scholarly journals Warum Vorschulkinder nicht zurückgrüssen müssen. Beobachtungen zu Spezifika des kindlichen Sequenzmusters in der Grusshandlung

2008 ◽  
Vol 36 (4) ◽  
Author(s):  
Katrin Schaad ◽  
Esther Zollinger
Keyword(s):  
Pilot Study ◽  
Language Acquisition ◽  
Normal State ◽  
Developmental Psychology ◽  
Greeting Behavior

The pilot study takes into focus a so far widely unexamined branch of language acquisition and developmental psychology. The object of investigation is the salutatory behavior of children between four and seven years of age. The analysis of data gathered in a Swiss kindergarten allows deriving a pattern of sequences for the preschooler's salutatory habits. Children tend to remain passive during greeting episodes or perform fragmentary salutations: They follow their own rituals of greeting. The childish salutatory behavior differs from the conventionalized norms valid for adults. This divergence, which is often considered deficient and reduced to a lack of politeness on the child's part, is in fact a normal state in the process of socialization A notable difference between the four- and the seven-year-olds has been observed: The older the children are, the more do their greetings correspond to the salutatory rituals conventionalized in society. This allows the conclusion that greeting behavior is not acquired simultaneously with language – preschoolers have already acquired language to a large extent, while they are still in midst of the process of socialization.

scholarly journals Attribution of autonomy and its role in robotic language acquisition

AI & Society ◽  
2021 ◽  
Author(s):  
Frank Förster ◽  
Kaspar Althoefer
Keyword(s):  
Language Acquisition ◽  
Potential Role ◽  
Developmental Psychology ◽  
Baseline Scenario ◽  
Behavioral Repertoire ◽  
High Frequencies ◽  
Emotional Displays ◽  
And Robotics ◽  
Respective Characteristic

AbstractThe false attribution of autonomy and related concepts to artificial agents that lack the attributed levels of the respective characteristic is problematic in many ways. In this article, we contrast this view with a positive viewpoint that emphasizes the potential role of such false attributions in the context of robotic language acquisition. By adding emotional displays and congruent body behaviors to a child-like humanoid robot’s behavioral repertoire, we were able to bring naïve human tutors to engage in so called intent interpretations. In developmental psychology, intent interpretations can be hypothesized to play a central role in the acquisition of emotion, volition, and similar autonomy-related words. The aforementioned experiments originally targeted the acquisition of linguistic negation. However, participants produced other affect- and motivation-related words with high frequencies too and, as a consequence, these entered the robot’s active vocabulary. We will analyze participants’ non-negative emotional and volitional speech and contrast it with participants’ speech in a non-affective baseline scenario. Implications of these findings for robotic language acquisition in particular and artificial intelligence and robotics more generally will also be discussed.

Discovering traces of the past: Studies of bilingualism among school pupils in Finland and in Sweden. Olli Kuure. Oulu: Oulu University Press, 1997. Pp. 182.

1999 ◽  
Vol 20 (4) ◽  
pp. 589-597
Author(s):  
Jakob Cromdal
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Sociocultural Theory ◽  
Developmental Psychology ◽  
Text Linguistics ◽  
Doctoral Thesis ◽  
The Past ◽  
Empirical Ground ◽  
Bilingual Development

This is a courageous book. Published as the author's doctoral thesis, this work strives retrospectively to “determine the significance of age in the acquisition of a second language” (p. 26). It has explicit interdisciplinary ambitions to integrate concepts and practices from various disciplines in which bilingual development is studied: notably, sociocultural theory, developmental psychology, psycholinguistics, text linguistics, and pragmatics. These multifaceted theoretical aims are anchored in an equally broad empirical ground, drawing on various types of data. Not surprisingly, the result is a theoretically intriguing, yet methodologically puzzling, approach to the study of bilingualism and second language acquisition.

scholarly journals Intermodal synchrony as a form of maternal responsiveness

2014 ◽  
Vol 5 (1) ◽  
pp. 117-136 ◽  
Author(s):  
Katharina J. Rohlfing ◽  
Iris Nomikou
Keyword(s):  
Pilot Study ◽  
Social Learning ◽  
Language Acquisition ◽  
Maternal Responsiveness ◽  
Switching Model ◽  
Fine Grained ◽  
Research Findings ◽  
Early Interaction

Research findings indicate that synchrony between events in two different modalities is a key concept in early social learning. Our longitudinal pilot study with 14 mother–child dyads is the first to support the idea that synchrony between action and language as a form of responsive behaviour in mothers relates to later language acquisition in their children. We conducted a fine-grained coding of multimodal behaviour within the dyad during an everyday diapering activity when the children were three and six months old. When the children attained 24 months, their mothers completed language surveys; this data was then related to the dyadic measures in early interaction. We propose a ‘role-switching’ model according to which it is important for three-month-olds to be exposed to multimodal input for a great deal of time, whereas for six-month-old infants, the mother should respond to the infant’s attention and provide multimodal input when her child is gazing at her.

scholarly journals No Nouns, No Verbs: Psycholinguistic Arguments in Favor of Lexical Underspecification

2016 ◽  
Author(s):  
David Barner ◽  
Alan C. Bale
Keyword(s):  
Language Acquisition ◽  
Mental Representation ◽  
Developmental Psychology ◽  
Neurological Deficits ◽  
Grammatical Category ◽  
Lexical Categories ◽  
Definition Of

It is often assumed that the primitive units of grammar are words that aremarked for grammatical category (e.g., DiSciullo, A.M., Williams, E., 1987.On the Definition of Word: MIT Press, Cambridge, MA). Based on a review ofresearch in linguistics, neurolinguistics, and developmental psychology, weargue that dividing the lexicon into categories such as noun and verb offersno descriptive edge, and adds unnecessary complexity to both the theory ofgrammar and language acquisition. Specifically, we argue that a theorywithout lexical categories provides a better account of creative languageuse and category-specific neurological deficits, while also offering anatural solution to the bootstrapping problem in language acquisition(Pinker, S., 1982. A theory of the acquisition of lexico-interpretivegrammars. In: Bresnan, J. (Ed.), The Mental Representation of GrammaticalRelations. MIT Press, Cambridge, MA, pp. 655– 726).

scholarly journals Extrametricality and second language acquisition

2021 ◽  
Author(s):  
Guilherme Duarte Garcia
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Pilot Study ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native Speakers Of English ◽  
Phonetic Cues ◽  
Stress Patterns

This pilot study investigates the second language acquisition (SLA) of stress in Portuguese (L2) by native speakers of English (L1). In particular, it examines the interaction between extrametricality and default stress through two judgement tasks. Stress is suprasegmental, relative and involves a variety of phonetic correlates: Cross-linguistically, stressed syllables tend to be realized with higher pitch, longer duration and greater intensity—but languages differ as to which of these correlates is more or less significant. Phonologically, stress presents some unique characteristics, such as the absence of a categorical feature [±stress]. Languages may also differ as to whether syllable shape affects stress (weight-sensitive) or not (weight-insensitive). Second language learners (L2ers) have to deal with such variability and, more importantly, have to acquire new stress patterns—some of which are often vastly different (even contradictory) when compared to the patterns (and phonetic cues) in their L1.

Taalverwerving En De Herkenning Van Morfo-Syntactische Structuren Door Prelinguaal Totaal Dove Lezers.

1986 ◽  
Vol 24 ◽  
pp. 69-80
Author(s):  
H. Veenker
Keyword(s):  
Pilot Study ◽  
Language Acquisition ◽  
Reading Process ◽  
Syntactic Structures ◽  
Psychological Reality ◽  
Experimental Part ◽  
Theoretical Part ◽  
Deaf Readers ◽  
The Subject ◽  
True False

A pilot study is reported of the recognition of morphological and syntactic structures by prelingually totally deaf readers. The reading process is of importance because language acquisition takes place, among other things, through writing. The study was prompted by the question posed by Hung, Tzeng en Warren (1981): Why is it so difficult for deaf subjects to develop automaticity in recognizing printed English letters and words? This question was paraphrased as follows: How unambiguously are syntactic and morphological structures reflected in writing? In the theoretical part of the study it is argued that the -er suffix can be considered ambiguous. In the experimental part of the study the question was if, and to what extent, this ambiguity has psychological reality during the reading process of deaf subjects. Three questions were studied: 1. Is the subject able to recognise the suffix? 2. Is he able to affix correct connotations to it? 3. Is he able to give correct grammatical judgements about it? The results, based on an analysis of response delays and true/ false decisions, indicate that the deaf subjects do automatize, but in such a way that they systematically produce incorrect responses in certain spelling matters.

Pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong: a multidisciplinary critical evaluation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fozia Nazir Lone ◽  
Bonnie Wing-Yin Chow
Keyword(s):  
Hong Kong ◽  
Language Acquisition ◽  
Ethnic Minority ◽  
Minority Students ◽  
Primary Education ◽  
Developmental Psychology ◽  
Chinese Language ◽  
Critical Evaluation ◽  
Content Type ◽  
Ethnic Minority Students

PurposeThis review study focuses on the framework for pre-primary education and language acquisition for non-Chinese-speaking students (NCS students) from ethnic minority families (EM families) in Hong Kong.Design/methodology/approachThis paper adopts a multidisciplinary perspective that involves both assessing the broader governing framework and researching their specific needs. In its overview of the significant changes made in recent years and an exploration of the gaps in the framework, with reference to other jurisdictions, along with input from developmental psychology as it relates to the issues faced by NCS students.FindingsThis study contributes to the literature on how to shape further policies and reforms to optimize learning of NCS children in Hong Kong from a young age. This helps NCS students and families achieve their right to education and equal opportunities and schools to cater the needs of these students and families, which is essential to providing an enriched learning environment for our children regardless of their ethnicity.Originality/valueThis study uses multidisciplinary approach to study pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong.

A Pilot Study of Core Topics in Introductory Social Psychology and Developmental Psychology Textbooks

2013 ◽  
Vol 41 (1) ◽  
pp. 78-82 ◽  
Author(s):  
George I. Whitehead ◽  
Stephanie H. Smith ◽  
Marta Losonczy-Marshall
Keyword(s):  
Social Psychology ◽  
Pilot Study ◽  
Developmental Psychology
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