Dissertations / Theses on the topic 'SLI'
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Mandava, Neelima. "COLOR MULTIPLEXED SINGLE PATTERN SLI." UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_theses/568.
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Structured light pattern projection techniques are well known methods of accurately capturing 3-Dimensional information of the target surface. Traditional structured light methods require several different patterns to recover the depth, without ambiguity or albedo sensitivity, and are corrupted by object movement during the projection/capture process. This thesis work presents and discusses a color multiplexed structured light technique for recovering object shape from a single image thus being insensitive to object motion.
This method uses single pattern whose RGB channels are each encoded with a unique subpattern. The pattern is projected on to the target and the reflected image is captured using high resolution color digital camera. The image is then separated into individual color channels and analyzed for 3-D depth reconstruction through use of phase decoding and unwrapping algorithms thereby establishing the viability of the color multiplexed single pattern technique. Compared to traditional methods (like PMP, Laser Scan etc) only one image/one-shot measurement is required to obtain the 3-D depth information of the object, requires less expensive hardware and normalizes albedo sensitivity and surface color reflectance variations. A cosine manifold and a flat surface are measured with sufficient accuracy demonstrating the feasibility of a real-time system.
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Dedrick, Eric. "Improving SLI Performance in Optically Challenging Environments." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/161.
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The construction of 3D models of real-world scenes using non-contact methods is an important problem in computer vision. Some of the more successful methods belong to a class of techniques called structured light illumination (SLI). While SLI methods are generally very successful, there are cases where their performance is poor. Examples include scenes with a high dynamic range in albedo or scenes with strong interreflections. These scenes are referred to as optically challenging environments.
The work in this dissertation is aimed at improving SLI performance in optically challenging environments. A new method of high dynamic range imaging (HDRI) based on pixel-by-pixel Kalman filtering is developed. Using objective metrics, it is show to achieve as much as a 9.4 dB improvement in signal-to-noise ratio and as much as a 29% improvement in radiometric accuracy over a classic method. Quality checks are developed to detect and quantify multipath interference and other quality defects using phase measuring profilometry (PMP). Techniques are established to improve SLI performance in the presence of strong interreflections. Approaches in compressed sensing are applied to SLI, and interreflections in a scene are modeled using SLI. Several different applications of this research are also discussed.
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Wadman, Ruth Elizabeth. "Socioemotional functioning in adolescents with specific language impairment (SLI)." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488649.
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Specific language impairment (SLI) is a developmental language disorder that can persist into adolescence and adulthood. Research over the last decade has shown that children with SLI experience a range of socioemotional difficulties in addition to their language problems. However, there is a lack of similar research involving adolescents with SLI. This thesis provides three studies that examine aspects of socioemotional functioning in adolescents with SLI. Self-report measures were used to assess a range of socioemotional constructs at one point in development. Adolescents with SLI were compared to typically developing adolescents of the same age. It is shown that young people with SLI are at risk ofexperiencing difficulties in some areas of their socioemotional functioning. Adolescents with SLI have a tendency to feel stress in social situations, and are inhibited in, and even avoid, such interactions. There is also some evidence that adolescents with SLI have lower self-esteem compared to peers, and may be less emotionally engaged in their close relationships. Nonetheless, young people with SLI also have social successes and strengths. They are motivated to interact socially with others, and a number ofthem appear to have the skills necessary for these social interactions. Furthermore, most adolescents with SLI have the benefit of a close or best friend. The findings from the three studies have both theoretical and practical implications. This profile of socioemotional strengths and difficulties associated with SLI in adolescence begins to address the dearth of research in this area. It is concluded that language impairment is a risk for socioemotional problems, however not all young people with SLI will have difficulties and not all aspects of socioemotional functioning are affected.
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King, Kelly, Kelley Lewis, Melanie O'Brien, Danielle Py, and Kerry Proctor-Williams. "Efficiency of Verb Acquisition by Children with SLI & TL." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/1853.
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Lam, Oi-chee January Glorianna. "A comparison of SLI and MLU-matched children in Hong Kong." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209995.
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Thesis (B.Sc)--University of Hong Kong, 1999."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
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Radford, Julie Anne. "Collaboration in topic and repair : developing language skills in SLI classrooms." Thesis, Institute of Education (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407804.
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Tuomainen, O. T. "Auditory and speech processing in specific language impairment (SLI) and dyslexia." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/19058/.
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This thesis investigates auditory and speech processing in Specific Language Impairment (SLI) and dyslexia. One influential theory of SLI and dyslexia postulates that both SLI and dyslexia stem from similar underlying sensory deficit that impacts speech perception and phonological development leading to oral language and literacy deficits. Previous studies, however, have shown that these underlying sensory deficits exist in only a subgroup of language impaired individuals, and the exact nature of these deficits is still largely unknown. The present thesis investigates three aspects of auditory-phonetic interface: 1) The weighting of acoustic cues to phonetic voicing contrast 2) the preattentive and attentive discrimination of speech and non-linguistic stimuli and 3) the formation of auditory memory traces for speech and non-linguistic stimuli in young adults with SLI and dyslexia. This thesis focuses on looking at both individial and group-level data of auditory and speech processing and their relationship with higher-level language measures. The groups of people with SLI and dyslexia who participated were aged between 14 and 25 and their performance was compared to a group of controls matched on chronological age, IQ, gender and handedness. Investigations revealed a complex pattern of behaviour. The results showed that individuals with SLI or dyslexia are not poor at discriminating sounds (whether speech or non-speech). However, in all experiments, there was more variation and more outliers in the SLI group indicating that auditory deficits may occur in a small subgroup of the SLI population. Moreover, investigations of the exact nature of the input-processing deficit revealed that some individuals with SLI have less categorical representations for speech sounds and that they weight the acoustic cues to phonemic identity differently from controls and dyslexics.
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Vasilevich, Liliya. "Li-ion titanate technology for SLI battery applications in commercial vehicles." Thesis, KTH, Kemiteknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-298354.
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Litiumjon-batterier har blivit väldigt populära för tillämpning i fordon. Den här teknologin har fler olika kemier att erbjuda som kontinuerligt förbättras. Litium-titanat-oxid-batterier använder (LTO) LTO som anod och erbjuder långt cyklingsliv samt minskar risk för SEI-bildning och litiumplätering. Det här examensarbetet siktade på att undersöka om LTO-batterier kan användas som startbatterier i kommersiella fordon. Metodologin inkluderade två motorstart försök med en kommersiell 12s1p LTO-modul, laddnings/urladdningtester med en kommersiell LTO-cell med nominell spänning 2.3V samt överurladdningstester med byggda pouchceller. Materialet för pouchceller extraherades från en kommersiell LTO-cell och sedan studerades med SEM-EDX före och efter överurladdningstesterna. Resultatet visade att LTO-batterier kan användas som startbatterier i en diesel V8 motor även vid 39%SoC. Dessutom visade simuleringar att LTO-batterier kan användas inom Kinetic Energy Recovery System (KERS) tillämpning och behålla 60% SoC efter 500 laddning/urladdnings cykler. Resultaten från både KERS och motorstarterna visade att LTO är en lovande kandidat för ersättning av blybatterier. Laddnings/urladdnings tester visade att en kommersiell 12s1p LTO modul kan maximalt uppnå 73%SoC när den laddas med fordon-liknande strömmar. Däremot var SoC oberoende av laddningsström. Överurladdningstester med pouchceller visade att det är relativt ofarligt att urladda LTO 0.4V under spänningsgränsen utan stora ökningar i impedans eller stor kapacitetsförlust. Största förluster kopplades till åldring av NMC-baserade positiva elektroden.Lithium ion batteries have become quite popular in vehicle applications in the past few decades. This technology offers multiple chemistries to choose from, that are continuously studied and improved. Lithium-titanate-oxide (LTO) batteries use LTO material as an anode, providing long cycling life, as well as essentially eliminating risk for SEI formation and lithium plating. This Master thesis project aimed to investigate how well LTO-based lithium-ion batteries can perform in Start Ignition Lighting (SLI) application in commercial vehicles. The methodology included two engine crank tests with a commercial 12s1p LTO module, charge/discharge tests on a commercial LTO cell with nominal voltage 2.3V, as well as overdischarge cycling tests on assembled pouch cells. The materials for the pouch cells were extracted from a commercial LTO cell and later analysed with SEM-EDX before and after overdischarge tests. The results demonstrated that LTO-based Li-ion batteries can be successfully start a diesel V8 engine even at 39% SoC. Furthermore, when simulating an urban vehicle with an implemented Kinetic Energy Recovery System (KERS) application, a commercial cell LTO cell achieved and retained around 60\%SoC throughout 500 charge/discharge cycles. Combined results from KERS and engine start tests imply that LTO is a strong candidate for replacing lead-acid in these applications. Charge/discharge tests showed that commercial 12s1p LTO cell can maximum reach around 73%SoC when charged in a vehicle-like way. However, this maximum SoC limit was more or less independent of applied charging current. Furthermore, electrochemical overdischarge tests on the pouch cells demonstrated that it is relatively safe to overdischarge the cell 0.4V below the specified safety limit without significant rise in impedance or capacity fade. Major performance losses were attributed to the aging of the NMC-based positive electrode.
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O’Malley, A. S., and A. Lynn Williams. "Language Sampling for Preschool Children with SLI: Comparison of Three Procedures." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/2094.
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Radford, Julie. "Negotiating topic and repair : the development of language skills in SLI classrooms." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019815/.
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Long, Lucy E. "Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2507.
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This study seeks to: (1) determine if differences exist between children with Specific Language Impairment (SLI) compared to age-matched (AM) and language- matched (LM) children with typical language development (TL) in rates and proportions of five types of metalinguistic productions and (2) test theories of metalinguistic production. Forty-five children, 24 with TL and 21 with SLI, paired for age or language level, formed two groups. Previously collected data from two studies of verb learning (Proctor-Williams & Fey, 2007; Proctor- Williams, unpublished) were analyzed for rates and types of metalinguistic productions. Results yielded no within or between group significant differences in the rates types. There were differences in proportional use of types of metalinguistic utterances in the LM group. This study showed that children as young as 3;0 produce metalinguistic utterances. Further, it disproved the Piagetian-Based Metalinguistic Development Theory. Interesting trends suggest direction for future research.
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Shaalan, S. "Investigating grammatical complexity in Gulf Arabic speaking children with specific language impairment (SLI)." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/20472/.
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This is the first investigation of Specific Language Impairment (SLI) in Gulf-Arabic (GA) speaking children. The thesis consists of two main sections, in the first one, I discuss the definitions of SLI and the various theories put forward to account for the deficits seen in this population. I also discuss the importance of cross-linguistic investigations of SLI and why studying SLI in GA may prove useful in testing the accounts of SLI that argue for a general processing deficit vs. those that argue for a domain specific account of SLI. The remaining section of the first part is dedicated to describing the various language tests developed to identify children with SLI in GA. These tests were conducted with approximately 88 typically developing children and 26 children with SLI between the age of 4;6 and 9;4 years old. In the second part of the thesis, I report on two experiments investigating syntactic and phonological complexity in GA speaking children with SLI. The first experiment investigates the comprehension of three types of word orders: a canonical SVO, and two word orders that involve fronting of the direct object (OSV and OVS). Results showed that children with SLI differed from the TD groups on the sentences with fronted NP's, but not on the canonical word order. The second experiment involves a nonword repetition test where syllable length and consonant clusters are systematically controlled to contrast the influence of both phonological short-term memory and phonological complexity. The results are consistent with accounts that argue for a significant role of phonological complexity in NWR and question the “centrality” of phonological capacity in nonword repetition. The final chapter summarises the findings of the thesis and its contribution to theories of SLI in general, and to the study of SLI in Arabic in particular.
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Seyedmonir, Mehdi. "The development and validation of science learning inventory (SLI) a conceptual change framework /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1785.
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Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains xii, 203 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 127-142).
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Pearce, Wendy Maureen, and wendy pearce@jcu edu au. "The Role of Morphosyntax and Oral Narrative in the Differential Diagnosis of Specific Language Impairment." Flinders University. Medicine (Dept of Speech Pathology & Audiology), 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20070220.174901.
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Against the background of a broad range of language features that are identified as characteristic of specific language impairment (SLI), some researchers have identified a narrower set of clinical markers considered the hallmark of SLI. However, comparisons with language impairments that fall outside the criteria for SLI are limited. This thesis is concerned with determining which language features, if any, are capable of differentiating children with SLI from children with non-specific language impairment (NLI).
Conversation and oral narrative language samples were collected from seventy five children aged 2 ½ to 6 years comprising four research groups: 21 participants with SLI, 13 participants with NLI, 21 age-matched participants with normally developing language (AM) and 20 younger language-matched participants with normally developing language (LM). Matching for group comparisons required that the SLI and NLI groups had similar levels of language ability on a standardised assessment and mean length of utterance (MLU), which reduced the SLI group to 15 participants for these comparisons. The LM group was also matched to the SLI and NLI groups on MLU. A wide range of language variables from the conversation and narrative samples were analysed, covering the domains of general sample measures, morphosyntactic accuracy and complexity, narrative structure and cohesion.
The SLI and NLI groups performed similarly in all domains and could not be differentiated diagnostically on the measures examined. The most consistent group effects were for comparisons between the AM and LM groups, which demonstrated the effects of maturation and development. The language impairment (LI) and LM groups could not be differentiated on the majority of general language sample or morphosyntactic measures but the SLI group produced narratives that were structurally more complex and cohesive than the LM group.
Language tasks varied in their effectiveness in differentiating groups. More consistent group effects for the grammatical accuracy measures were obtained from the conversations than the narratives, and from composite measures compared to individual morpheme measures. Targeted elicitation tasks were more effective than the conversations or narratives in producing consistent group effects for accuracy of individual verb tense morphemes. More consistent group effects for the narrative features were obtained from a wordless picture book than a single scene picture. A set of discriminant function analyses showed that LI was most effectively identified using a combination of key morphosyntactic measures from the conversations and key narrative feature measures from the two narratives.
The results have implications for diagnostic practices, intervention practices and theoretical constructs and explanations of SLI and NLI. In particular, a broad, holistic view of LI is supported, as an impairment that impacts on all domains of language which interact with each other and must be considered collectively, rather than as individual, splintered skills.
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Robinson, Karen Josephine. "The social well-being of children with specific language impairment." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8862.
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Specific language impairment (SLI) describes a form of language acquisition difficulty that is not secondary to other developmental conditions. Researchers have identified a number of social and emotional difficulties in children and young people with SLI. However, less is known about the influences upon these difficulties, particularly at times of major change. This longitudinal study therefore examines the social well-being of children with receptive SLI during their transition from primary to secondary schooling. It focuses on peer social position and social anxiety and considers whether the severity of receptive language impairment, along with other factors, has particular importance for these markers. The markers are explored in terms of their definition, interrelationship and the degree to which they present singularly in children with SLI. The study uses a mixed method design to address six related research questions. The quantitative results showed that the participants with SLI had higher social anxiety than typical comparisons at both Time 1 and Time 2, but lower self-rated social acceptance at Time 2 only. However, teachers at Time 1 rated their social acceptance lower than they rated typical comparisons. There were no significant changes in self-rated measures from Time 1 to Time 2. A moderately strong and longitudinally robust association was found between social acceptance and social anxiety and between social acceptance and verbal/non-verbal discrepancy. Furthermore, social acceptance predicted social anxiety. The qualitative findings indicated that a number of factors singly and ecologically influenced the social well-being of children with SLI following secondary transition. Of these, receptive language level, pragmatic development and parental support were found to be particularly important. There was considerable variation in levels of social well-being, but they were generally lower than in a group of children with specific learning difficulties (SpLD). Overall, the study suggested that some children with SLI face greater social challenges than their peers at this life stage. However, secondary transition did not invariably result in greater difficulties. The study raised questions about policy, provision and practice in relation to children with SLI and identified areas for future research. Key words: specific language impairment (SLI); special educational needs (SEN); specific learning difficulties (SpLD); peer social position; social anxiety; ecological relationships
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Taylor, Ruth. "Profiles of semantic-pragmatic disorder and the investigation of underlying psychological mechanisms." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311817.
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Manners, Lanya-Mary. "A Medau approach to promoting language skills in pre-school children with SLI and EAL." Thesis, Liverpool John Moores University, 2006. http://researchonline.ljmu.ac.uk/5794/.
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Janoski, Clare N. "The Influence of Siblings' Language Status on Maternal Conversation-Eliciting Strategies." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555691232099618.
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HAEUSLER, OLIVIA CRISTINA FERNANDES. "THE ARGUMENTATIVE STRUCTURE OF THE VERBS IN THE ELICITED PRODUCTION BY SLI CHILDRENS IN BRAZILIAN PORTUGUESE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7689@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEsta dissertação tem como objetivo principal discutir e analisar a possibilidade de se avaliar a expressão obrigatória de argumentos de verbos como índice de manifestação do Déficit Especificamente Lingüístico (DEL) em Português do Brasil (PB) e de prover uma marca clínica para o diagnóstico do DEL com base nessa análise. Tem ainda como objetivo ampliar a amostra de crianças com queixas de linguagem submetidas a uma avaliação lingüística teoricamente embasada, na construção do banco de dados do projeto MABILIN (Módulos de Avaliação de Habilidades Lingüísticas) do LAPAL (Laboratório de Psicolingüística e Aquisição da Linguagem), com vistas a verificar os aspectos lingüísticos mais atingidos no PB. Participaram desse estudo crianças com suspeita de DEL e crianças com desenvolvimento normal de linguagem com 3 e 5 anos. Foram realizados sete experimentos de produção eliciada que avaliam, particularmente, a expressão de argumentos externo (sujeito) e internos (objeto direto, objeto indireto), assim como de adjuntos. Os resultados obtidos sugerem um comprometimento na condução da computação sintática da estrutura argumental de verbos em crianças DEL, o que resulta particularmente na omissão do sujeito em contexto sintaticamente obrigatório. Conclui- se que a omissão do sujeito no contexto obrigatório aqui caracterizado pode ser tomada como um índice do DEL no PB.
This dissertation aims at examining the possibility of taking the obligatory expression of verbs arguments as an index of Specific Language Impairment (SLI) in Brazilian Portuguese (BP) and at providing a clinical criterion for SLI diagnoses on the basis of this analysis. A further goal is to enlarge the sample of children with language problems whose linguistic performance is assessed by means of a set of tests (Modules for the Evaluation of Linguistic Abilities) that has been developed in LAPAL (Laboratório de Psicolingüística e Aquisição da Linguagem), in order to identify those aspects of language that are particularly affected in BP. Children with a probable diagnosis of SLI and normally developing children from 3 to 5 years of age constitute the sample. Seven experiments were carried out by means of an elicited production task, which aimed at evaluating the expression of the arguments of the verb -- external argument (subject) and the internal arguments (direct object, indirect object), as well as adjuncts. The results suggest that children in the SLI group have difficulty in the syntactic computation of the verbs argument structure, which is particularly manifested in the omission of the subject argument in an obligatory context. It is concluded that subject omission in the obligatory context characterized here can be taken as an index of SLI in BP.
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Castillón, Fabian Richard. "Rotación de personal y la calidad del servicio logístico en la empresa de tercerización SLI SAC." Master's thesis, Universidad Nacional Mayor de San Marcos, 2019. https://hdl.handle.net/20.500.12672/10408.
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Aborda la alta rotación de empleados en determinadas empresas en relación a la calidad de los servicios, destacándose que el cambio permanente de empleados conlleva a mayores costos de entrenamiento, y afecta el desempeño laboral. El propósito es conocer si existe relación entre “rotación de personal” con “calidad del servicio” existente sobre la compañía proveedora en servicios logísticos “SLISAC”. Las empresas de tercerización en nuestro País, están reguladas mediante la Ley Nº 29245, promulgada en el año 2008, ley que regula la aplicación e implementación de una empresa de tercerización, señalando cuáles son sus facultades y obligaciones, así como las sanciones en caso de desnaturalización de este tipo de actividades. Para la comprobación de las premisas se utilizó el procesamiento estadístico del programa SPSS 24, determinándose la prueba de bondad de ajuste (Chi cuadrada o X 2), aplicado a la hipótesis, cuyo resultado para esta empresa es la no relación de la “rotación del personal” con la “calidad de servicio”. Esta investigación aporta a la gestión de las empresas de tercerización, la importancia que tiene la rotación del personal y las condiciones de trabajo en la calidad de servicios.Tesis
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Talli, Ioanna. "Linguistic abilities in developmental dyslexia and specific language impairment (SLI) : a comparative and cross-linguistic approach." Paris 5, 2010. http://www.theses.fr/2010PA05H110.
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La distinction entre les troubles spécifiques du langage oral (TSLO) et la dyslexie développementale (DD) est une question très controversée, les TSLO étant principalement expliqués par des déficits dans les compétences morpho-syntaxiques et les DD par des déficits dans les compétences d'identification des mots écrits ainsi que dans les compétences phonologiques reliées à la lecture (segmentation phonologique, en particulier au niveau phonémique, mémoire à court terme (MCT) phonologique et accès rapide et précis aux mots, évalué par une tâche de dénomination sérielle rapide). Ces différentes compétences ont été évaluées chez des enfants ayant des troubles de type SL ou DD en comparaison avec celles d'enfants ayant un développement typique soit de même âge chronologique soit de même âge lexique. La comparaison entre les deux groupes cliniques, quelle que soit la langue, a montré que les enfants avec un TSLO ont des déficits plus importants en MCT phonologique et dans les compétences morpho-syntaxiques alors que les déficits des enfants avec une DD se notent surtout sur les compétences d'identification des mots écrits. Des résultats spécifiques à la langue ont également été trouvés: (1) les déficits sont plus marqués au niveau morpho-syntaxique, tout au moins en ce qui concerne le langage oral, en grec qu'en français; (2) les déficits de dénomination sont plus marqués en grec qu'en français; (3) les déficits sont plus marqués en segmentation syllabique qu'en segmentation phonémique, particulièrement en grec. Les implications de nos résultats sont examinées à la lumière des modèles actuels expliquant les relations entre ces deux troubles du développementDistinction and overlap between Specific Language Impairment (SLI) and Developmental Dyslexia (DD) is an issue of high controversy, SLI being mostly explained by deficits in morpho-syntacic skills and DD by deficits in word-level reading skills and in phonological reading-related skills (phonological segmentation, especially at the phonemic level, phonological short-term memory plus rapid and precise access to words, assessed by a rapid serial naming task). In the present thesis we compared word-level reading skills, phonological reading-related skills plus oral and written morpho syntactic skills of French and Greek speaking children with SLI and with DD to those of typically developing children of the same chronological age (CA controls) and of the same reading age (RA controls). With respect to the comparison between the two clinical groups, whatever the language, there was a more significant impairment in phonological short-term memory and morpho-syntactic skills for children with SLI and a more significant impairment for word-level reading skills for children with DD. Language specific deficits were also found: (1) there were more marked deficits at the morpho-syntactic level, at least in oral language comprehension, in Greek than in French; (2) there were more marked deficits in naming tasks in Greek than in French; (3) there were more marked deficits in syllabic than in phonemic segmentation in Greek. We discuss the implications of our findings (especially what appear not to be language specific and what appear to be language specific) for the characterisation of the deficits in SLI and DD in the light of current models of overlap between these disorders
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Hamilton, Alexa Kate. "What's the Story? Micro- and Macro- Analyses of Narratives from Children with ADHD and LI." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430341132.
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Green, Melanie Elise. "The role of lexical frequency, telicity & phonological factors on past tense production in children with SLI & their typically developing peers." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/505.
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Limited research is available about how lexical and phonological verb properties interact with past tense production by children. Frequency of the inflected form and phonotactic probability might serve as input-driven alternatives to previously-studied factors such as lexical aspect and coda composition.
Archival elicited production data from 4-9 year old children with typical language (N = 24) and specific language impairment (N=14) using 108 two-clause complex sentences/85 different verbs were analyzed for past tense use, coda composition, telicity, phonotactic probability (Vitevitch & Luce, 2004), and lexical frequency (CHILDES; MacWhinney, 2000).
Several regression models were considered, including one with only categorical factors (e.g. obstruent/continuant ending), one with only continuous factors (e.g. average biphone probability), one with only phonological factors, one with only lexical factors, and several mixed models.
Diagnostic status and verb regularity accounted for the majority of the variance. The combination of lexical frequency of the inflected form with residuals of stem lexical frequency was the best lexical model. Place and manner information for the final consonant of the stem comprised the best phonological model. These two models combined into a final overall predictive model.
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BOMFIM, WANDERSON FERREIRA. "LANGUAGE DIFFICULTIES OF CHILDREN WITH LEARNING PROBLEMS: SOME RELATIONS WITH SLI AND THE DEVELOPMENT OF THEORY OF MIND." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13166@1.
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Esta dissertação tem como objetivo principal avaliar o desempenho linguístico de crianças com problemas de aprendizagem, de modo a verificar em que medida essas dificuldades equivalem às características
do quadro do DEL (Déficit Específico da Linguagem). Pretende-se ainda avaliar o desempenho de
crianças com problemas de aprendizagem por meio de uma tarefa clássica de crenças falsas para caracterização do desenvolvimento da Teoria da Mente (ToM), tendo em vista que esse desenvolvimento tem sido apontado como comprometido diante de um déficit linguístico. Este trabalho também
visou a ampliar a amostra de crianças sem queixas de linguagem submetidas à avaliação por meio do
MABILIN (Módulos de Avaliação de Habilidades Linguísticas), em desenvolvimento no LAPAL (Laboratório de Psicolinguística e Aquisição da Linguagem - PUC-RIO), na padronização do teste, de modo a obter-se uma caracterização do desenvolvimento linguístico no Português do Brasil (PB), que possa ser tomada como referência na avaliação de problemas de linguagem e, particularmente, do DEL. Foram avaliadas 30 crianças de cerca de 6 anos de idade, com e sem queixas de aprendizagem, de nível sócio-econômico baixo na rede de ensino público da Secretaria de Estado de Educação do Distrito Federal. Os resultados obtidos mostram que o desempenho de crianças com queixas de aprendizagem foi, de maneira geral, inferior ao das crianças sem queixas de aprendizagem. Tanto em tarefas de compreensão de sentenças simples ativas, passivas reversíveis/irreversíveis, coordenadas, relativas e interrogativas QU, como em tarefas cuja compreensão se faz dependente de concordância de gênero e número, a diferença entre as crianças com queixas de aprendizagem e as crianças sem queixas mostrou-se significativa. Os resultados indicam
dificuldades de ordem linguística compartilhadas com o DEL, ainda que o efeito de grupo, independentemente das variáveis linguísticas manipuladas, apontando para um pior desempenho do grupo com queixas de aprendizagem, sugira dificuldades de outra ordem interferindo no desempenho linguístico. O resultado no teste de ToM revela que o grupo de crianças com queixas de aprendizagem, mais do que grupo controle, tem dificuldade em prever a ação de um personagem a partir da atribuição de uma crença falsa a este. Dificuldades no uso de pistas para a solução de tarefas linguísticas e na elaboração de inferências dependentes de ToM pode, portanto, comprometer o desempenho escolar desse grupo.The primary aim of this dissertation is to evaluate the linguistic performance of 30 children with learning impairment in order to verify the extent to which these difficulties are equivalent to those that characterize the performance of SLI (Specific Language Impairment) children. The performance of children with learning impairment was also evaluated by means of a classic false belief task intended to assess their development as far as Theory of Mind is concerned, since this development has been pointed to be compromised in face of linguistic impairment. Moreover, this research aimed to enlarge the sample of children without language impairment whose linguistic performance is assessed by means of a set of tests (Modules for the Evaluation on Linguistic Abilities), that has been developed in LAPAL (Laboratório de Psicolinguística e Aquisição de Linguagem - PUC-RIO), intended to identify those aspects of language that are particularly affected in SLI Brazilian Portuguese speaking children. The performance of 30 children with and without learning impairment, of low economical background and age average by 6 years old was evaluated at a public school in the outskirts of Brasilia, Federal District, Brazil. The results show that the performance of children with learning impairment was, generally, lower in comparison with children without learning impairment. The performance in comprehension tasks focusing on simple active and passive sentences, reversible/irreversible, coordinated, relative clauses, WH interrogatives, and in tasks focusing on the processing of gender and number agreement was significantly different between children with and without learning impairment. The results indicate linguistics difficulties shared with Specific Language Impairment in the learning impaired group, even though the effect of group, independently of the linguistic variable manipulated, suggests that difficulties of a different order might affect their linguistic performance. The result of the test of false belief task shows that the group with learning impairment, more than the control group, has difficulty in foreseeing the action of a character from a false belief attribution. Difficulties in using clues in the solution of the linguistic tasks and in the elaboration of dependent inferences of ToM can therefore impair the school performance of this group.
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Silveira, M. "Specific Language Impairment (SLI) revisited : evidence from a psycholinguistic investigation of grammatical gender abilities in Brazilian Portuguese-speaking children." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1302405/.
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This thesis is about Specific Language Impairment (SLI) in children. Its aim is twofold: 1. To provide a theoretical analysis of the field of SLI and discuss its controversies from a novel angle and 2. to present the outcome of a behavioural study which evaluated abilities related to gender agreement in Brazilian Portuguese-speaking children with language impairment. In the first part, I develop a critique of the field, focusing on the multiplicity of conceptions of the term language embraced by different disciplines that study the disorder. A critical review of how the field of SLI has developed in recent decades reveals that the conceptual fluctuation in the use of the term language has, in many ways, impeded progress in the field. I claim that the only way SLI could be a valid category is if studies focus on basic language skills which, under typical conditions, are acquired spontaneously, without any formal instruction. In Part II, I report an experimental study carried out on the basis of the approach to SLI advocated in Part I. I present a series of experiments that explore the processing of grammatical gender agreement in the Determiner Phrase (DP), in a range of lexical, morphophonological and morphosyntactic conditions in Brazilian Portuguese. Participants were six children with language impairment and 60 typically developing children, including equal numbers from middle class and working class backgrounds. Results showed that gender agreement was very robust for the two groups of typically developing children but problematic for children with SLI, particularly when adjective agreement and gender assignment to novel nouns were involved. The pattern of errors observed and the theoretical discussion throughout Part II suggest that the processing of determiner/noun agreement is a different phenomenon from the processing of noun/adjective agreement, which is vulnerable in children with SLI. In addition, their difficulties with novel nouns suggest that they may require more exposure to input than typically developing children to acquire the gender of nouns.
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Gallegos, Celeste Bryony. "Why are Infants Such Bright Language Learners? An Insight into Language Learning in Typically Developing Preschoolers and Preschoolers with SLI." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579246.
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Infants are especially bright language learners. Newport (1990) suggests language learning occurs under maturational constraints meaning less mature learners seem better equipped to learn language. We suggest that this "immaturity" is driven by reliance on implicit learning which makes infants more "open-minded" (Quam et al, 2015). In order to shed light on implicit learning deficits in preschoolers with SLI and how these children may be similar to adults learning a second language, our preliminary studies ran 49 children between 48-73 months of age in a sound-category learning task that was best learned by integrating two sound dimensions. This type of information-integration category structure has been shown to be best learned implicitly (Maddox et al, 2013). In Experiment 1 (training and test blocks), 9 of the 11 children who showed learning relied on F₂ for their category judgements. In Experiment 2 (test blocks), all 6 "learners" relied primarily on F₂. Overall, there was minimal cue integration. We concluded that Experiments 1 and 2 promoted use of explicit learning instead of implicit learning. Experiment 3 will utilize separate sound-category learning tasks (one explicit, one implicit) to help us evaluate sound-category learning in typically developing children and children with SLI from local preschools.
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Roesch, Anne Dorothée. "Investigating the comprehension and production of 'Wh'-questions in monolingual and bilingual German and French children with and without SLI." Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/investigating-the-comprehension-and-production-of-whquestions-in-monolingual-and-bilingual-german-and-french-children-with-and-without-sli(9545b17c-4dde-409f-a125-3a175b1a3997).html.
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McConnell, Sarah Ann. "Sentence complexity in children with autism and specific language impairment." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/548.
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Children with high-functioning autism, children with specific language impairment, children with autism and language impairment, and controls produced sentences after a prompt to form a sentence using a specific word. The sentences were analyzed for syntactic complexity.
Children with language impairment, regardless of autism diagnosis, made less complex sentences than their age peers. However, children with autism and language impairment exhibited a broader range of ability than children with language impairment alone. Children with high-functioning autism without concomitant structural language impairment created sentences of similar complexity to age peers. Word variables also influenced sentence complexity, with word meaning (abstract vs. concrete) having the most robust effect and word frequency having a negligible effect.
Implications for this study in relation to double-deficit and syntactic bootstrapping models are discussed.
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Bruckert, Lisa. "Is language laterality related to language abilities?" Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:05e80d0d-8d0b-4cb2-8f94-22763603fab5.
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It is well known that language processing depends on specialized areas in the left side of the brain in the majority of the population. A popular view is that developmental language disorders result from a poorly lateralized brain, but evidence in support of this has been weak and inconsistent. In this thesis, I investigated language-related asymmetries in brain structure and function, and their behavioural relevance in both individuals with specific language impairment (SLI) and typically developing adults. Combining different brain imaging techniques, I looked at group-level as well as individual estimates of language laterality and its relationship to language abilities. The aim of my first two studies was to investigate the neural underpinnings of SLI in terms of white matter microstructure and functional organization associated with auditory processing. For this, diffusion and functional MRI data was obtained in a small number of families with a history of SLI and in control families. Compared with neurotypical controls, children with SLI had lower white matter integrity in the corpus callosum, and in white matter areas corresponding to the dorsal and ventral language pathways. The expected functional lateralization for auditory processing was not observed in either group. In the second half of my thesis, I assessed language laterality in 215 neurotypical adults. I demonstrated that functional transcranial Doppler (FTCD) ultrasonography could reliably assess functional lateralization across different language processes. From this large group, I identified 16 individuals with atypical language lateralization and compared them to a group of 16 typically lateralized individuals using a combination of FTCD, MRI and behavioural measures of language laterality and language abilities. The two groups differed significantly in terms of lateralization assessed by functional MRI and diffusion imaging. The atypical group had lower left and greater right hemisphere activation compared with the typical group, and lacked the leftwards asymmetry in the ventral language tract seen in the typical group. The groups did not differ in terms of cognitive measures. Different functional laterality assessments were concordant in the typically lateralized individuals but were inconsistent in the individuals assessed as atypical by FTCD. In brief, my findings suggest that for some individuals language lateralization may be unstable and varies depending on task or other factors. Even so, such differences do not appear to have consequences for language or other cognitive development.
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Björkman, Eva, and Kerstin Sundin. "Kan mitt barn få lite hjälp i skolan, tack? : En kvalitativ studie om hur föräldrar till barn med språkstörning uppfattar sina barns möjligheter till likvärdig utbildning." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-152028.
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De flesta elever med språkstörning går i vanliga grundskoleklasser. Denna grupp elever riskerar dock oftare än andra elever att misslyckas i skolan på grund av bristande stöd och anpassningar, skolors organisation och lärares kompetens (SOU 2016:46). I vår studie undersöks hur föräldrar till barn med språkstörning uppfattar sina barns möjligheter till likvärdig utbildning i skolan. Frågor som studien ger svar på är: Vad anser föräldrar att barnen är i behov av för stöd i skolan? Vilka hinder anser föräldrar att barnen möter i skolan? Vad fungerar bra för barnen – Vilka är framgångsfaktorerna? Hur upplever föräldrar att de kan stötta sina barn i skolan? Som teoretisk utgångspunkt används ett sociokulturellt perspektiv. Undersökningen genomfördes som en kvalitativ studie där vi använde öppna diskussionsforum på internet för insamling av data. De öppna forum som vi valde var specifika diskussionsgrupper för föräldrar till barn med språkstörning. För analys av vårt datamaterial utgick vi från en tematisk sex-stegsanalysmodell. Resultatet visar att föräldrar anser att utbildningen inte är likvärdig och att barnen är i behov av mycket stöd i skolan. Stöd som önskas är att skolor organiseras utifrån barnens behov och förutsättningar, större tillgång till talpedagog och logoped, anpassade hjälpmedel, att utredningar görs tidigt för att få större möjlighet till stöd samt att det finns kompetenta lärare som stöttar barnen både socialt och kunskapsmässigt. Föräldrar ser lärares positiva bemötande som en framgångsfaktor för att barnets självkänsla ska stärkas och därmed ha större förutsättningar för att lyckas i skolan. Resultatet visar att det finns ett stort engagemang hos föräldrar kring barnets skolgång, men upplevelsen finns att de inte alltid blir lyssnade på, vilket försvårar samarbetet mellan hem och skola. Tillgången till specialskolor, språkklasser och språkspår är väldigt ojämnt fördelat geografiskt, vilket också försämrar förutsättningarna för barnen.
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Höhle, Barbara, de Vijver Ruben van, and Jürgen Weissenborn. "Word processing at 19 months and its relation to language performance at 30 months : a retrospective analysis of data from German learning children." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2008/1630/.
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Recent research has shown that the early lexical representations children establish in their second year of life already seem to be phonologically detailed enough to allow differentiation from very similar forms. In contrast to these findings children with specific language impairment show problems in discriminating phonologically similar word forms up to school age. In our
study we investigated the question whether there would be differences in the processing of phonological details in normally developing and in children with low language performance in the second year of life. This was done by a retrospective study in which in the processing of phonological details was tested by a preferential looking experiment when the children were 19 months old. At the age of 30 months children were tested with a standardized German test of language comprehension and production (SETK2). The preferential looking data at 19 months revealed an opposite reaction pattern for the two groups: while the children scoring normally in the SETK2 increase their fixations of a pictured object only when it was named with the correct word, children with later low language performance did so only when presented with a phonologically slightly deviant mispronunciation. We suggest that this pattern does not point to a specific deficit in processing phonological information in these children but might be related to an instability of early phonological representations, and/or a generalized problem of information processing as compared to typically developing children.
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Wiberg, Martinsson Susanne. "Att se möjligheter vid läs- och skrivlärande : pedagogers uppfattning om begreppet språkstörning samt vilka erfarenheter de har av elever med språkstörning." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43472.
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Syftet med denna studie är att med fokus på språkstörning och läs- och skrivlärande undersöka hur pedagoger ser på begreppet språkstörning, samt vilka erfarenheter de har vid undervisning av elever med språkstörning. Studien handlar om elevens utveckling när de hamnar i den situationen där en eventuell språkstörning kan bli ett hinder i språk-, läs- och skrivlärandet. Studien har genomförts med hjälp av semistrukturerade gruppintervjuer på fyra olika skolor inom samma kommun. Informanterna har ingått i ett arbetslag som har erfarenhet av elever med språkstörning. De områden som valts att fokusera på är läs- och skrivlärande processen, metoder och arbetssätt och lärmiljön. Som teoretisk utgångspunkt används det sociokulturella perspektivet där kommunikation och språkanvändning är centrala begrepp, dessa begrepp utgör länken mellan barnet och omgivningen. Resultaten är uppdelade under områdena: begreppet språkstörning, metoder och arbetssätt, pedagogers erfarenheter, lärmiljön, pedagogiska utmaningar och framgångsfaktorer. Dessa områden har sedan sammankopplats i diskussionen med den forsknings- och litteraturgenomgång som genomförts. Resultatet visar att begreppet språkstörning innefattar många olika områden och används inte alltid i rätt syfte. Arbetslagen utgår alltid från flera metoder och arbetssätt, de provar sig fram och utgår från elevens behov. Viktiga aspekter i lärmiljön är att använda tydlighet, struktur, ett gemensamt förhållningssätt, fasta rutiner och att alltid ha ett mål att vara flera vuxna i klassrummet. Pedagogiska utmaningar innebär att kartlägga elevens behov för att sätta in rätta åtgärder. En språkstörning hos en elev kan yttra sig på olika vis vilket innebär behov av stöd inom flera områden.
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Pratt, Amy S. "The Emergent Literacy Development of Spanish-Speaking Preschool Children with Specific Language Impairment." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492647454832038.
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RIBEIRO, VANESSA GOUVEIA. "WHAT MAKES OBJECT RELATIVE CLAUSE AND OBJECT WH-QUESTIONS DIFFICULT FOR CHILDREN TO PROCESS?: AN EXPERIMENTAL STUDY FOCUSING ON SLI (SPECIFIC LANGUAGE IMPAIRMENT)." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20686@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Investiga-se a compreensão de orações interrogativas QU e QUmaisN e relativas de objeto no Português Brasileiro, as quais demandam alto custo de processamento e, por conseguinte, acarretam dificuldades de compreensão, especialmente para crianças DEL. Custo de processamento é caracterizado a partir de um modelo de computação em tempo real de base minimalista. A hipótese de trabalho é a de que o custo de processamento daquelas estruturas pode ser diferenciado em função da natureza dos traços dos elementos envolvidos na computação sintática, e da possibilidade de integração imediata de DPs com informação prévia. Um elemento do mesmo tipo do constituinte movido, quando situado entre a posição canônica e a posição final deste, acarretaria alto custo de processamento, conforme o Princípio Estendido de Minimalidade Relativizada. Previu-se que a presença de um DP pronominal interveniente facilitaria a compreensão. Além disso, considerou-se a possibilidade de o elemento interveniente permitir antecipar a relação verbo/objeto antes de a posição de objeto ser encontrada e o antecedente reativado, prevendo-se, com isso, custo relativamente baixo. 71 crianças (7-10 anos) foram testadas por meio do MABILIN. 20 crianças identificadas com suspeita de DEL e 20 de um grupo-controle participaram de um experimento com vistas a verificar as previsões acima. Os resultados apontam para uma melhora significativa na compreensão quando o elemento interveniente é constituído de um DP pronominal, particularmente no grupo suspeito de DEL, e quando a integração com informação prévia é possível. Apresenta-se material de leitura dirigido a crianças com dificuldades de linguagem a partir desses resultados.
The comprehension of object relative clauses and objects WH-questions in Brazilian Portuguese is investigated. Being the processing of these sentences highly costly, it causes comprehension difficulties, especially for SLI children. Processing cost is characterized on the basis of an integrated model of on-line linguistic computation, incorporating minimalist assumptions. The working hypothesis is that the processing cost of such structures can be differentiated as a function of the type of features of the elements involved in the syntactic computation, and the possibility of the immediate mapping of DPs onto background information. An element of the same kind of the moved constituent, when situated between the canonical and the final position of the latter, would lead to high processing cost, in the light of the Extended Relativized Minimality Principle. It was then predicted that the presence of an intervening pronominal DP would facilitate comprehension. Moreover, the possibility was considered of an intervening element to allow the anticipation of a verb/object relation before the object position was found and the antecedent reactivated, thereby facilitating processing. 71 children (aged 7–10) were tested by means of MABILIN. An experiment aiming at verifying those predictions was conducted with 20 children identified as language impaired and 20 typically developing children. A significant improvement in performance could be attested when the intervening element was a pronominal DP, particularly in the SLI group, and when integration with background information was possible. Reading material to children with language difficulties is presented, which is based on these results.
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Saccheto, Thiago Jose da Silva. "Estudo dos parametros influentes na vida de uma transmissão continuamente variavel do tipo esfera-cone submetida a contato com"slip/Spin"." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/264393.
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Orientador: Franco Giuseppe DediniDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica
Made available in DSpace on 2018-08-11T07:24:04Z (GMT). No. of bitstreams: 1 Saccheto_ThiagoJosedaSilva_M.pdf: 4654886 bytes, checksum: f2c656d8a1ed2a3a88bfd852d26a13d6 (MD5) Previous issue date: 2008
Resumo: Neste trabalho, é apresentado um estudo dos parâmetros que influem na vida de uma CVT do tipo esfera-cone para aplicação em sistemas de tração humana, particularmente bicicletas. Nos primeiros capítulos, é apresentado um histórico sobre as transmissões e seus grupos principais e em seguida um breve resumo descrevendo os tipos de CVTs mais comuns encontrados no mercado, seu princípio de funcionamento e características principais. Após esse capítulo, é introduzida a teoria de contato de Hertz como forma de cálculo do perfil de pressão normal e o algorítmo de Kalker para o cálculo do perfil de pressão tangencial e slip. As equações de lubrificação também são estudadas nesse trabalho, a fim de determinar a espessura de filme lubrificante no contato da CVT. Por fim é apresentada a CVT do tipo esfera-cone Wagner Forti, na qual são discutidos suas características cinemáticas, dinâmicas e geométricas, além da simulação para um conjunto de condições de operação com o intuito de calcular a vida de contato com slip/spin. Finaliza-se o trabalho correlacionando o tempo de vida calculado com as condições de operação. Palavras Chave- CVT, Tempo de Vida, Contato, Slip, Spin
Abstract: In this work, a study of the parameters that influences the lifetime of a TrackBall CVT for use in systems of human traction, particularly bicycles. First, the mechanical transmissions history is told and mentioned its main groups. Then it presented a brief summary describing the types of CVTs most common in market, their principle of operation and main features. After this chapter, it introduces the theory of Hertz contact as way of calculating the normal pressure profile and, by Kalker algorithm, calculating the tangential profile with slip. The equations of lubrication are also studied in this work in order to determine the thickness of the lubricant film in the contact of CVT. Finally it shows the type of CVT TrackBall Wagner Forti, which is commented on its cinematic, dynamic and geometric features, and the simulation for a range of operating conditions in order to calculate the life of contact with slip/spin. Finally it is the work correlating the life calculated with the conditions of operation. Key Words:CVT, Lifetime, Contact, Slip, Spin
Mestrado
Mecanica dos Sólidos e Projeto Mecanico
Mestre em Engenharia Mecânica
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Engström, Malin. "Barn med språkstörning : en förskolepedagogs utmaning." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14815.
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Syftet med undersökningen är att få en uppfattning kring arbetet som sker på förskolan då det förekommer ett barn med språkstörning. Undersökningen består av fyra intervjuade pedagoger som delar sina kunskaper och erfarenheter kring att arbeta med språkstörning, vilka metoder de använder sig av, hur de anser att miljön på förskolan bör vara utformad samt hur de lägger upp en pedagogisk verksamhet för att barnen på bästa sätt ska utveckla sitt språk Ur resultatet så framkommer det väldigt stor skillnad i både kunskap och pedagogernas kompetens gällande språkstörning, samt att de använder sig av metoder med både manuell och hjälpmedelsbaserad alternativ kompletterande kommunikation. Flera uppfattningar från pedagogerna avser utformning av förskolans miljö samt hur de lägger upp den pedagogiska verksamheten för att barnen ska få bästa möjlighet till språkutveckling. Sammanfattningsvis anser alla de intervjuade pedagogerna att deras viktigaste plikt och förhållningssätt är att de är närvarande pedagoger så att barnen får de rätta förutsättningarna att lära sig språk.The aim of this study is to gain an understanding of the work that takes place in a preschool when there are children with specific language impairment. The study consists of interviews with four pedagogues who share their knowledge and experience of working with language impairment; the methods they use, how, in their opinion, the preschool environment should be designed, and how they create pedagogical activities for the children to be able to develop their language in the best possible way. The result shows that there is a vast difference in both knowledge and competence among the pedagogues as regards language impairment, and that they use methods of both manual and aided alternative and augmentative communication. Several ideas among the pedagogues concern the design of the preschool environment and how they organize the teaching activity, in order to give the children the best possible chance to develop their language. To sum up, all the pedagogues in the interviews think that as teachers the obligation and attitude that is most important for them is to be present, so that the children will receive the right prerequisites to be able to develop their language.
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Wilde, Heather Michelle. "The Variability in Children with Specific Language Impairment Compared to Children with Typical Language Development." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2330.
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The purpose of this study was to determine whether children with specific language impairment (SLI) are more or less variable than children with typically developing language. In addition, the within child variability for children with SLI was analyzed to consider how heterogeneity influenced identification of areas of linguistic strengths and weaknesses in this population. Fifty seven children with SLI, 7:0–11:0, and fifty seven of their peers with typically developing language were assessed using five subtests and a composite language score from the Comprehensive Assessment of Spoken Language (CASL) (Carrow-Woolfolk, 1999). The children with typically developing language were significantly more variable as a group than the children with SLI. The heterogeneity of the children with SLI did not allow for the creation of subgroups based on language strengths and weaknesses.
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Grandin, Karin. "Talperceptionsförmåga i olika ljudmiljöer hos barn med språkstörning i åldrarna 7 – 9 år." Thesis, Uppsala universitet, Logopedi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-274989.
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Talperception avser förmågan att uppfatta och känna igen talat språk. Nedsatt talperception förekommer hos flera grupper barn som besöker audiologisk och logopedisk klinik och i synnerhet hos barn med språkstörning. I förevarande studie testades talperceptionsförmåga i ljudmiljöerna tyst och babbel hos tio barn med språkstörning i åldrarna 7 – 9 år. Som kontrollgrupp tjänade tjugoen jämnåriga barn med typisk utveckling. För bedömning användes talperceptionstestet Lyssna-Säg, vilket är ett datorbaserat test, som mäter diskrimination, identifikation och produktion av konsonantkontraster i minimala ordpar. Studiens resultat visar att barn med språkstörning hade proportionerligt svårare än typiskt utvecklade barn att uppfatta tal i babbel och att förmågan att uppfatta skillnad i artikulationsställe var särskilt nedsatt hos dem. Viss försämring från tyst till babbel kunde även observeras på ordproduktionen, vilket kan indikera att babbelmiljön hade en negativ påverkan på barnens arbetsminne. Studien har bidragit med insikter kring hur barn med språkstörning uppfattar tal i olika ljudmiljöer och har även bidragit till utvecklingsarbetet med Lyssna-Säg-testet.Speech perception refers to the ability to perceive and recognize spoken language. Impaired speech perception occurs in several groups of children visiting the audiological and speech language pathology clinic, and particularly in children with language impairment. In the present study, speech perception was tested in ten children with language impairment aged 7 – 9 years in silent and in babble. Twenty-one children with typical development of the same age served as control group. The Listen-Say test, which is a computer-assisted speech perception test that assesses discrimination, identification and production of consonant contrasts, was used as assessment tool. The study showed that children with language impairment had proportionally greater difficulty to perceive speech in babble compared to typically developing children and that place of articulation was particularly difficult to distinguish for them. A slight decrease in word production in babble may indicate that this condition had a negative impact on the children's working memory. The study has provided insight into how children with language impairment perceive speech in different auditory backgrounds, and has contributed to the development of the Listen-Say test.
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Finney, Mianisha C. "Simulating Specific Language Impairment: Effects of Sentence Length and Input Rate on Complex Sentence Comprehension." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1255023751.
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Västskär, Mirjam. "Språkstörning och matematiksvårigheter : några gymnasieelevers upplevelser och erfarenheter." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19399.
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Problemområdet i denna uppsats rör matematiksvårigheter hos elever med språkstörning på gymnasiet. Bakgrunden är bland annat den rapport från SPSM (2018) som visar att rutiner kring elever med språkstörning på gymnasiet är bristfälliga samt en stor mängd forskning som konstaterar att det finns ett samband mellan språkstörning och matematik. Uppsatsens syfte är att synliggöra denna grupp genom att undersöka hur några elever med språkstörning på gymnasiet upplever och har upplevt sina matematiksvårigheter. Eftersom undersökningen utgår ifrån elevperspektivet valdes semistrukturerade intervjuer som metod. De fem deltagarna har alla diagnosen språkstörning, går på gymnasiet och har inte klarat gymnasiets första matematikkurs på utsatt tid. Elevernas berättelser och upplevelser diskuteras utifrån attributionsteorins modell om hur vi attribuerar våra motgångar och framgångar. Det framkommer att alla eleverna har fått kämpa med matematiken genom hela sin skolgång. Eleverna förklarar sina svårigheter till övervägande del med stabila, det vill säga oföränderliga, faktorer, både sådana som ligger utanför dem själva (externa) och sådana som ligger inom dem själva (interna). Varken eleverna själva eller lärare de mött, har kopplat ihop matematiksvårigheterna med diagnosen språkstörning. Utifrån resultaten diskuteras bland annat vikten av kunskap om sambandet mellan språkstörning och matematiksvårigheter hos matematiklärare samt samarbetet mellan denne och specialläraren med inriktning språk-, skriv- och läsutveckling. Vidare diskuteras organisatoriska förändringar som skulle kunna underlätta för den här elevgruppen och att man bör ha i beaktande hur upprepade misslyckanden resulterar i minskad motivation. Detta är särskilt relevant för elever, som förklarar sina motgångar med stabila, oföränderliga faktorer, då det minskar möjligheten att ta vara på den kapacitet de har.The research problem in this thesis concerns mathematical difficulties in pupils with specific language impairment (SLI) in upper secondary school. A large amount of research shows that there is a connection between specific language impairment and mathematical difficulties and a report from SPSM (2018) states that routines concerning pupils with SLI in upper secondary school are deficient. The purpose of the thesis is to make this group more visible by examining how some pupils with SLI in upper secondary school experience, and have experienced, their mathematical difficulties. Since the study is based on the student perspective, semi-structured interviews were chosen as a method. The five participants have all been diagnosed with SLI and attend upper secondary school. The students' stories and experiences are discussed based on the model of attribution theory, which describe how we attribute our adversities and successes. It appears that all the students have been struggling with mathematics throughout their schooling. Students explain their difficulties predominantly with stable, i.e. unchanging, factors, external as well as internal. Neither the students themselves nor the teachers they encountered have linked the mathematical difficulties with the diagnosis SLI. Based on the results, the importance of more knowledge among mathematics teachers about the relationship between SLI and mathematical difficulties is discussed, as well as the importance of collaboration between mathematics teachers and special education teachers. Furthermore, organizational changes that could facilitate this student group are discussed and moreover that one should consider how repeated failures result in reduced motivation. This is particularly relevant for students, who explain their setbacks with stable, unchanging factors, as it reduces the ability to take advantage of their capacity.
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Andersson, Matilda, and Erik Wieslander. "Testning med BeSS på svenska gymnasieungdomar utan kända språkliga svårigheter : - ett referensmaterial för bedömning av subtila språkstörningar." Thesis, Umeå universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-64311.
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Bakgrund: Testmaterialet Bedömning av Subtila Språkstörningar (BeSS) togs fram för att bedöma subtila språkliga svårigheter hos bland annat personer med neurodegenerativa sjukdomar. Testet har sedan använts bland annat i dyslexiutredningar då subtila språkliga svårigheter kan förekomma även vid dyslexi. BeSS saknar dock referensmaterial för flera åldersgrupper vilket behövs för att logopeder ska kunna göra tillförlitliga bedömningar med materialet. Mål: Att låta gymnasieungdomar genomgå BeSS och sammanställa ett referensmaterial. Att se om det föreligger några prestationsskillnader mellan deltesten och könsskillnader. Metod: I studien deltog 28 gymnasieungdomar, 16 flickor och 12 pojkar, vilka testades enskilt med BeSS. Deltagarna fick inte ha några kända språkliga svårigheter eller läs-/skrivsvårigheter. Övriga krav var att deltagarna gått i svensk skolklass och fått svensk undervisning på svenska under minst 8 år. Resultat: Det totala medelvärdet för testgruppen (alla deltesten sammanräknade) var 172 poäng av 210 möjliga med standardavvikelsen 14,5. I studien presenteras även medelvärde och standardavvikelse för var och ett av deltesten: Repetition av långa meningar M=20,8 (SD 4,6), Meningskonstruktion M=27,3 (SD 2,3), Inferens M=25,5 (SD 3,5), Förståelse av logikogrammatiska meningar M=25,2 (SD 3,4), Tvetydigheter M=22,1 (SD 5,0), Förståelse av metaforer M=25,5 (SD 3,9) och Definitioner av ord M=25,6 (SD 3,2). Det förelåg inga könsskillnader. Slutsats: Denna studie har resultat för 28 gymnasieungdomar vilket är början till ett referensmaterial som behövs för att BeSS fortsatt ska kunna användas kliniskt i logopedisk verksamhet. Deltesten Repetition av långa meningar och Meningskonstruktion blev de deltest där gymnasieungdomarna presterade lägst respektive högst poäng. Det förelåg inga signifikanta könsskillnader.Background: The test material BeSS was developed to assess subtle language difficulties in people with neurodegenerative diseases. The test has also been used in dyslexia evaluations since subtle language difficulties also can occur with dyslexia. The material lacks reference material for several age groups which is needed to give safer assessments with the material. Aim: To collect reference material for the BeSS test for high school students. To see if there is differences in performance between the test sections and if there is a gender difference. Method: The study had 28 participants, 16 girls and 12 boys, who were tested individually with BeSS. The participants did not have any known language difficulties or reading/writing problems and they were required to have attended a Swedish class with Swedish education in Swedish for at least 8 years. Results: For each of the test sections means and standard deviations are presented. For the individual test sections the students performed as follows: Repetition of long sentences mean 20.8 (SD 4.6), Sentence construction 27.3 (SD 2.3), Inference 25.5 (SD 3.5), Understanding of grammatically logical sentences 25.2 (SD 3.4), Ambiguities 22.1 (SD 5.0), Understanding of metaphors 25.5 (SD 3.9) and Definitions of words 25.6 (SD 3.2). There was not a significant gender difference. Conclusions: This study presents results for 28 students which is the beginning of a reference material that is needed for the continued use of the test in clinical speech and language pathology work. In the test sections Repetition of long sentences and Sentence construction the students performed the lowest and the highest scores. There was not a significant gender difference.
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Junyent, Andrea Anahi. "Individual differences in Specific Language Impairment: profiles of preschoolers exposed to Italian." Doctoral thesis, Università degli studi di Padova, 2011. http://hdl.handle.net/11577/3422857.
Full textAbstract:
This dissertation explores Specific Language Impairment (SLI) through a single case
and a group study aimed to define language profiles in children with SLI compared to
typically developing children having the same chronological age or the same mean
length of utterance (MLU).
The single case study compared the morpho-syntactic characteristics of elicited and
spontaneous production of a child with SLI to information provided by the literature
about children with equivalent MLU. Results were scrutinised in the light of hypotheses
which conceive SLI as an originally grammatical deficit. Delay was found in production
of inflected verbs, in line with MLU, and was consistent with linguistic accounts. Delay
found in production of direct and indirect object clitic pronouns as well as articles was
unexpected based on the MLU and could only partially be explained by the linguistic
hypotheses considered.
The group study examined lexical, morpho-syntactic and textual skills in
comprehension and production as well as phonological memory in 50 children with SLI
(SLI group). In order to identify profiles, their performance was compared to age- and
MLU-matched typically developing children (TD group); and subgroups of children
with SLI were identified and compared. Moreover, relationships among language
abilities and phonological memory were scrutinised in the overall group of children
(SLI and TD groups).
Statistical comparisons between the SLI group and the TD group revealed a complex
pattern of impaired lexical and morpho-syntactic abilities as well as phonological
memory; and partially preserved textual skills. Subgroups (in the SLI group) with the
following characteristics were compared: both lexical and morpho-syntactic production
mildly impaired; both lexical and morpho-syntactic production severely impaired;
mildly impaired lexical production and severely impaired morpho-syntactic production.
Results evinced different profiles in these subgroups regarding phonological memory,
depending on the severity of the impairment in morpho-syntactic production exhibited
by subgroups. This suggests a strong relationship between phonological memory and
morpho-syntax in production.
The specific relationships among language and phonological memory abilities were
examined through regression analyses. Results showed phonological memory as the
best predictor for language comprehension and production in the overall group of
children, while belonging to the SLI or the TD group did not account for any extra
variability. This suggested a strong relationship between phonological memory and
language, independently of belonging to one group or the other. The second predictor
was lexical comprehension, which predicted both morpho-syntactic and text
comprehension in the overall group, while belonging to the SLI or the TD group did not
explain any extra variability. These results suggested that language abilities in
comprehension are hierarchically structured in SLI as in typical development, regardless
belonging to one group or the other.La seguente ricerca esplora i profili del Disturbo Specifico del Linguaggio (DSL) attraverso lo studio di un caso singolo e uno studio di gruppo, confrontandoli con quelli di bambini aventi la stessa età cronologica o la stessa lunghezza media dell‘enunciato (LME). Nello studio di caso singolo sono state comparate le caratteristiche morfosintattiche della produzione spontanea ed elicitata di un bambino con DSL con i dati in letteratura sulla produzione di bambini con LME equivalente. I risultati sono stati esaminati alla luce di ipotesi che concepiscono il DSL come un deficit di origine grammaticale. È stato trovato un ritardo nella produzione di verbi flessi, come atteso in base al livello di LME e in accordo con le spiegazioni linguistiche. Un ritardo inatteso per livello di LME è stato trovato nella produzione di pronomi clitici di oggetto diretto e indiretto e articoli, i quali hanno potuto essere spiegati solo parzialmente alla luce delle ipotesi considerate. Nello studio di gruppo, sono state esaminate la comprensione e produzione lessicale morfosintattica e testuale insieme alla memoria fonologica in 50 bambini con DSL (gruppo DSL). Allo scopo di identificare profili, le prestazioni del gruppo DSL sono state comparate con la performance di bambini con sviluppo tipico (gruppo ST) appaiati per età e per LME e sono stati identificati e confrontati sottogruppi di bambini con DSL. Inoltre, i rapporti fra le abilità linguistiche e la memoria fonologica sono stati esaminati nel gruppo totale di bambini (gruppi DSL e ST). Il confronto tra il gruppo DSL e TD ha mostrato, per il primo, un pattern complesso in cui le abilità lessicali, morfosintattiche e di memoria fonologica sono compromesse mentre le capacità testuali sono parzialmente preservate. Sono stati comparati sottogruppi (del gruppo DSL) con le seguenti caratteristiche: produzione lessicale e morfosintattica lievemente compromessa, produzione lessicale e morfosintattica severamente compromessa, e produzione lessicale lievemente compromessa e produzione morfosintattica severamente compromessa. I risultati per i sottogruppi hanno evidenziato diversi profili in relazione alla memoria fonologica, imputabili alla severità del deficit in produzione morfosintattica dei sottogruppi. Ciò suggerisce una forte relazione fra memoria fonologica e morfosintassi. I rapporti specifici fra abilità linguistiche e di memoria sono stati esaminati con analisi di regressione. I risultati hanno indicato che la memoria fonologica è il miglior predittore della comprensione e produzione linguistica nel gruppo totale di bambini, mentre l‘appartenenza al gruppo DSL or al gruppo TD non ha spiegato ulteriore variabilità. Ciò suggerisce una forte relazione fra memoria fonologica e linguaggio, indipendentemente dalla appartenenza a un gruppo o all‘altro. Il secondo migliore predittore è stato la comprensione lessicale, che ha predetto la comprensione morfosintattica e testuale nel gruppo totale, mentre l‘appartenenza al gruppo DSL o TD non ha spiegato ulteriore variabilità. Questi risultati suggeriscono abilità linguistiche gerarchicamente strutturate in comprensione a prescindere del gruppo di appartenenza.
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CANTIANI, CHIARA. "The linguistic nature of developmental Dyslexia: an electrophysiological and behavioural investigation." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/19698.
Full textAbstract:
The present thesis faces the ongoing debate on the linguistic nature of Developmental Dyslexia (DD), based on evidence of grammatical deficits in dyslexic individuals (e.g., Robertson & Joanisse, 2010), and on the frequently reported overlap with Specific Language Impairment (e.g., Bishop & Snowling, 2004). In particular, the morphosyntactic processing deficit in DD has been explored by means of particularly sensitive measures, namely event-related potentials (ERPs). The dissertation collects the results from three studies performed on different samples of individuals with DD (Italian adults, Italian children, and German adults), reporting consistent data in support of a general morphosyntactic processing weakness. Specifically, the ERP results reveal different language processing modalities in the dyslexic samples, characterised by the need of an additional process related to rules retrieval and/or lexical access. Further behavioural data collected on the same participants support the ERP data. In the third study, advantage has been taken of the morphological features characterising German to additionally investigate the specificity of the reported morphosyntactic deficits, and their relationship with phonological and acoustical processing difficulties. The results are discussed within a developmental and psycholinguistic framework.
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Pennerdahl, Angelica. "Språkscreening vid 2,5 års ålder med Westerlunds 3-årsmetod." Thesis, Uppsala universitet, Logopedi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-271172.
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To identify children at risk of developing a language disability, the majority of Swedish Child Health Centers (CHCs) have since the early 90’s conducted language screening with 3-year olds using Westerlund’s method or with 2,5-year olds using Miniscalco’s method. The National Board of Health and Welfare has published a new national child healthcare program (Socialstyrelsen, 2014b) in which the language screening in Uppsala municipality needs to resituate to when the child is 2,5 years old. This is due to the fact that a team evaluation is going to be performed when the child is 3 years old. The study aimed to evaluate the process and screened 70 children in 4 CHCs with a revised version of Westerlund’s method. That method was chosen because of the fact that nurses at CHC’s in Uppsala already use it on 3-year olds. Out of the 70 children, 16 failed and were followed up at 3 years of age. By then 9/16 failed again. This gives the screening 44% false positive results, which means that 44% of the children that screened positive are not actually at risk of developing a language disability. The same number for Westerlund’s original method is 4,5% (2/44) and Miniscalco’s is 48% (12/25). The later is interesting in comparison with this study due to the fact that they involve children of the same age. When conducting a clinical evaluation for Westerlund’s revised method involving 2,5-year olds, important factors to look further at are true/false positives and outcome per screening section. If the patterns found in this study are somewhat alike the patterns shown when screening a larger study population, the referential criteria might need a re-evaluation. The nurses involved in this study believe the screening works well with younger children, but they wish for more contact with a speech language pathologist to discuss difficult cases. Keywords: language screening, child healthcare program, CHC, language disability, Westerlund’s methodSedan början av 90-talet har det på Sveriges barnavårdscentraler (BVC) utförts undersökning av barns språk – språkscreening – med syfte att identifiera barn som riskerar att få problem med sin språkutveckling. Merparten av alla BVC har använt antingen Westerlunds metod när barnen är 3 år eller Miniscalcos metod när de är 2,5 år. Socialstyrelsen inleder nu ett nationellt barnhälsovårdsprogram och föreslår i sin Vägledning för barnhälsovården (Socialstyrelsen, 2014b) att språkscreeningen ska göras vid 2,5 - 3 års ålder samt att ett teambesök med läkare och sjuksköterska ska göras vid 3 års ålder. Detta innebär i praktiken att språkscreeningen i Uppsala län flyttas från 3 år till 2,5 år. Syftet med föreliggande studie var att göra en inledande utvärdering kring huruvida Westerlunds metod kan användas på 2,5-åringar. Utvärdering av tidigareläggande av Westerlunds metod gjordes bland annat eftersom sjuksköterskorna på BVC i Uppsala under många år använd denna metod på 3-åringar, vilket gör att förfarandet är väl inarbetat. Fyra BVC deltog i en utprövning där totalt 70 barn screenades, av vilka 16 fick positivt utfall och följdes upp igen vid 3 år. I nio av fallen blev resultatet fortsatt positivt medan övriga sju barn klarade uppföljningen utan anmärkning. Det betyder att 44 % (7/16) av barnen fick positivt resultat fast de inte riskerar att få problem i sin språkutveckling – de screenades falskt positivt. Samma siffra för Westerlunds ursprungliga metod är 4,5 % (2/44) och för Miniscalcos metod 48 % (12/25). Det senare är intressant jämfört med denna studie då de omfattar barn i samma ålder. Vid en klinisk validering av Westerlunds metod på 2,5-åringar blir det viktigt att undersöka och jämföra såväl sant/falskt positiva som utfall per delmoment metoderna emellan. Om mönster liknande de i denna studie återfinns med en större studiepopulation kan remisskriterierna behöva ses över. Sjuksköterskorna som deltog i utprövningen anser att screeningen fungerar väl med 2,5-åringar, men de önskar bland annat mer logopedkontakt för handledning samt en lathund med varningssignaler att vara uppmärksam på gällande barns språkutveckling. Nyckelord: språkscreening, barnhälsovårdsprogram, barnavårdscentral, språkstörning, Westerlunds metod
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Prokopetc, Kristina. "Precise Mapping for Retinal Photocoagulation in SLIM (Slit-Lamp Image Mosaicing)." Thesis, Université Clermont Auvergne (2017-2020), 2017. http://www.theses.fr/2017CLFAC093/document.
Full textAbstract:
Cette thèse est issue d’un accord CIFRE entre le groupe de recherche EnCoV de l’Université Clermont Auvergne et la société Quantel Medical (www.quantel-medical.fr). Quantel Medical est une entreprise spécialisée dans le développement innovant des ultrasons et des produits laser en ophtalmologie. Cette thèse présente un travail de recherche visant à l’application du diagnostic assisté par ordinateur et du traitement des maladies de la rétine avec une utilisation du prototype industriel TrackScan développé par Quantel Medical. Plus précisément, elle contribue au problème du mosaicing précis de l’image de la lampe à fente (SLIM) et du recalage automatique et multimodal en utilisant les images SLIM avec l’angiographie par fluorescence (FA) pour aider à la photo coagulation pan-rétienne naviguée. Nous abordons trois problèmes différents.Le premier problème est lié à l’accumulation des erreurs du recalage en SLIM., il dérive de la mosaïque. Une approche commune pour obtenir la mosaïque consiste à calculer des transformations uniquement entre les images temporellement consécutives dans une séquence, puis à les combiner pour obtenir la transformation entre les vues non consécutives temporellement. Les nombreux algorithmes existants suivent cette approche. Malgré le faible coût de calcul et la simplicité de cette méthode, en raison de sa nature de ‘chaînage’, les erreurs d’alignement s’accumulent, ce qui entraîne une dérive des images dans la mosaïque. Nous proposons donc d’utilise les récents progrès réalisés dans les méthodes d’ajustement de faisceau et de présenter un cadre de réduction de la dérive spécialement conçu pour SLIM. Nous présentons aussi une nouvelle procédure de raffinement local.Deuxièmement, nous abordons le problème induit par divers types d’artefacts communs á l’imagerie SLIM. Ceus-sont liés à la lumière utilisée, qui dégrade considérablement la qualité géométrique et photométrique de la mosaïque. Les solutions existantes permettent de faire face aux blouissements forts qui corrompent entièrement le rendu de la rétine dans l’image tout en laissant de côté la correction des reflets spéculaires semi-transparents et reflets des lentilles. Cela introduit des images fantômes et des pertes d’information. En outre, les méthodes génériques ne produisent pas de résultats satisfaisants dans SLIM. Par conséquent, nous proposons une meilleure alternative en concevant une méthode basée sur une technique rapide en utilisant une seule image pour éliminer les éblouissements et la notion de feux spéculaires semi-transparents en utilisant les indications de mouvement pour la correction intelligente de reflet de lentille.Finalement, nous résolvons le problème du recalage multimodal automatique avec SLIM. Il existe une quantité importante de travaux sur le recalage multimodal de diverses modalités d’image rétinienne. Cependant, la majorité des méthodes existantes nécessitent une détection de points clés dans les deux modalités d’image, ce qui est une tâche très difficile. Dans le cas de SLIM et FA ils ne tiennent pas compte du recalage précis dans la zone maculaire - le repère prioritaire. En outre, personne n’a développé une solution entièrement automatique pour SLIM et FA. Dans cette thèse, nous proposons la première méthode capable de recolu ces deux modalités sans une saisie manuelle, en détectant les repères anatomiques uniquement sur une seule image pour assurer un recalage précis dans la zone maculaire. (...)This thesis arises from an agreement Convention Industrielle de Formation par la REcherche (CIFRE) between the Endoscopy and Computer Vision (EnCoV) research group at Université Clermont Auvergne and the company Quantel Medical (www.quantel-medical.fr), which specializes in the development of innovative ultrasound and laser products in ophthalmology. It presents a research work directed at the application of computer-aided diagnosis and treatment of retinal diseases with a use of the TrackScan industrial prototype developed at Quantel Medical. More specifically, it contributes to the problem of precise Slit-Lamp Image Mosaicing (SLIM) and automatic multi-modal registration of SLIM with Fluorescein Angiography (FA) to assist navigated pan-retinal photocoagulation. We address three different problems.The first is a problem of accumulated registration errors in SLIM, namely the mosaicing drift.A common approach to image mosaicking is to compute transformations only between temporally consecutive images in a sequence and then to combine them to obtain the transformation between non-temporally consecutive views. Many existing algorithms follow this approach. Despite the low computational cost and the simplicity of such methods, due to its ‘chaining’ nature, alignment errors tend to accumulate, causing images to drift in the mosaic. We propose to use recent advances in key-frame Bundle Adjustment methods and present a drift reduction framework that is specifically designed for SLIM. We also introduce a new local refinement procedure.Secondly, we tackle the problem of various types of light-related imaging artifacts common in SLIM, which significantly degrade the geometric and photometric quality of the mosaic. Existing solutions manage to deal with strong glares which corrupt the retinal content entirely while leaving aside the correction of semi-transparent specular highlights and lens flare. This introduces ghosting and information loss. Moreover, related generic methods do not produce satisfactory results in SLIM. Therefore, we propose a better alternative by designing a method based on a fast single-image technique to remove glares and the notion of the type of semi-transparent specular highlights and motion cues for intelligent correction of lens flare.Finally, we solve the problem of automatic multi-modal registration of FA and SLIM. There exist a number of related works on multi-modal registration of various retinal image modalities. However, the majority of existing methods require a detection of feature points in both image modalities. This is a very difficult task for SLIM and FA. These methods do not account for the accurate registration in macula area - the priority landmark. Moreover, none has developed a fully automatic solution for SLIM and FA. In this thesis, we propose the first method that is able to register these two modalities without manual input by detecting retinal features only on one image and ensures an accurate registration in the macula area.The description of the extensive experiments that were used to demonstrate the effectiveness of each of the proposed methods is also provided. Our results show that (i) using our new local refinement procedure for drift reduction significantly ameliorates the to drift reduction allowing us to achieve an improvement in precision over the current solution employed in the TrackScan; (ii) the proposed methodology for correction of light-related artifacts exhibits a good efficiency, significantly outperforming related works in SLIM; and (iii) despite our solution for multi-modal registration builds on existing methods, with the various specific modifications made, it is fully automatic, effective and improves the baseline registration method currently used on the TrackScan
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Scheidnes, Maureen. "L'acquisition du français L2 chez l'enfant : développement typique versus atypique." Thesis, Tours, 2012. http://www.theses.fr/2012TOUR2021/document.
Full textAbstract:
La comparaison des enfants qui acquièrent une langue seconde (L2) à des enfants avec trouble spécifique du langage (TSL) a montré des similarités entre les performances morphosyntaxiques des deux groupes. Cette étude vise à mieux comprendre l’acquisition L2 enfantine typique afin de permettre l’identification d’un TSL chez les enfants L2. Une étude longitudinale de taux de propositions enchâssées et d’erreurs ont été a été faite à partir d’échantillons de langage spontané en français de 22 enfants anglophones âgés de 6;9-12;7 et de 19 enfants monolingues francophones avec TSL âgés de 6;5 à 12;11. Les résultats révèlent que les L2 font plus d’enchâssées que les enfants avec SLI, mais les deux groupes ont eu des taux d’erreurs comparables. La discussion porte sur l’implication de ces résultats sur l’identification des TSL chez les enfants L2Research on children acquiring a second language (L2 children) and children with SLI has revealed similarities in their morphosyntactic performance. This study seeks to better understand how children acquire an L2 in order to distinguish typical from atypical L2 acquisition. A longitudinal study of clausal embedding and error rates was made based on spontaneous language samples of 22 English-speaking children (aged 6;9-12;7) acquiring French as an L2 and 19 monolingual French-speaking children with SLI (aged 6;5-12;11). The results revealed that L2 children used clausal embedding more often than the children with SLI, but the SLI and L2 had similar error rates. Analyses of the frequency of embedding and errors revealed correlations that were positive in the L2 group and negative in the SLI. The discussion focuses on the implications of these findings for the identification of SLI in L2 children
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Grue, Alexandra. "Hur man kan underlätta för elever med språkstörning i ämnet slöjd." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28838.
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Det här är en uppsats som undersöker hur man kan underlätta och anpassa för elever med språkstörning i ämnet slöjd. Skolor har börjat uppmärksamma språkstörning mer, men okunskapen är fortfarande stor. I mina undersökningar har jag tittat på vad slöjdlärare känner att de saknar för att kunna ge eleverna det stöd de behöver, vad föräldrar önskar att deras barn får för hjälp i slöjden, samt vad specialpedagoger och speciallärare rekommenderar att lärare kan göra i undervisningen med elever med språkstörning. Det har resulterat i att lärare har behov av mer kunskap, mer stöd och mer tid i sin interaktion med elever med språkstörning. Eftersom man kan säga att språkstörning ligger på ett brett spektrum eftersom det finns så många olika inriktningar behöver man kunna individanpassa till varje elev för det finns inte ett färdigt koncept som fungerar för alla även om man med visuellt stöd kan gagna de flesta elever.This is an essay that investigates how to make the sloyd subject more managable for students with a developmental language disorder (communication disorder). Schools have started to observe developmental language disorders more, but the lack of knowledge is still substantial. In my research I have looked at what teachers feel that they lack in order to provide these students with the support they need, what type of assistance parents would like see, and recommendations from special needs teachers. This research concludes that teachers need more knowledge, support and additional time in their interaction with students with developmental language disorders. Because there is a broad spectrum of developmental language disorders, you need to make individual adjustments because there is not a ready made concept that will work for everyone even though visual support will assist all students, not just those with developmental language disorder.
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Sentmanat, Martin Lamar. "Design and evaluation of a slit die rheometer to study wall slip." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61100.
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Extrudate distortion is a problem that often limits production rates in certain commercial processes such as film blowing and it has been suggested that slip in the die land plays an important role in this phenomena. It has been hypothesized that during slip flow in a die neither the wall shear stress nor the slip velocity is constant along the length of the die. For this reason, a slit die rheometer was developed to monitor directly the shear stress distribution of a molten polyethylene by means of two shear stress transducers mounted at different axial locations along the length of the slit. Previous transducers used at McGill do not perform well at high pressures. Therefore, a new disk-bar shear stress transducer was designed for use at high pressure. However, experimental evaluation of the slit die rheometer suggests that the large pressure gradient present in the slit affects the operation of this transducer. It is hypothesized that the pressure gradient across the active face of the shear stress transducer and the disk element impose a torque opposite to that of the applied shear stress on the active face. This pressure gradient effect was unanticipated because no shear stress transducer has ever been used in a pressure driven flow. Before the research on wall slip can proceed a new shear stress transducer that is unaffected by either high pressure or large pressure gradients must be developed. Possible ways of meeting this need are proposed.
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Skerra, Antje. "Verfügbarkeit von Kohäsionsmitteln für Kinder mit einer Sprachentwicklungsstörung." Doctoral thesis, Humboldt-Universität zu Berlin, 2017. http://dx.doi.org/10.18452/18624.
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Die Studie verfolgte das Ziel, die Zusammenhänge zwischen einer unzureichenden grammatischen Entwicklung und den Fähigkeiten Texte zu verstehen, aufzudecken.
Hierfür wurden in 3 Experimenten zum Verstehen und Verwenden von satzübergreifenden pronominalen Bezügen und Konnektoren (Konjunktionen & Adverbien) querschnittliche und längsschnittliche Daten von Kindern mit eine spezifischen Sprachentwicklungsstörung (SSES), von typisch entwickelten Kindern des gleichen chronologischen Alters und von Kindern des gleichen Sprachentwicklungsalters erhoben. Insgesamt wurden 120 Kinder mit einer Altersspanne von 3;0 – 10;11 Jahren getestet. Es wurde untersucht, ob Kinder mit einer SSES die grammatischen Voraussetzungen mitbringen, Kohäsionsmittel zu verstehen oder einzubinden.
Die wesentliche Grundlage bot die Minimal Default Grammar – Annahme (Penner & Roeper, 1998), die besagt, dass Kinder mit einer SSES in einem Zwischenstadium der grammatischen Entwicklung stagnieren. Diese konnte in der vorliegenden Studie bestätigt werden.
In Experiment 1 wurde das Verständnis intersententialer Pronomen in nichtkanonischen Sätzen untersucht. Diese Leistung wurde zum einen mit kanonischen Sätzen mit Pronomen im Nominativ im Vorfeld und zum anderen mit adverbinitialen Sätzen mit Pronomen sowohl im Nominativ als auch im Akkusativ im Vor-und Mittelfeld verglichen. In Experiment 2 wurde das Verständnis der Konjunktionen weil und aber untersucht, welche die die grammatischen Positionen Vorvor- und Vorfeld besetzen. Schließlich wurde in Experiment 3 die Produktion von referentiellen und relationalen Kohäsionsmitteln in Erzählungen untersucht. Hierfür wurden von jedem Kind vier Geschichten hinsichtlich der Verwendung von Pronomen und Konnektoren in sämtlichen grammatischen Positionen analysiert.
Die Ergebnisse zeigten hochsignifikante Gruppenunterschiede zwischen Kindern der SSES-Gruppe und beiden Kontrollgruppen (SSES < EA p < .001; SSES < CA p < .001). Die Leistungen unterschieden sich qualitativ und quantitativ. Kohäsionsmittel konnten von Kindern mit SSES weder verstanden noch aktiv verwendet werden. Dabei konnte ein enger Zusammenhang zwischen der grammatischen Entwicklung und der Verfügbarkeit von Kohäsionsmitteln nachgewiesen werden.The availability of cohesive means in children with developmental language disorder. The aim of the study was to disentangle the interrelation between deficits in the grammatical development and the ability to understand texts. In 3 experiments the comprehension and production of intersentential pronoun resolution as well as connectives were assessed. A large cohort of n= 120 with n= 40 children with specific language impairment (SLI/DLD) (age of 3;0 to 10;11 years) was compared to control groups with chronological age matched and language age matched children. There were cross-sectional and longitudinal data collected. The main question was: Do children with DLD have the preconditions to understand intersentential pronoun resolution and connectives in discourse? Most of the theoretical background was provided by the Minimal Default Grammar – Hypothesis (Penner & Roeper, 1998). The framework postulates that children with DLD adhere to an interim grammar without CP- shell. So the account predicts a considerable deficit at the level or the syntax-discourse interface. In experiment 1 the comprehension of intersentential pronoun resolution in noncanonical clauses was tested and compared with the performance in canonical and adverb initial clauses. In experiment 2 the children had to judge the truth of the sentences with weil and aber. The connective weil is syntactically embedded within the matrix clause. The connectiv aber however is syntactically nonembedded within the sentences, it introduces a co-ordinate clause. Finally in experiment 3 the children tell stories. The focus of the analyses was on the production of referential and relational devices in all syntactical positions. The results show highly significant differences between the performance of the DLD group as compared to the control groups (SSES < EA p < .001; SSES < CA p < .001). Grammatically impaired children neither understand nor use referential and relational cohesive devices within the CP-position. Strong correlations were found between the grammatical development of the children and the availability of cohesive means.
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Gomes, Valéria. "L’organisation des comportements d’attachement chez l’enfant avec des troubles spécifiques du développement du langage." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20003/document.
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Dans cette étude, nous avons cherché à caractériser le profil linguistique et le développement d’une population portugaise d’enfants ayant une perturbation spécifique du développement du langage (TSDL) et à analyser, dans le contexte de la théorie de l’attachement, la façon dont ces enfants porteurs de TSDL utilisent la mère comme base sûre, en les comparant à des enfants sans perturbation du langage. D’un autre côté, nous avons étudié la valeur prédictive de l’attachement et des variables développementales dans les compétences linguistiques des enfants. Nous avons retenu comme sujets de notre recherche, 83 dyades mère/enfant, les enfants étant âgés de 4 /5 ans, partagés en deux groupes. À travers les diverses mesures du langage et du AQS (Waters, 1995), il a été possible de vérifier que ces enfants :1) présentaient à l’âge mental propre de la maternelle (préscolaire), des changements sévères du langage, bien que leurs profils soient très hétérogènes ;2) étaient surtout des garçons, d’un ratio de 3:1 ; 3) révèlent une qualité de sécurité de l’attachement à la mère, inférieure comparativement à leurs pairs sans changement au niveau du langage, ainsi que moins de comportements d’attachement, telles que l’interaction douce, la proximité et le contact physique avec la mère.Nous avons également vérifié que l’attachement et les variables de consommation maternelle de tabac pendant la grossesse, la relation avec les amis et les antécédents familiaux de perturbation du langage sont des prédicteurs des difficultés linguistiques de ces enfants, ainsi que des durées d’acquisition du langage, ce qui explique une variance entre 7% et 21%This study aims to characterize the linguistic and developmental profile of a population of Portuguese-speaking children with specific language impairment (SLI) and analyze, within the context of attachment theory, how the SLI child uses his mother as a secure base, compared to children without language disorders. In the other eAs a final point, we tried to study the predictive value of attachment and developmental variables in the language skills of children. The participants of our study were 83 mother-child dyads (children aged 4-5 years), divided into two groups. Through various measures of language and AQS (Waters, 1995), we found that these children: 1) present, in pre-school age, severe alterations of language, though their profiles are very heterogeneous; 2) are mostly boys, with a ratio of 3:1; 3) show a lower quality of attachment security, when compared with their peers without language alterations, as well as less attachment behaviors, such as smooth interaction, proximity and physical contact with the mother. It was also found that attachment and tobacco use, relationship with friends and family background are predictors of the linguistic difficulties of these children, as well as of language acquisition timing, explaining 7% to 21% of the variance