the second experiment (semantic, phonological, substitution, and random errors). The error analyses revealed that children’s error profiles changed during the course of intervention and treatment specific effects on children’s erroneous responses were found. Post-intervention, children who received phonological awareness followed by semantic intervention displayed the same error patterns as children with typical language development, whereas children who received the same interventions in the reverse order maintained the same error pattern as displayed at pre-test. The final experiment examined the longer-term effects of the combined phonological awareness and semantic intervention reported in experiment 3 on the language and literacy development of children with SLI. Eighteen of the 19 children with SLI, who received the intervention reported in experiment 3, were available for re-assessment 6 months after the completion of the intervention. The children (aged 7;1 to 9;2 years) were re-assessed on a range of standardised and experimental measures. Data analysis revealed that 6 months post-intervention, all children were able to maintain their gains in phonological awareness, semantic, and decoding skills as displayed immediately after the intervention. Children’s general language and reading skills significantly improved following the intervention; however, children who received phonological awareness intervention followed by semantic intervention displayed significantly better reading outcomes than the children who received the same interventions in the reverse order. This thesis revealed that a combination of phonological awareness and semantic intervention can enhance the word-learning abilities of children with SLI. The combined intervention approach was also effective in additionally improving children’s general language skills and the reading of single non-words and real words, as well as connected text. The immediate and longer-term intervention effects provide evidence that advancing the semantic and phonological awareness skills is an effective intervention approach to support children with SLI in their word-learning and to furthermore promote their language and literacy development. However, the order of the implemented interventions played a significant role: Children in the current study profited most when they received phonological awareness intervention first, followed by semantic intervention.
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Ramtohul, Venita S. „Lexical access and representations in children : naming and word learning“. Thesis, Open University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446288.
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Emeeshat, Janah S. „Isolated Word Speech Recognition System for Children with Down Syndrome“. Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu150400900840969.
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O'Mahony, Sara. „New word learning in young children with Autism Spectrum Disorder“. Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12708/.
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At least some children with Autism Spectrum Disorder (ASD) have sensory processing differences which are likely to impact on speech processing and early language development. There is limited research in this area with the population in this study, i.e., preschool children with ASD and minimal or no language. This study explores the effects of modified speech on fast mapping and learning new words using video modelling, based on evidence in ASD of particular difficulty processing speech in background noise, temporal speech processing and a potential multisensory integration deficit. A case series design with multiple measures was used to compare the impact of modified video modelling with control conditions on learning and fast mapping new words. Video modelling had an overall positive impact on fast mapping and learning new words compared to non-taught control words, but was not superior to live modelling. Artificially slowing speech and background noise had minimal or no effect on taught vocabulary, although this does not preclude effects in natural environments. The atypical effects on fast mapping new words from asynchronous audiovisual presentation was consistent with a multisensory integration deficit in ASD, but the extent to which this supports theories of autism such as an extended multisensory temporal binding window requires further research. Methodological limitations indicate caution generalising findings. There was wide variation in participant performance and profiles, including sensory processing. This suggests the need for detailed assessment of sensory processing alongside other abilities in order to tailor interventions supporting language development to each child’s unique profile. Given evidence of deficits in attention and positive associations between video modelling and attention in this study and the literature, video modelling may be helpful alongside other strategies in supporting young children with ASD fast map or learn new words when they are struggling to do so by other means.
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Markson, Lori Robin. „Mechanisms of word learning in children: Insights from fast mapping“. Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284747.
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Children can learn aspects of the meaning of a new word on the basis of only a few incidental exposures and can retain this knowledge for a long time. The process of rapidly learning and remembering new words has come to be known as fast mapping. It is often maintained that fast mapping is the result of a dedicated language mechanism, but it is possible that this same capacity might apply in domains other than language learning. The present studies explore the nature of fast mapping, with the goal of revealing more about the mechanism underlying word learning in children. One possibility is that the capacity for word learning is mediated by a specialized language mechanism. A second view posits that all of language acquisition depends on more general cognitive processes. Alternatively, the acquisition of words and grammar may involve different mechanisms. To test these alternative proposals, children and adults were taught a new object name and an arbitrary fact about a novel object, and were tested for their retention immediately or after a delay. The findings revealed that fast mapping is not limited to word learning, suggesting that the capacity to learn and retain new words is the result of learning and memory abilities that are not specific to language. Three further studies then explored the specificity and development of the capacity for fast mapping. The implications of these findings for theories of word learning are discussed.
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Jackson, Emily May. „Word learning and memory in children with developmental language disorder“. Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/83310.
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Many children with developmental language disorder experience deficits in memory and word learning. However, the nature of these difficulties was not well known. As such, the working, declarative, and procedural memory skills of children with DLD and typical language were explored in this PhD. Additionally, word learning skills, and how they relate to memory abilities, were investigated. The clinical application of word learning evaluation was also examined, and implications for theory and practice were described.
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Scherer, Nancy J., A. Lynn Williams, Carol Stoel-Gammon und Ann Kaiser. „Assessment of Single-Word Production for Children under Three Years of Age: Comparison of Children with and without Cleft Palate“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1998.
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Background. This study reports comparative phonological assessment results for children with cleft lip and/or palate (CLP) to typically developing peers using an evaluation tool for early phonological skills. Methods. Children without clefts (NC = noncleft) and 24 children with CLP, ages of 18–36 months, were evaluated using the Profile of Early Expressive Phonological Skills (PEEPSs) [1]. Children interacted with toy manipulatives to elicit a representative sample of target English consonants and syllable structures that are typically acquired by children between 18 and 27 months of age. Results. Results revealed significant differences between the two groups with regard to measures of consonant inventory, place of articulation, manner of production, accuracy, and error patterns. Syllable structure did not indicate differences, with the exception of initial consonant clusters. Conclusions. findings provide support for PEEPS as a viable option for single-word assessment of children with CLP prior to 3 years of age.
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Hoff, Amanda. „High fidelity musician's filters and auditory figure-ground performance in children“. Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Summer2006/a%5Fhoff%5F071906.pdf.
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Li, Fu-ming Baldwin. „Using diagrams to solve word problems involving percentage in primary six students“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35676802.
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Marti, Carl Nathan. „11-month-old infants' use of function morphemes to identify word boundaries /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008387.
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Ahufinger, Sanclemente Nadia. „Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment“. Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666983.
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This dissertation was written to answer some questions about the different roles played by memory in school-age Catalan-Spanish children with specific language impairment (SLI). Currently, a small but growing body of work suggests that individuals with SLI have difficulty performing tasks that require non-declarative learning. That is, they present with difficulties in the process of extracting abstract knowledge from statistical patterns, probabilistic computations (statistical learning) and procedural skills (procedural learning) embedded in the input. The Procedural Deficit Hypothesis—PDH—(Ullman & Pierpont, 2005) suggests that grammatical impairments observed in SLI may be explained by abnormalities in brain areas associated with procedural memory—a gradual, sequential implicit learning, necessary for acquiring cognitive and motor skills, such as typing and bike riding. The PDH also purports that children with SLI have relative strengths in word learning since their lexical declarative memory systems have remained largely spared. However, the literature shows that children with SLI show difficulties in vocabulary learning in addition to grammatical deficits. First, in this dissertation we wanted to study whether children with SLI have a more general impairment in their non-declarative memory mechanism that is not limited to procedural learning. Second, we wanted to investigate whether statistical learning is also a required mechanism for the word-learning process rather than just declarative memory alone. Third, we examined the role of working and declarative memory in children with and without SLI with regard to lexical knowledge. To carry out our study, a total of 76 children (24 girls, 52 boys), 38 children with SLI (Mean age=8.7 years-old; SD=1.10 years) ranging in age from 5.6 to 12.11 years, and 38 typically developing children (Mean age=8.9 years; SD=1.10 years) ranging in age from 5.7 to 12.9 years were tested with three types of statistical word-learning tasks involved in a word-learning process (i.e., auditory sequential statistical learning, cross-situational statistical learning, and visual statistical learning tasks) and were given different working and declarative memory tests.
The results showed that Catalan-Spanish children with SLI were less accurate at solving the three statistical learning tasks than the group of TD children. Moreover, statistical learning and declarative memory were significant predictors of the vocabulary knowledge in children with and without SLI. Thus, non-declarative learning was shown to be a required mechanism for acquiring vocabulary as well as grammar. Furthermore, children with SLI showed poorer results in the auditory and visual working memory tasks compared to the group of TD children. Equivalent results for declarative memory tests for both groups were found only after controlling for the working memory.
The results of this dissertation encourage current theoretical models of non-declarative learning in children with SLI to be extended beyond the assumption that only procedural sequential learning is impaired in this population, suggesting that a more general non-declarative learning, including non-sequential statistical learning, is affected in children with SLI and that this deficit is related to grammar learning as well as vocabulary acquisition. Finally, the implications of these results on language learning in children with SLI are discussed.Los niños y niñas con trastorno específico del lenguaje (TEL) presentan dificultades en el proceso de extracción de información abstracta que se encuentra en nuestro entorno a partir de patrones estadísticos, cálculos probabilísticos o habilidades procedimentales. La hipótesis del déficit procedimental (PDH) (Ullman y Pierpont, 2005) propone que las dificultades que presentan estos niños/as en el área de la morfología y la gramática se pueden explicar por anomalías en áreas cerebrales asociadas a la memoria procedimental. La PDH también propone que los niños con TEL tienen menos dificultades relacionadas con el vocabulario porque tienen la memoria declarativa relativamente preservada. Contrariamente, diferentes estudios demuestran que la población con TEL tiene dificultades léxicas. Los objetivos de esta tesis doctoral son demostrar si los niños/as con TEL presentan dificultades en realizar tareas que requieren del aprendizaje estadístico. En segundo lugar, investigamos si el aprendizaje estadístico también tiene un rol explicativo en el conocimiento de vocabulario. En tercer lugar, examinamos el papel que tiene la memoria de trabajo y la memoria declarativa en relación al conocimiento del léxico. Un total de 76 niños/as (24 niñas, 52 niños) participaron en este estudio. El grupo TEL estaba formado por 38 niños y niñas (M edad = 8,7 años). El grupo control estaba formado por 38 niños/as con desarrollo típico (DT) (M edad = 8,9 años). Todos los participantes realizaron 3 experimentos de aprendizaje estadístico: (1) auditivo y secuencial, (1) visual y secuencial y (3) audiovisual y no secuencial. Además, a todos los participantes se les evaluó con diferentes baterías de memoria de trabajo y memoria declarativa. Los resultados mostraron que el grupo TEL obtuvo un rendimiento significativamente inferior al grupo control en los tres experimentos de aprendizaje estadístico. Además, tanto el aprendizaje estadístico como la memoria declarativa fueron dos predictores significativos del conocimiento del vocabulario de los participantes. Estos resultados demuestran que el aprendizaje estadístico también es un mecanismo necesario para adquirir vocabulario y no sólo para aprender morfología y gramática. Además, el grupo TEL mostró resultados más bajos en las tareas de memoria de trabajo auditiva y visual en comparación con el grupo con DT. También se encontraron resultados equivalentes para ambos grupos en las pruebas que evaluaban la memoria declarativa (después de controlar la memoria de trabajo). Los resultados de esta investigación sugieren (1) que los niños/as con TEL muestran dificultades en aprendizaje estadístico en tres modalidades diferentes (visual, auditiva, audio-visual) (2) que los modelos teóricos actuales que se basan en la afectación de la memoria procedimental en esta población deben ir más allá de la hipótesis que sólo hay un aprendizaje procedimental secuencial afectado en esta población y (3) que el aprendizaje estadístico de regularidades no secuenciales también podría estar afectado en esta población.
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Lam, Yuk-chau Emily. „The development of the 'word unit' concept by Cantonese-speaking children“. Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209478.
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Thesis (B.Sc)--University of Hong Kong, 1997."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.
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Fukkink, Ruben Georges. „Instructing primary school children in deriving word meaning from written context“. [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/63501.
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Malone, Stephanie Ann. „Word learning in non-ostensive contexts : evidence from children with autism“. Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.656314.
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Social-pragmatic accounts of word learning focus on the roles of joint attention (JA) and intention reading (IR) when acquiring new words (Bloom, 2001; Tomasello, 2003). These key social-pragmatic skills are known to be impaired in autism and have been linked to their language difficulties. Although thought to be important in non-ostensive contexts, previous research has provided inconsistent findings concerning the word-learning ability of children with autism (CWA) in these contexts (Franken, Lewis, & Malone, 2010; Parish-Morris, Hennon, Hirsh-Pasek, Michnick Golinkoff, & Tager-Flusberg, 2007). This thesis explores the mechanisms that CWA use when word-learning by drawing upon three non-ostensive paradigms. Word comprehension and production is related to the use of social-pragmatic skills and more general skills, teasing apart the attentional learning account (Smith, Jones & Landau, 1996) and social-pragmatic account (Tomasello, 2003) of language development. CW A were able to learn words at the same level as typically developing children (TDC) and children with moderate learning disabilities (MLDC) in paradigms thought to draw upon IR. Findings pointed to the use of mechanisms alternative to those used by typically developing children (TDC), with these developing through experience and cognitive development. Rather than relying on interpreting the speaker's communicative intentions to learn words, CWA are able to make use of attentional salience (as determined through novelty) or logical reasoning to discern the referent object. It is suggested that these alternative mechanisms are utilised in a confirmatory manner. Specifically, CWA make use of their impaired social-pragmatic skills in order to discern the referent, with the identification of this referent supported by these alternative mechanisms which also highlight the referent object. The findings of these studies have been combined to provide an alternative account of how CW A are able to learn words, thus accounting for their unpredicted word-learning ability.
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Aguilar, Jessica M., und Jessica M. Aguilar. „Exemplar Variability Facilitates Word Learning by Children with Specific Language Impairment“. Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624159.
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Research suggests that variability in the input plays an important role in learning language. The current study examined the role of object variability for word learning by preschoolers with specific language impairment (SLI). Seventeen 4- and 5-year-old children with SLI were taught eight new words in three short activities during the first three weeks of a six-week program. Half of the children saw three identical objects (No Variability group) corresponding to each target word during training, and the other half of the children saw three variable objects (High Variability group) corresponding to each target word during training. Children completed identification tests for objects seen during training and new within-category objects that were never seen to test generalization. Tests were administered the day after each training activity and three weeks after the last training session. There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better learning, as measured by performance on generalization items, at retention testing three weeks after experimental training. These findings demonstrate that object variability facilitates retention of word learning by children with SLI.
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Hiscock, Karen Carleton University Dissertation Psychology. „The effects of context on solving estimation word problems in children“. Ottawa, 1993.
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Trivette, Carol M. „“Bathing” the Most Vulnerable Children in Language: Closing the Word Gap“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4446.
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This session will provide practitioners working with children 0-3 information about the importance of and strategies for “bathing” young children in language. Research shows that by age 3 children who live in poverty are likely to have heard 30 million fewer words than their wealthiest peers. For children with disabilities from less affluent homes, this is an important issue. This session will provide practitioners working with these families and/or working directly with these children with strategies demonstrated through video clips on how to envelop these very young children in rich language in order to help close this gap.
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Albert, Gandía Milagros. „On Word Definition in Children and Adults: Effects of Word Category and Level of Abstraction“. Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/400881.
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This is a thesis about word definition. Early developmental studies of word definition, tested nous rather than other morphological categories (adjectives, verbs). As some authors have pointed out (McKeown, 1991) a proper definition includes a superordinate term that denominates the category to which the word to be defined belongs, followed by definitional features of the word. This description has been frequently translated into the formula ‘X is a Y that Z’ (Nippold, 1995; Watson, 1995) which has lead developmental researchers to consider that a definition that includes a relative clause to express the differentiae (key features of the genus) as a paradigmatic example of formal definition. Developmental research present two limitations: the first one is that the effect of level of abstraction of the definiendum on the quality of word definition has been limited to nouns. The second one is that these developmental studies have been carried out, as a rule, in other languages than Spanish, mostly in English. The current thesis is aimed at overcoming these two limitations.
The general purpose of this thesis is to capture whether and how the syntactic and semantic features of verbal utterances produced by Spanish speakers for defining words vary as a function of morphological category and level of abstraction of the words. To address this general purpose, we undertake three studies. Study 1 portrays the initial state of definition as a metalinguistic activity in a group of 7-year-old children, an age considered as a milestone in the development of word definition. In study 2 we examine the same dimensions in the same task in a group of adults, and study 3 draws a comparison between children and adults’ definitional abilities. Participants in both studies were asked to define 20 concrete and abstract nouns, 5 concrete and abstract adjectives, and 7 concrete and abstract verbs. Word definitions were analysed for grammatical form and
use of semantic components (i.e. categorical term, specificity of the hyperonym, and semantic content of the definiens).
Findings for Study 1 indicated a generalized effect of the morphological category of the definiendum on the syntactic and semantic dimensions of the definition. Level of abstraction only explained significantly the differences in the components of the semantic dimension. The results offered in this study revealed that the characteristics of the students are more important than the characteristics of the words to explain the differences in the performance in the syntactic complexity of the definiens’ structure and in the categorical term of the definiens. However, the characteristics of the words were found to be more important to explain the differences in the specificity of the hyperonym and in the semantic content of the definiens.
Findings for Study 2 showed a generalized effect of the morphological category of the definiendum on the syntactic and the semantic dimension of the definition, except for the semantic content of the definiens. Level of abstraction only explained significantly the differences in the components of the semantic dimension. And the characteristics of the participants were found to be more relevant than the characteristics of the words in order to explain the differences in word definition performance of adults.
Findings for Study 3 revealed a generalized effect of age on the syntactic and semantic dimensions of word definition. Significant interactions were also found between age and morphological category for the syntactic dimension of the definition; and between age and morphological category, and age and level of abstraction of the definiendum for the semantic dimension of the definition. The differences observed between the definitional abilities of children and adults suggest (e.g., Snow, 1990) that the definition is a genre that needs time, practice and exposure in order to develop.Esta es una tesis sobre definición de palabras. Estudios de desarrollo iniciales de la definición de palabras investigaron la categoría morfológica nombre. Algunos autores han señalado que una definición que incluye una cláusula de relativo para expresar la differentiae (rasgos definitorios del genus) equivaldría al ejemplo paradigmático de definición formal. Los estudios sobre el desarrollo de la definición presentan dos limitaciones: la primera es que el estudio del efecto del nivel de abstracción del definiendum se ha limitado a los nombres; y la segunda es que estos estudios se han llevado a cabo, como norma general, en Inglés. Esta tesis pretende abordar estas dos limitaciones. El objetivo general de esta tesis es capturar si y como los componentes sintácticos y semánticos de las definiciones de palabras producidas por hablantes españoles varían en función de la categoría morfológica y del nivel de abstracción de las palabras. Para acometer este objetivo, llevamos a cabo tres estudios. El primero explora el estado inicial de la definición como actividad metalingüística en un grupo de niños de 7 años. El estudio 2 examina las mismas dimensiones en la misma tarea en un grupo de adultos; y el estudio 3 realiza una comparación entre las habilidades definicionales de los niños y los adultos. Los participantes definieron 20 nombres concretos y abstractos, 5 adjetivos concretos y abstractos, y 7 verbos concretos y abstractos. Las definiciones se analizaron de acuerdo a la estructura sintáctica y a los componentes semánticos que la forman. Los resultados del estudio 1 y 2 indican un efecto de la categoría morfológica en las dimensiones sintácticas y semánticas de la definición. El nivel de abstracción explica las diferencias en los componentes semánticos de la definición. Además, encontramos que, en el caso de los niños, las características de los estudiantes son más importantes que las de las palabras para explicar la diferencias en el desempeño en la complejidad sintáctica y en el término categorial; mientras que las características de las palabras resultan más importantes para explicar las diferencias en la especificidad del hiperónimo y en el contenido semántico. Sin embargo, las características de los participantes son más relevantes que las características de las palabras para explicar las diferencias en la definición de palabras de los adultos. Finalmente, las diferencias observadas entre las habilidades definicionales de los niños y de los adultos sugieren que la definición es un género que, como tal, requiere de tiempo, práctica y exposición para poder desarrollarse con éxito.
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Yung, Sun Elaine. „Verb use in the early word combinations of children with and without specific language impairment“. Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38891050.
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Thesis (B.Sc.)--University of Hong Kong, 2003."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.
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Pinkerton, Susan A. „The assessment of phonological processes : a comparison of connected-speech samples and single-word production tests“. PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4191.
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The purpose of this study was to determine if single-word elicitation procedures used in the assessment of phonological processes would have highly similar results to those obtained through connected speech. Connected speech sampling provides a medium for natural production with coarticulatory influence, but can be time-consuming and impractical for clinicians maintaining heavy caseloads or working with highly unintelligible children. Elicitation through single words requires less time than a connected-speech sample and may be more effective with highly unintelligible children because the context is known, but it lacks the influence of surrounding words. Given the inherent differences between these two methods of elicitation, knowledge of the relative effectiveness of single-word and connected-speech sampling may become an issue for clinicians operating under severe time constraints and requiring an efficient and effective means of assessing phonological processes.
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Fiege, Scott Thomas. „Using the word of God to build the self esteem of adult children of alcoholics“. Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Zheng, Xinhua. „Working memory components as predictors of children's mathematical word problem solving processes“. Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.
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Ehrhorn, Anna M. „The Transition from a Novel Word to a Known Word in Preschool-Age Typically Developing Children“. Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395652335.
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Frank, Ilana. „The use of word-learning principles in young monolingual and bilingual children“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ43564.pdf.
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Bartolo, Irma. „Word definitions by Spanish and English bilingual children from low-income families /“. Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240684121&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Ariyama, Junko. „Use of morphosyntactic cues to word in 20-month-old Japanese children“. Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81262.
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Previous research has shown that Japanese-speaking 20-month-old children associate novel words with objects over actions when the words are presented as a single word. This study investigated young Japanese children's ability to use verb morphosyntactic cues in input to form associations between novel words and actions using a habituation paradigm with a switch design. Sixteen 20-month-old Japanese children were habituated to novel words in a verb syntactic frame paired with movies that show novel objects engaging in unfamiliar actions. The children were then tested with three trials in which one of the original word, object, or action was switched. The results indicate that children mapped the novel words onto the actions, rather than onto the objects. These, along with the previous findings, suggest that Japanese children become sensitive to verb morphosyntactic cues in input and use them in learning words for actions by the age of 20 months.
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Froehlich, Caroline Seligman. „Feature selection for neuroimaging applied to word-category identification in dyslexic children“. Pontifícia Universidade Católica do Rio Grande do Sul, 2015. http://hdl.handle.net/10923/7503.
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Previous issue date: 2015Dyslexia is a developmental reading disorder characterized by persistent difficulty to learn how to read fluently despite normal cognitive abilities. It is a complex learning difficulty that is often hard to quantify. Traditional methods based on questionnaires are not only imprecise in quantifying dyslexia, they are also not very accurate in diagnosing it. Consequently, we aim to investigate the neural underpinnings of this reading disorder in children and teenagers, as part of a project that aims to unravel some of the neurological causes of dyslexia among children at preliteracy age. In this dissertation, we develop a study of brain activation within functional MRI scans taken when children carried out pseudo-word tasks. Our study expands recently developed machine learning-based techniques that identify which type of word the study participants were reading based solely on participant’s brain activation. Because such functional MRI data contains about 30,000 voxels, we try several feature selection techniques for removing voxels that are not very helpful for the machine learning algorithm. This procedure is widely used for maximizing the machine learning algorithm accuracy, and some of these feature selection approaches allowed us to achieve very accurate results.
Dislexia é um transtorno de aprendizagem de leitura caracterizado pela dificuldade persistente de uma criança a aprender a ler fluentemente, mesmo apresentando outras habilidades cognitivas normais. A dislexia é uma dificuldade de aprendizado complexo e difícil de diagnosticar. Métodos de diagnostico tradicionais, como questionários, não são somente imprecisos em quantificar a dislexia, como também também não são precisos no diagnóstico. Consequentemente, nós visamos investigar a base neural deste transtorno de leitura em crianças e adolescentes, como parte de um projeto que tem como objetivo desvendar algumas das causas neurológicas da dislexia entre crianças em alfabetização. Nesta dissertação, desenvolvemos um estudo da ativação do cérebro com o uso de exames de imagem de ressonância magnética (IRM) funcional coletados enquanto as crianças realizavam uma tarefa de pseudo-palavras. Este estudo amplia técnicas de aprendizado de máquina recentemente desenvolvidas que identificam que tipo de palavra os participantes de um estudo estavam lendo, baseado somente em sua atividade neural. Como dados de IRM funcional contem aproximadamente 30. 000 voxels, neste trabalho experimentamos com algumas técnicas de seleção de features para remover voxels que não são relevantes para o algoritmo de aprendizado de máquina. Esse procedimento é amplamente utilizado para maximizar a acurácia do algoritmo, e algumas abordagens de feature selection permitem atingir resultados muito precisos.
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Mansfield, Rebecca Cloward. „Outcomes of an Emotion Word Intervention for Children with Social Communication Impairments“. BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3848.
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Children with social communication disorders have been found to exhibit deficits in emotional intelligence, including the ability to identify emotions attributed to facial expressions. The purpose of this thesis was to examine the efficacy of a social communication intervention program designed to increase the accuracy of emotion based word use in three elementary school-aged participants with social communication disorders. The participants took part in a multiple-baseline, 20-session treatment including story enactment, journaling procedures, and supplementary activities. The story enactment portion of the intervention centered on Mercer Mayer's A Boy, A Dog, and A Frog (1967) wordless picture book series. Participants' emotion word productions were analyzed in six categories (happiness, sadness, anger, fear, surprise, and disgust) and valence accuracy was determined for all productions. Results proved variable, but each of the three participants demonstrated improvements in accuracy in at least two emotion categories that were not mastered prior to the onset of the intervention. In addition, two of the three participants increased in valence accuracy of emotion word productions between baseline and follow-up measures. Taken as a whole, the results suggest that this particular intervention program was effective in improving competency in select emotion categories for all three participants. Discussions of individual participant outcomes are included, as well as suggestions for further research.
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Bean, Allison Frances. „Word learning in children with autism spectrum disorders: the role of attention“. Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/639.
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Attention impairments are well documented in children with autism spectrum disorders (ASD). Under associative accounts of early word learning, the attention impairments in children with ASD preclude them from developing effective learning strategies. In this study we examined whether children with ASD utilize the same attention cues for learning as their unaffected receptive-vocabulary mates. In a word-learning task, we asked: 1) whether hearing novel and attention-grabbing words cued children to shift their attention to the speaker, and 2) whether the children followed the gaze of the speaker to determine the speaker's focus of attention. We taught novel words in two conditions. One condition provided maximal social-attention scaffolding; the examiner followed the focus of the child's attention. The other was less scaffolded; the examiner directed the child's attention to the target using eye gaze. We manipulated the number of objects present during teaching, two versus four, to examine the effect of non-social attention scaffolding with scaffolding here defined as a reduction in distractions.
Fifteen-children with ASD (ages 36-91 months) were matched to fifteen unaffected children (ages 16-92 months) on the basis of receptive vocabulary (RVM group). The ASD group's performance differed from the RVM group's performance on one measure: shifting attention to the speaker upon hearing a novel or attention-grabbing word on the initial trial. On all other measures, the ASD group's performance did not significantly differ from the RVM group's performance. Although there was not a significant effect of condition, closer analysis revealed that in the RVM and ASD groups, only the consistent-gaze followers' performed better than chance on the word-learning tasks. We hypothesize that, when all else is equal, providing a label does not make the target distinct enough to support word-referent pairings for children who are not consistently attending to the speaker. Overall, the ASD group demonstrated greater within group variability in their attention than the RVM group. Gaze following was variable across (and within) the ASD group. The within subject variability suggests some children with ASD are slow to appreciate eye gaze cues in unfamiliar contexts.