Morphophonemic Rule Learning in Normal and Articulation-Disordered Children

1982 ◽  
Vol 25 (3) ◽  
pp. 322-333 ◽  
Author(s):  
Carla Dunn ◽  
James A. Till
Keyword(s):  
Correct Response ◽  
Rule Learning ◽  
Kindergarten Children ◽  
Sensitive Period ◽  
Artificial Language ◽  
Phonological Information ◽  
Normal Children ◽  
Learning Abilities ◽  
Phonological Learning ◽  
The Way

This study investigated the phonological learning abilities of articulation-disordered children. Eight normally speaking and eight articulation-disordered kindergarten children were taught an artificial morphophonemic rule. The rule required the subjects to extract and organize phonological information by differentiating among the critical features of stop and fricative consonants. A miniature artificial language paradigm was used to teach the rule by auditorily presenting a limited number of examples of the rule and measuring generalization to untaught items. The groups were compared to determine if they differed in rate or accuracy of learning and generalization of the correct response. Individual patterns of learning were also examined. Results revealed essentially no differences in the way the two groups learned the stop class. In contrast, the disordered children incorporated fricatives into the rule more quickly than the normal children did. In addition, there was a trend for the disordered children to respond with more accuracy and more generalized responses to the fricatives. This trend was unexpected and is discussed in terms of a sensitive period for learning phonological information.

scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

scholarly journals Children’s sensitivity to phonological and semantic cues during noun class learning: evidence for a phonological bias

2018 ◽  
Author(s):  
Jennifer Culbertson ◽  
Hanna Jarvinen ◽  
Frances Haggarty ◽  
Kenny Smith
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Classification Systems ◽  
Developmental Changes ◽  
Artificial Language ◽  
Phonological Information ◽  
Semantic Cues ◽  
Artificial Language Learning ◽  
Cue Use ◽  
Noun Class

Previous research on the acquisition of noun classification systems (e.g., grammatical gender) has found that child learners rely disproportionately on phonological cues to determine the class of a new noun, even when competing semantic cues are more reliable in their language. Culbertson, Gagliardi, and Smith (2017) argue that this likely results from the early availability of phonological information during acquisition; learners base their initial representations on formal features of nouns, only later integrating semantic cues from noun meanings . Here, we use artificial language learning experiments to show that early availability drives cue use in children (67 year-olds). However, we also find evidence of developmental changes in sensitivity to semantics; when both cues types are simultaneously available, children are more likely to rely on phonology than adults. Our results suggest that early availability and a bias favoring phonological cues both contribute to children’s over-reliance on phonology in natural language acquisition.

Selecting between Competitors in Multiplication Tasks: An Explanation of the Errors Produced by Adolescents with Learning Difficulties

1997 ◽  
Vol 21 (2) ◽  
pp. 253-275 ◽  
Author(s):  
Pierre Barrouillet ◽  
Michel Fayol ◽  
Eric Lathulière
Keyword(s):  
Correct Response ◽  
Learning Difficulties ◽  
Learning Disabled ◽  
Multiplication Table ◽  
Multiple Response ◽  
Production Task ◽  
Normal Children ◽  
Memory Problems ◽  
Response Task ◽  
Weak Interference

Two experiments were conducted in order to determine the nature of the difficulties encountered by learning disabled (LD) adolescents in the resolution of multiplication problems ( a b, where a and b vary between 2 and 9). A response production task (Experiment 1) revealed that the incorrect responses generally belonged to the table of one of the two operands, and that the order of difficulty of the problems was the same for the LDs as for normal children, adolescents, and educated adults as reported in the literature. This result suggests that the difficulties are not solely due to memory problems. Experiment 2 tested the hypothesis that these difficulties were caused by a problem in inhibiting the incorrect responses from a set of possible responses. Subjects completed a multiple response task in which the correct response was presented along with three distractors. The level of interference between the correct response and the distractors was varied by manipulating the nature of the distractors (Null Interference, NI: numbers that did not belong to the multiplication table; Weak Interference, WI: numbers belonging to other tables than those of a and b; Strong Interference, SI: numbers belonging to the tables of either a or b). The SI condition resulted in a higher level of errors than the NI and WI conditions and there was no difference between these latter two conditions. This result suggests that the main difficulty encountered by LD subjects is associated with inefficient inhibition of incorrect responses. Thus, the mobilisation of inhibitory processes seems to be an important stage in the development of multiplication skills.

Heptapod B and the Paradox of Foreknowledge: Confronting Literature and its Filmic Adaptation

2019 ◽  
Vol 54 (1) ◽  
pp. 86-100
Author(s):  
Israel A. C. Noletto ◽  
Sebastião A. T. Lopes
Keyword(s):  
Comparative Analysis ◽  
Free Will ◽  
Literary Text ◽  
Artificial Language ◽  
Adaptation Process ◽  
Terrestrial Origin ◽  
Philosophical Criticism ◽  
Narrative Framework ◽  
The Way

Abstract Ted Chiang’s Story of Your Life (1998) and its filmic adaptation Arrival (2016) both use Heptapod B, an artificial language from extra-terrestrial origin, capable of conferring on its speakers the ability of precognition, as a primordial narrative framework. Innovative as it is, it not only determines the way the stories are recounted, but also raises some very interesting philosophical issues. Focusing on that fantastical language, we promote a comparative analysis of the differing perspectives of the novella writer and the filmmakers regarding the free will and determinism dichotomy in connection with foreknowledge, and how these distinct views may have been influenced by the adaptation process. With the aim of providing a solid basis for such discussion, we collect and review the contributions of Linda Hutcheon, Brian McFarlane, George Bluestone, Linda Gualda as well as of others in relation to the plot developments in the literary text and its filmic adaptation. As a result, we point out what is prioritized or transformed in the adaptation process, thus offering a theoretical and philosophical criticism on the two stories and a comprehensive exegesis of the texts.

Learning rules for information extraction

2002 ◽  
Vol 8 (2-3) ◽  
pp. 167-191 ◽  
Author(s):  
J. TURMO ◽  
H. RODRIGUEZ
Keyword(s):  
Information Extraction ◽  
Rule Learning ◽  
Learning System ◽  
Training Set ◽  
Learning Rules ◽  
Textual Data ◽  
New Learning ◽  
Automatic Knowledge Acquisition ◽  
Huge Variety ◽  
The Way

The growing availability of textual sources has lead to an increase in the use of automatic knowledge acquisition approaches from textual data, as in Information Extraction (IE). Most IE systems use knowledge explicitly represented as sets of IE rules usually manually acquired. Recently, however, the acquisition of this knowledge has been faced by applying a huge variety of Machine Learning (ML) techniques. Within this framework, new problems arise in relation to the way of selecting and annotating positive examples, and sometimes negative ones, in supervised approaches, or the way of organizing unsupervised or semi-supervised approaches. This paper presents a new IE-rule learning system that deals with these training set problems and describes a set of experiments for testing this capability of the new learning approach.

scholarly journals Testing the Tolerance Principle: Children form productive rules when it is more computationally efficient

2021 ◽  
Author(s):  
Kathryn Schuler ◽  
Charles Yang ◽  
Elissa Newport
Keyword(s):  
Language Acquisition ◽  
General Rule ◽  
Artificial Language ◽  
Regular Pattern ◽  
Computationally Efficient ◽  
Vocabulary Size ◽  
Regular Form ◽  
New Words ◽  
Tolerance Principle ◽  
The Way

During language acquisition, children must learn when to generalize a pattern – applying it broadly and to new words (‘add –ed’ in English) – and when to restrict generalization, storing the pattern only with specific lexical items. But what governs when children will form productive rules during language acquisition? How do they determine when a pattern is widespread enough to generalize to novel words, and when a pattern should not extend beyond the cases they have observed in their input? One effort to quantify the conditions for generalization, the Tolerance Principle (Yang, 2016), has been shown to accurately predict children’s generalization behavior in dozens of corpus-based studies. The Tolerance Principle hypothesizes that a general rule will be formed when it is computationally more efficient than storing lexical forms individually. Here we test the Tolerance Principle in two artificial language experiments with children. In both experiments, we exposed children to a language with 9 novel nouns, some of which followed a regular pattern to form the plural (-ka) and some of which were exceptions to this rule. As predicted by the Tolerance Principle, in Experiment 1 we found that children exposed to 5 regular forms and 4 exceptions generalized, applying the regular form to 100% of novel test words. Children exposed to 3 regular forms and 6 exceptions did not extend the rule, even though the regular form was still the majority token in this condition. In Experiment 2, we found that children continued to behave categorically: either forming a productive rule (applying the regular form on all test trials) or using the regular form no more than predicted by chance. We found that the Tolerance Principle can be used to predict whether children will form a productive generalization or not based on each child’s individual vocabulary size. The Tolerance Principle appears to capture something fundamental about the way in which children form productive generalizations during language acquisition.

scholarly journals Comparative Study of the Psychological Needs between Kindergarten Children with Developmental Learning Disabilities and Normal

2015 ◽  
Vol 9 (3) ◽  
pp. 543
Author(s):  
Nawaf. M. Aldhafeeri
Keyword(s):  
Learning Disabilities ◽  
Early Detection ◽  
Significant Interaction ◽  
Psychological Needs ◽  
Kindergarten Children ◽  
Normal Children ◽  
Significant Interaction Effect ◽  
Developmental Learning ◽  
Detection Tool ◽  
Males And Females

The study aimed to identify the psychological needs (for competence, autonomy, and affiliation) with kindergarten children in Kuwait. A sample of 117 children from kindergarten (57 with developmental learning disabilities, and 60 of normal children) was selected. Two instruments were used: early detection tool and psychological needs scale. The results showed that there were significant differences (p. < 0.01) between the developmental learning disabilities and the normal children in all needs. Also, there were significant differences (p. < 0.05) between males and females in competence and autonomy needs. There were no significant differences between males and females in the affiliation need. There were significant Interaction effect between gender and the group in the autonomy need indicating that differences due to gender are not constant. 

scholarly journals Online teaching Russian practical grammar at a Chinese university during the epidemic

2020 ◽  
Vol 18 (4) ◽  
pp. 383-408
Author(s):  
Wei Zhang ◽  
Liudmila E. Vesnina
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Communication Skills ◽  
Online Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Assessment System ◽  
Learning Abilities ◽  
Distance Learning Technologies ◽  
The Way

Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the quarantine semester on the example of teaching Practical Russian grammar at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching Practical Russian grammar to foreign students and the way distance learning technologies were used. The teachers organized online classes on Practical Russian grammar using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.

scholarly journals A comparison between the concept of Newspeak in George Orwell’s Nineteen Eighty-Four: A Novel and the way of thinking about language in C.S. Lewis’s That Hideous Strength

2020 ◽  
Vol 58 (3) ◽  
pp. 477-498
Author(s):  
Andrzej Wicher
Keyword(s):  
Artificial Language ◽  
Thought Control ◽  
Artificial Languages ◽  
Main Emphasis ◽  
Mixed Feelings ◽  
Way Of Thinking ◽  
Totalitarian State ◽  
The Way

The aim of the article is to investigate some of the possible sources of inspiration for Orwell’s concept of the artificial language called Newspeak, which, in his novel Nineteen Eighty-Four, is shown as an effective tool of enslavement and thought control in the hands of a totalitarian state. The author discusses, in this context, the putative links between Newspeak and really existing artificial languages, first of all Esperanto, and also between Orwell’s notion of “doublethink”, which is an important feature of the totalitarian mentality, and Czesław Miłosz’s notion of “ketman”, developed in his book The Captive Mind. But the main emphasis is on the connection between Orwell’s book and the slightly earlier novel by C.S. Lewis, That Hideous Strength. It is well known that Orwell knew Lewis’s book and expressed his mixed feelings about it. There are many specific, though far from obvious, similarities between the two books, but what seems to have been particularly inspiring for Orwell was Lewis’s vision of a thoroughly degenerate language that is used for political manipulation rather than for communication.

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