The influence of racial experimenter effects upon mean length of utterance

1988 ◽  
Vol 2 (1) ◽  
pp. 47-53 ◽  
Author(s):  
Martha G. Bounttess ◽  
Nicholas G. Bountress ◽  
Stephen W. Tonelson
Keyword(s):  
Mean Length Of Utterance ◽  
Experimenter Effects

An Introductory Examination of Speech Disfluencies in Spanish–English Bilingual Children Who Do and Do Not Stutter During Narratives

2020 ◽  
Vol 5 (1) ◽  
pp. 131-141
Author(s):  
Cristina Rincon ◽  
Kia Noelle Johnson ◽  
Courtney Byrd
Keyword(s):  
Diagnostic Criteria ◽  
Preliminary Data ◽  
Diagnostic Information ◽  
English Speakers ◽  
Bilingual Children ◽  
English Bilingual ◽  
Developmental Stuttering ◽  
Mean Length Of Utterance

Purpose The purpose of this study is to examine the frequency and type of speech disfluencies (stuttering-like and nonstuttering-like) in bilingual Spanish–English (SE) children who stutter (CWS) to SE children who do not stutter (CWNS) during narrative samples elicited in Spanish and English to provide further diagnostic information for this population and preliminary data toward an expansion of this study. Method Participants included six bilingual SE children (three CWS, three CWNS) ranging in age from 5 years to 7;5 (years;months) and recruited from the surrounding Houston, Texas area. Participants provided a narrative sample in English and Spanish. The frequency of speech disfluencies was tabulated, and mean length of utterance was measured for each sample. Results Results indicate that both talker groups exceed the diagnostic criteria typically used for developmental stuttering. Regardless of the language being spoken, CWS participants had a frequency of stuttering-like speech disfluencies that met or exceeded the diagnostic criteria for developmental stuttering that is based on monolingual English speakers. The CWNS participants varied in meeting the criteria depending on the language being spoken, with one of the three CWNS exceeding the criteria in both languages and one exceeding the criteria for percentage of stuttering-like speech disfluencies in one language. Conclusion Findings from this study contribute to the development of more appropriate diagnostic criteria for bilingual SE-speaking children to aid in the reduction of misdiagnoses of stuttering in this population.

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

1989 ◽  
Vol 54 (1) ◽  
pp. 101-105 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Cynthia M. Shonrock ◽  
James C. Hardy
Keyword(s):  
Child Development ◽  
Language Development ◽  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Strongly Correlated ◽  
Language Measure ◽  
The Mean ◽  
Child Development Inventory ◽  
Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

Object Transformations in the Play of Language-Impaired Children

1988 ◽  
Vol 53 (4) ◽  
pp. 459-466 ◽  
Author(s):  
Brenda Y. Terrell ◽  
Richard G. Schwartz
Keyword(s):  
Normal Subjects ◽  
Play Behavior ◽  
Chronological Age ◽  
Standard Group ◽  
Language Impaired ◽  
Normal Language ◽  
Mean Length Of Utterance ◽  
Impaired Children

The play behavior of 10 language-impaired children was observed. Their performances in play were compared to those of 10 normal-language children matched for chronological age as well as to those of 10 normal-language children matched for mean length of utterance. The children were observed as they played spontaneously with a standard group of toys and as they played with objects that required object transformations for successful play. The chronological age-matched normal subjects showed a trend toward performance of more object transformations in play than either the language-impaired or younger normal-language children. Additionally, although object transformations were observed in both segments, all children performed more object transformations with objects than with toys.

Effect of Power on Moral Judgment

1978 ◽  
Vol 42 (2) ◽  
pp. 387-394
Author(s):  
Russell Hamby
Keyword(s):  
Social Psychology ◽  
Moral Responsibility ◽  
Low Power ◽  
Moral Judgment ◽  
Factorial Design ◽  
High Power ◽  
Moral Judgments ◽  
Need For Power ◽  
Experimenter Effects

Ambiguous effects of power on attributions of moral responsibility for an accident are interpreted to result from the intervening effects of need for power, which is aroused by the anticipation of exercising power over another. 160 subjects from introductory social psychology classes participated in a questionnaire-type experiment comparing effects of high/low carelessness, severe/minor consequences, and high/low power of the attributor in a 2 × 2 × 2 factorial design. In a follow-up experiment 30 subjects were assigned to conditions of high or low power, and their needs for power and moral attributions were measured. High power seemed to arouse need for power, which was curvilinearly related to moral judgments. Those high and low in need for power attributed more moral responsibility to the perpetrator of an accident than those with moderate levels of need for power. The results suggest complicated models of both moral judgments and experimenter effects related to the level or arousal of motivations.

An Examination of Language Samples Obtained under Three Experimental Conditions

1982 ◽  
Vol 13 (2) ◽  
pp. 121-128 ◽  
Author(s):  
Louise D. Stalnaker ◽  
Nancy A. Creaghead
Keyword(s):  
Preschool Children ◽  
Head Start ◽  
Experimental Conditions ◽  
Semantic Relationships ◽  
Three Samples ◽  
The Mean ◽  
Mean Length Of Utterance ◽  
Language Sample

Language samples were obtained from 12 Head Start preschool children under the following three experimental conditions: Condition I, Retelling a Story with Toys; Condition II, Playing with Toys; Condition III, Toys with Questions. The quantity and quality of the three samples gathered from each child were compared by analyzing the total number of utterances, the proportion of the total utterances which were sentence fragments, the number of transformations and adverbial expansions, the number of different semantic relationships, and the mean length of utterance (MLU). Results indicated that retelling a story produced the largest MLU, but toys and questions produced more utterances. These findings indicated that questioning children does not inhibit their language and asking them to retell a story may be a fruitful approach to use when gathering a language sample.

Complex Syntax Production of African American Preschoolers

2001 ◽  
Vol 44 (5) ◽  
pp. 1083-1096 ◽  
Author(s):  
Sandra C. Jackson ◽  
Joanne E. Roberts
Keyword(s):  
African American ◽  
Home Environment ◽  
American English ◽  
African American English ◽  
Environment Factors ◽  
Complex Syntax ◽  
The Mean ◽  
American Children ◽  
Mean Length Of Utterance

This study examined changes in the complex syntax production of 85 3- and 4-year-old African American children and the role of child (i.e., gender, age, African American English) and family (i.e., home environment) factors. The mean percentage of utterances containing one or more complex syntax forms was 6.2% at 3 years and 11.7% at 4 years. Girls produced more complex syntax forms than did boys. Complex syntax production increased significantly between age 3 and age 4 and correlated positively with mean length of utterance in words. Children from more responsive and stimulating home environments produced more complex syntax at 4 years. African American English was not related to the amount of complex syntax used.

scholarly journals Modern English Drama and the Students’ Fluency and Accuracy of Speaking

2017 ◽  
Vol 10 (8) ◽  
pp. 69
Author(s):  
Kian Pishkar ◽  
Ahmad Moinzadeh ◽  
Azizallah Dabaghi
Keyword(s):  
Language Learners ◽  
English Language ◽  
Speech Rate ◽  
Oral Fluency ◽  
Ell Students ◽  
Positive Effects ◽  
Efl Students ◽  
Oral Communications ◽  
Teaching Learning ◽  
Mean Length Of Utterance

Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students’ speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students’ speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys),of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students’ speaking fluency increased, whereas the students’ speaking accuracy decreased in some areas of speaking abilities and oral communications.

Specific Language Impairment in Swedish

2000 ◽  
Vol 43 (4) ◽  
pp. 848-864 ◽  
Author(s):  
Kristina Hansson ◽  
Ulrika Nettelbladt ◽  
Laurence B. Leonard
Keyword(s):  
Word Order ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Past Tense ◽  
Appropriate Use ◽  
Verb Morphology ◽  
Specific Language ◽  
New Findings ◽  
Present Tense ◽  
Mean Length Of Utterance

Several competing proposals have been offered to explain the grammatical difficulties experienced by children with specific language impairment (SLI). In this study, the grammatical abilities of Swedish-speaking children with SLI were examined for the purpose of evaluating these proposals and offering new findings that might be used in the development of alternative accounts. A group of preschoolers with SLI showed lower percentages of use of present tense copula forms and regular past tense inflections than normally developing peers matched for age and younger normally developing children matched for mean length of utterance (MLU). Word order errors, too, were more frequent in the speech of the children with SLI. However, these children performed as well as MLU-matched children in the use of present tense inflections and irregular past forms. In addition, the majority of their sentences containing word order errors showed appropriate use of verb morphology. None of the competing accounts of SLI could accommodate all of the findings. In particular, these accounts—or new alternatives —must develop provisions to explain both the earlier acquisition of present tense inflections than past tense inflections and word order errors that seem unrelated to verb morphology.

Experimenter Effects on Children’s Motor Performance

1975 ◽  
Vol 7 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Jerry R. Thomas ◽  
Mary Pat Fortson
Keyword(s):  
Motor Performance ◽  
Experimenter Effects
Sign in / Sign up

Export Citation Format

Share Document