Linguistic Analysis of the Wepman Auditory Discrimination Test and the Appropriateness of its Use with Black-English Speaking Children

1983 ◽  
Vol 6 (4) ◽  
pp. 513-516 ◽  
Author(s):  
Ann L. Smith ◽  
Lynda M. Brewer
Keyword(s):  
Linguistic Analysis ◽  
Auditory Discrimination ◽  
Black English ◽  
Discrimination Test ◽  
English Speaking

The Hindu Renaissance and its Apologetic Patterns

1970 ◽  
Vol 29 (2) ◽  
pp. 267-287 ◽  
Author(s):  
Agehananda Bharati
Keyword(s):  
Linguistic Analysis ◽  
Caste System ◽  
Protestant Ethic ◽  
Social Discourse ◽  
Urban Populations ◽  
Large Segment ◽  
Grass Roots ◽  
Political Talk ◽  
English Speaking ◽  
Scientific Base

An anthropological and linguistic analysis of the idiom of modern Hindu religious specialists and their followers, an audience which embraces all English speaking Indians and a large segment of the urban populations of India. The highly eclectic, quasi-secular and neo-Hindu ideology inaugurated by such charismatics as Vivekananda, other “Swamis” and interiorized by Indian nationalists, expresses itself in a highly stereotyped coded parlance, informed by Victorian English as well as by diffuse elements which could be described as a Hindu Protestant Ethic. Both systematic and conscious obfuscation of scriptural categories as well as complex but predictable patterns of dissimulation extending over virtually all types of cultural and social discourse—the caste-system, “superstitions,” the “scientific” base of Hinduism, political talk, etc., are adduced and investigated as paradigms of contemporary Indian parlance, which is not the grass-roots idiom, but which is gathering momentum as the forensic instrument of India's leadership and of Indian administrators, educators, and the Indian intellectuals.

scholarly journals Humans store about 1.5 megabytes of information during language acquisition

2019 ◽  
Vol 6 (3) ◽  
pp. 181393 ◽  
Author(s):  
Francis Mollica ◽  
Steven T. Piantadosi
Keyword(s):  
Language Acquisition ◽  
Word Frequency ◽  
Upper Bound ◽  
Lexical Semantics ◽  
Linguistic Analysis ◽  
Amount Of Information ◽  
English Speaking

We introduce theory-neutral estimates of the amount of information learners possess about how language works. We provide estimates at several levels of linguistic analysis: phonemes, wordforms, lexical semantics, word frequency and syntax. Our best guess is that the average English-speaking adult has learned 12.5 million bits of information, the majority of which is lexical semantics. Interestingly, very little of this information is syntactic, even in our upper bound analyses. Generally, our results suggest that learners possess remarkable inferential mechanisms capable of extracting, on average, nearly 2000 bits of information about how language works each day for 18 years.

A restudy of postcolonial Palau after two decades

2020 ◽  
Vol 30 (1-2) ◽  
pp. 34-59
Author(s):  
Kazuko Matsumoto
Keyword(s):  
Real Time ◽  
Linguistic Analysis ◽  
Spoken Language ◽  
Written Language ◽  
Future Scenarios ◽  
Language Policies ◽  
Social Division ◽  
English Speaking ◽  
Ethnographic Analysis

Abstract This paper reports results from a reinvestigation of multilingualism in postcolonial Palau, conducted twenty years after the first study. The first-ever ethnographic language survey conducted in 1997–1998 highlighted the diglossic nature of Palau where English replaced Japanese as the ‘high’ language, while indigenous Palauan remained as the ‘low’ spoken language. It indicated three possible future scenarios: (a) shift from multilingualism to bilingualism after the older Japanese-speaking generation passes away; (b) stability of diglossia with a clear social division between an English-speaking elite and a predominantly Palauan-speaking non-elite; (c) movement towards an English-speaking nation with Palauan being abandoned. The restudy conducted in 2017–2018 provides real-time evidence to assess the direction and progress of change, whilst the ethnographic analysis of recent changes in language policies and the linguistic analysis of teenagers’ narratives reveal the unpopularity of Palauan as a written language and the emergence of their own variety of English.

An auditory discrimination test battery

1982 ◽  
Vol 71 (S1) ◽  
pp. S73-S73
Author(s):  
C. S. Watson ◽  
D. M. Johnson ◽  
J. R. Lehman ◽  
W. J. Kelly ◽  
J. K. Jensen
Keyword(s):  
Auditory Discrimination ◽  
Test Battery ◽  
Discrimination Test

scholarly journals Tone language experience enhances sensitivity to melodic contour

2012 ◽  
Vol 3 ◽  
pp. 40 ◽  
Author(s):  
Evan David Bradley
Keyword(s):  
Learning Theories ◽  
Pitch Height ◽  
Discrimination Test ◽  
Language Experience ◽  
Tone Language ◽  
Lexical Tones ◽  
Enhanced Sensitivity ◽  
Melodic Contour ◽  
Melody Perception ◽  
English Speaking

Lexical tones are perceived along several dimensions, including pitch height, direction, and slope. Melody is also factored into several dimensions, key, contour, and interval, argued to correspond to phonetic dimensions. Tone speakers are expected to possess enhanced sensitivity to musical properties corresponding to properties of their tonal inventories. Mandarin- and English-speaking non-musicians took a melody discrimination test. Mandarin listeners more accurately discriminated melodic contour and interval, corresponding to relevant Mandarin tonal properties direction and slope. Groups performed similarly on other dimensions, indicating that tone language experience causes specific, rather than general, melody perception improvement, consistent with neural and perceptual learning theories.

Categorical Judgment and the Wepman Test of Auditory Discrimination

1972 ◽  
Vol 37 (2) ◽  
pp. 252-257 ◽  
Author(s):  
Frank R. Vellutino ◽  
Louis DeSetto ◽  
Joseph A. Steger
Keyword(s):  
Response Bias ◽  
Elementary School Children ◽  
Error Score ◽  
Auditory Discrimination ◽  
Discrimination Test ◽  
Equal Frequency ◽  
Frequency Model ◽  
Frequency Independent ◽  
Response Alternatives ◽  
Unequal Number

The notion that response bias may spuriously influence categorical judgments on discrimination tasks with unequal response alternatives was investigated using the Wepman Auditory Discrimination Test. The performance of two unselect groups of elementary school children was compared on a standardized form, containing an unequal number of two category alternates, and a modified version which balanced these choices. It was predicted in line with Parducci’s range-frequency model of psychophysical judgment that the modified version would occasion a lower error score because of an intrinsic tendency to employ categories with equal frequency independent of the test stimuli. The prediction was verified, and the results were related to perceptual disorder as assessed by the Wepman Test.

Auditory Discrimination of Learning Disabled Children in Quiet and Classroom Noise

1975 ◽  
Vol 8 (10) ◽  
pp. 656-659 ◽  
Author(s):  
Linda W. Nober ◽  
E. Harris Nober
Keyword(s):  
Auditory Processing ◽  
Learning Disabled ◽  
Auditory Discrimination ◽  
Expected Value ◽  
Tape Recorder ◽  
Disabled Children ◽  
Discrimination Test ◽  
Processing Task ◽  
Small Test

This study examined the effects of classroom noise on an auditory processing task of learning disabled children, with distractibility, activity, and cognition controlled. Forty children divided into normal and learning disabled groups were administered both forms of the Wepman Auditory Discrimination Test. Two listening conditions were tested: (1) the relative quiet of small test rooms, and (2) classroom noise (on a tape recorder) in the same test rooms. Results showed that learning disabled children made significantly more auditory discrimination errors than normals in both quiet and noise conditions. Both normal and learning disabled children made significantly more auditory discrimination errors in noise than in quiet. It cannot be said that the noise affected the two groups differentially; the magnitude of the differences was comparable statistically. It was concluded that auditory discrimination scores in quiet do not reflect accurately the expected value for the classroom.

Black English and Standard American English Constrasts in Consonantal Development of Four and Five-Year Old Children

1981 ◽  
Vol 46 (3) ◽  
pp. 274-280 ◽  
Author(s):  
Harry N. Seymour ◽  
Charlena M. Seymour
Keyword(s):  
American English ◽  
Black English ◽  
Contrastive Analysis ◽  
White Children ◽  
Standard American English ◽  
Black And White ◽  
English Speaking ◽  
Error Types

Four- and five-year old black and white children of black English and standard American English backgrounds, respectively, were administered a standard articulation test. A contrastive analysis revealed phonological differences in consonantal development between the two dialectal groups. However, contrasts were reflected more in number of developmental errors than in form of errors. Thus, the extent of differences noted between adult phonologies of black English and standard American English were less evident in emerging phonologies since unique error types were not exclusively characteristic of either group. These findings have implications for articulation testing of black English speaking children who have not acquired their adult phonology.

Rationale and Standardization for a Combined Speech Articulation and Auditory Discrimination Test

1971 ◽  
Vol 33 (3) ◽  
pp. 715-721 ◽  
Author(s):  
Barbara B. Hutchinson
Keyword(s):  
Auditory Discrimination ◽  
The Self ◽  
Rapid Screening ◽  
Discrimination Test ◽  
Self Monitoring ◽  
Rapid Screening Test ◽  
Interjudge Reliability ◽  
New Type ◽  
Alternate Forms ◽  
Test Retest Reliability

A description of the rationale for the development of a rapid screening test of articulation combined with a new type of auditory discrimination test called “self-monitoring” is given. Standardization norms, equivalency of two alternate forms, test-retest reliability, interjudge reliability, and intercorrelations are provided. The articulation test is quick to administer; the self-monitoring auditory discrimination test is new. Results for both tests can be recorded on a single page.

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