Language Development - Science topic
The gradual expansion in complexity and meaning of symbols and sounds as perceived and interpreted by the individual through a maturational and learning process. Stages in development include babbling, cooing, word imitation with cognition, and use of short sentences.
Questions related to Language Development
In Turkey, translation is used in the multiple-choice format in language proficiency exams. I wonder if there are any other examples around the world.
Hello! We are researchers from Anglia Ruskin University, the University of Central Lancashire, and the University of Sheffield and we are conducting an online study to investigate language development in babies aged 10-24 months who are exposed to more than one language in the home environment. Specifically, we are looking for both parents/carers and their babies who are living in the UK to take part in the study. Specifically, we are interested in infants who are learning two languages in the home (for example, mum speaks to the baby consistently in Greek and Dad speaks to the baby consistently in Portuguese OR Dad speaks English and Grandma speaks Italian to the baby). The study will be conducted online, and each parent/carer will take part in two sessions: (1) Session 1 will involve parents/carers completing an online questionnaire and (2) in Session 2 parents/carers and their babies will complete a short language game online. We’re looking for families where two caregivers from the child’s home can participate in the study and we offer a £10 voucher to thank each participant for their involvement. You can find the Participant Information Sheet here: https://rb.gy/npacqz. If you’d like to participate, you can easily sign up here https://rb.gy/ezc1j9 and if you have any questions, feel free to email the team at firstname.lastname@example.org.
Hi! We are developing a research about adult-infant interaction and language development. We need to acquire cameras that can be used head-mounted, so we can record from a first person perspective. Any advice about specific types or models? Any comment or suggestion will be highly appreciated!. Thank you
Children of different genders have great differences in the development of language skills at any time between 2-5. How should K1~3 education deal with this difference?
I am working on a project that includes the creation of two technologies for learning languages. I decided that adapting a new instructional design model from scratch will help implement these technologies: the model will be followed to develop the instruction needed for learning languages.
Whereas there are many academics and researches on the lack of language proficiency towards teaching the Deaf learners, I would like to know if there has been anything said about the good use command of sign language and its impact on Deaf learners' academic achievements.
Deaf bilingualism and its impact on the development of language and academic achievement of Deaf learners. These will help me to understand the correlation between lack of language proficiency and the adequate knowledge by the teachers of the Deaf and HH.
Mixed-ability can refer to classes in which there are clear differences in language level, learning style, learning speed, aptitude, students’ background knowledge, and motivation. In this context, every student who is learning a language can be different in language level among other students. Thus, students may have different capabilities to grasp the lesson during the teaching process in the class. According to Ireson & Hallam (2001), “teachers need to recognize that a class is a mixed ability because children have different strengths and weaknesses and develop at different rates.”
In Indonesia, English is a foreign language which is taught and learned only in classrooms or additional English courses outside school. In this case, students may have some problems such as less proficient English ability because people in Indonesia rarely use English as a tool of communication. Also, teachers in dealing mixed- ability classes may have an ineffective learning classroom from both students and teachers.
Dealing with this issue, Mixed-ability students have their own learning style and preferences in learning a language. In this context, I would like to have your opinion of the following question:
What strategies would be effective to handle mixed-ability students in learning English as a foreign language?
Dear Research Colleagues,
Are you familiar with studies on language acquisition in early simultaneous trilingual children that show whether there are any delays in their language development? I am familiar with several studies on early simultaneous bilinguals indicating that such speakers are not significantly delayed in language acquisition. I wonder if trilinguals differ from mono- and bilinguals in how fast they acquire their languages.
I will appreciate your feedback.
I am new in the area of Developmental Psychology and I am looking for a good description of the standardization process of a test for cognitive and/or language development. For example, can I find information about the standardization process for BRIEF®-P (or any other cognitive / language development test)?
I am currently doing a study about using and learning English in multilingual cities (e.g. Sydney, Australia; Auckland, NZ). I am particular interested in how the big L1 community and frequent exposure to the L1 using environment could influence people's English language development when studying and living in a multilingual city.
Is there an existing theory of framework about this topic or learning and using English in multilingual society?
What is the best measuring test in SPSS as I have data of a student taking a language test every academic year.
The plan is every freshmen enrolled in Fall of each year will be taking a standardized language test in Fall of each academic year until graduation or scoring the target score for each level (FR, SO, Jr, or SR).
This is to measure if their skills (language skills) are developing according to our scale especially after progressing in their studies and attending a mandatory 3 weeks intensive training workshop once a year.
I have records of freshmen's reading , listening , writing , speaking and overall score in Fall 2018 and again in Fall 2019 and I don't know which test will be suitable? and I am not sure how to correlate between taking the workshop and progressing or digressing
Grammar, syntax, and morphology can be seen as autonomous levels of language development from other cognitive domains or language is part of various cognitive nonlinguistic features such as auditory perception, general intelligence, hierarchical structuring abilities? So, language is embedded in more general cognitive abilities?
I’m looking for advice for creating an Intermodal Preferential Looking Paradigm setup that could be moved to different locations relatively easily. Basically, I would like to run the IPLP at multiple locations that have a room to loan me for a few days at a time but not permanently.
Any tips, precautions, or ideas you could share with me from your experience would be greatly appreciated.
Hi, I am a german university student (business administration and psychology) and I am going to write my bachelor thesis.
I would like to research a correlation between stress and the language. For the following points I need your help:
- differently option for stress induction
- or unsolvable tasks for stress induction
- or questionnaire for stress induction
I know about the trier social stress test and the socially evaluative cold water stress test, so I need other options. The best way for me is, to have a computeraided stress test.
I hope you can help me and make my student life a little easier :-).
The Internet is now global. Language barriers could present a challenge to users and as a result an Internet based language becomes necessary to ensure that transactions can be done without challenges among people who speak different languages.
Can an individual have more ‘natural talent’ to learn only a certain second language or type of languages, yet being unable to learn others? Besides motivation, identification and/or exposure what other factors may enhance or hinder foreign language learning success?
As I would like to use the arriving responses for a study, please specify if you agree your response to be used anonymously or with your name in it. Thank you very much!
This question must be accompanied by provisos. One particular proviso simplifies the task. Assume that the problem solving used throughout the development of language was of the same kind that has at all times occurred since. In other words, assume that it is valid to use averages over time, at least for the time period under consideration. In 2009 I used ideas relating to statistical mechanics to estimate, on certain assumptions (a language-like call `lexicon' of about 100 calls), that language began between about 141,000 to 154,000 years ago in a couple of articles,
IELTS test (academic version) most challenging part is the writing part, even for the English native speakers.
Do you think that people who achieve better results in the IELTS Writing part do actually have a better academic writing experience?
I am interested to hear your opinion on this..
At this moment I'm currently working in my dissertation project. The question is "in which way is the teacher of portuguese as a foreign language conditioned by his culture in teaching portuguese in asian context" and I'm asking your help in order to have more essays about psycology of language and the teach of portuguese in asia.
Thank you in advance for the help.
Hi everyone! I'm preparing an ERP study of written sentence processing in school aged children. My target population are children between 8 and 11 years old, and I'm aiming to examine N400 and P600 effects after semantic and syntax violations. Sentences will be displayed on the center of a computer screen, word by word (rapid serial visual presentation). I wanted to ask your opinion about what would be the optimal SOA (stimulus onset asynchrony) to maximize the probability of actually seeing the language-related ERP effects, as it has been shown that presentation rate may affect the magnitude of these potentials, at least in certain populations (like L2 and older adults).
Thanks for your kind attention!
There are different approaches to diagnosing and intervening in autism across the globe. What do you think? Your opinion matters!
We are running a survey of practitioners and researchers working with autism spectrum disorder (ASD) in low-resource settings and low- and middle-income regions/countries. Please, take it and share!
I would like to ask if you have any suggestion for global early screening tests which create a baseline in language development and if Sequenced Inventory of Communication Development-R or Early Lang Milestone Scale belongs to this category...
I am looking for a suitable topic to do my undergraduate thesis on, and one idea I have at the moment is to perform in-situ hybridization in order to detect expression of certain genes related to language development in model organisms such as mice or fish.
If blended learning aimed at enhancing language development, so which of theses learning theories are more relevant ?
Hi, I am looking for references concerned with language transfer or interference from foreign language to mother tongue.
We would like to test how sensitive are Croatian speakers fluent in German to German morphosyntactic features in Croatian (e. g. verb at the end of the sentence, use of indefinite articles etc.), but are not entirely sure how to design the psycholinguistic test. We believe the language transfer would influence the translation procedure into mother tongue.
Neurolinguistic studies are also very welcome.
I want to see, if there are any relations between the consumption of digital media and the speech development or rather the vocabulary acquisition.
The use of translation/students’ L1 in second/foreign language teaching has had many ups and downs during the history. From its heydays during the Grammar Translation Method, to its total rejection by the advent of the Direct Method, to its recent revival as a potential pedagogic tool (Guy Cook, 2010). Based on your teaching experience, I want to know if you think the use of students’ L1 in foreign language classes can be facilitative or harmful for foreign/second language learning. If your answer is positive, then, for which age group(s) and language skill(s) the use of L1 can be more beneficial.
Index of Productive Syntax (IPSyn) and Mean Length of Utterance (MLU) are measures used to gauge the language development in pre-school children. However, can they still be used to assess language development in school-age children age between 8 to 11? What would be the right tool/tools to measure language development in school age children?
I am interested in possibly researching one of the following areas of children's writing:
-Figurative language / imagery
-Description / detail
Are there any instruments often used for writing analysis that may help?
I'm collecting data for my speech therapy degree. I'm building a three-test battery to gauge speed and accuracy in adults with former developmental dyslexia.
One of the tests is a lexical decision task, which needs to be made harder by shaping it in a tachistoscopic presentation, and I therefore need to estabilish a basic amount of time for the stimuli to be recognized (and not only detected).
In literature it can be found a rather large range of intervals for the minimum amunt time of the stimulus recognition, from about 20 ms to about 200 ms, accordingly to word lenght and some other variables, however over all in studies about visual analysis
What I am seeking, is very specific data on the very baseline of the recognitizion of words, i.e. data on the reading abilities in normal subjects.
We are doing research about a gesture system called Visual Phonics. The hand shapes, corresponding to sounds, can be useful in literacy instruction with young children, both with and without disabilities. The individual hand shapes are fairly abstract initially, but, with repetition, do take on meaning. Does this indicate a shift from one type of gesture to another?
We are designing a Sentence Repetition Task for Spanish children from 2 to 4 year-old and have been gathering info
I was thinking of teaching swearwords/swearing/cursing to my FL students so that they will be able to swear back if someone swears at them, but I am not quite sure if it is right, as much of expressions are so abusive and very rude that can offend others. What do you think? Are there any safe ways of teaching them? Thank you.
Here seems to be some evidence to suggest that (though some might say that the evidence below is just a typo):
"Arrangements were being made on Monday as to where the players would GATHER WATCH (emphasis mine) the match with Albrighton admitting it will be difficult viewing."
When we use a video of flashing light in the headturn preference procedure during familiarization and test, infants fail to discriminate our target words. However, when we use a more engaging visual stimuli, a video of spinning colorful pinwheel in HTPP, they succesfully discriminate the target words. It sounds like using a more engaging stimuli reinforces infants' discrimination at test. Why does it not detract from processing of the sounds?
One of my colleagues remembered reading an article that states that beginning learners are sometimes better at producing segmental sounds than advanced, due to different reasons like motivation and also focus. Beginners will focus more on details of phonology than intermediate or advanced speakers, since they would rather make sure that their whole utterance is correct and understood, therefore paying less attention to the segmental sounds.
Thanks a lot!
I am looking into the benefits and effectiveness of Animal Assisted Therapy (AAT) for children with ASD for my 4th year Speech Pathology research review. I have started some preliminary review of literature and have found there to be some great gains on communication and social behaviour. I am wondering what other researchers on this topic or Speech Pathologists view points are to this approach? Has anyone seen this delivered in practice?
I am looking at research on infants ability to speak and whether or not teaching an infant sign-language can help develop their verbal ability.
I'm looking to rate words used on early childhood assessments as low or high Age of Acquisition (AOA). I'm also looking to identify words recognized by 75% of 3-, 4-, and 5-year olds. Any specific information on available resources or how to best use CHILDES database would be helpful. Thank you!
The Common European Framework plays a central role in language and education policy worldwide. Has it enhanced foreign language learning/teaching across Europe since 2001? Your opinions and findings are very welcome.
I am interested in knowing whether there are researchers who are researching the application of bootstrapping theory of learning a foreign language in adults.
The bootstrapping theory of language in L1 language development is well known. In recent research my student and I conducted in adult learners using prosody, sentence and paragraph as inputs suggested that the bootstrapping theory of learning a foreign language might also be possible. I wonder whether there are people who are working on this question.
I'm creating c-tests for bilingual children in two different languages. Original texts are taken from books for children. I was wondering how I can measure the complexity of different texts, since languages are also very different: e.g. Italian and Slovenian. Is Type/Token ratio a good measure for this purpose? Do you know any other measure?
I am writing chapter 3 of my proposal and I need an instrument to measure language development for low functioning autistic children. I will appreciate if any of you will allow me to use the instrument that you already have.
I am doing a quasi-experimental study and using a small population of 5 autistic students (3 to 5 years old). My strategy includes photographs of each child natural environment which will allow me to initiate conversation with each one. I use each child's IEP as a pretest and will use the measurement that I am looking for to verify progress in the post-test towards the end of the training.
I am studying the use of underdog narrative by politicians in Indonesia. I'm now trying to find references on the historical use of the term underdog in politics. Anybody has read anything about it? Most references I have are within the marketing field. Thank you in advance.
I know of Schieffelin's (1990) and Gottlieb's (2004) ethnographies, the Ochs and Schieffelin language and development-centered collaborations, and a few of the textbooks. I'd welcome any and all suggestions.
Recent and Classic ones are all good. Course Syllabi/Bibliographies/Articles are excellent too!
Thank you :)
How would one handle research intended to explore how text/genre based approach using tablet computers may enhance language development in primary schools?
It seems that many now agree that in early versions of the Chinese script 人千身仁 and 年 are all in the same xiesheng series. But, my question is if, what are the _semantic components_ of these various characters. I don't necessarily mean this question in terms of 'what are their kaishu' transcriptions, but rather 'what other examples of say the "belly" semantic that distinguishes 千 and 身 in the Chu script?' etc.
The following example explains what I mean by input alphabet-dependent cipher:
Plain text in language that is using the Latin alphabet can be encrypted, but plain text in language that is using the Cyrillic alphabet can not.
The following example explains what I mean by input language-dependent cipher:
Plain text in English can be encrypted, but plain text in German can not.
Thank you in advance.
Not Language Acquisition, but bi-literacy or methodology
It can be pedagogy in language centers, families, private or tutoring, community centres.
Not academic setting (preschools or primary)
Views differ on the effectiveness of IWB in developing writing skills, particularly at undergraduate level.
I am looking for researchers who are involved in African language development and corpus planning for universities. What are the main obstacle? Linguistically? Socio-culturally? Politically?
I'm looking for data on consonant confusions for in-congruent (McGurk-like) stimuli. I have found several studies that use a small subset of consonant pairs. Is there anything close to exhaustive? Something that pairs each English consonant with each other English consonant?
Language development and language promotion virtually 'always' is linked to some kind of political agenda. I am interested whether any studies exist that aimed at showing that language promotion may be able to be de-linked of politics.
For some time I've been doing reseach among teachers at university level of education concerning the mentioned issue.
I am looking to use / put together a milestone checklist, so any references would be very helpful to understand the developmental stages.
Does anyone know of research on child language acquisition and compounds concerning the question if children when learning a language with no productive compound system ever attempt to form compounds?
Concerning another question I've asked here:(https://www.researchgate.net/post/Can_language_impairment_in_autistic_children_be_explained_by_a_general_cognitive_impairment_low_IQ#share). I wonder if there are any communication impairments (language impairments in particular) in children with Asperger's Syndrome. As far as I know, these children - in comparison to children with autism - are described as to have good language skills.
In addition I wonder if children with AS show any social impairments comparable to children with autism.
Can you think of any papers giving an overview or something I could start with?
I'm writing my master's thesis about the language impairments of children with autism.
Therefore I examine which aspects evocate this deficits in language. My point is that it is due to specific impairments in the social area. (Deficits in joint attention skills etc.) - I orient myself to Michael Tomasello.
Now I've read that autistic children (not Asperger) have generally a relative low IQ or mental retardation.
But that cannot be the reason for the language impairment? Somewhere I've also read (but I just can't remember which article it was) that experiments with children with Downs syndrome or with other developmental delays, in that these children often show better results even if their IQ is even lower than it is in case of the autistic children and their language is LESS impaired - that these experiments show that language impairment of autistic children cannot simply be caused by mental retardation/a low IQ.
Instead, a candidate for explaining the abnormalities in language are social impairments.
So, in short, my question is, if there would only be a low IQ (70 or so, as it is for most autistic children), would this low IQ allow a normal language acquisition? Is it right that a low IQ cannot explain the language impairment of autistic children?
It would be great if someone could tell me some bibliographical reference concerning this problem.