Breaking into language in a new modality: the role of input and of individual differences in recognising signs

2021 ◽  
Author(s):  
Julia Elisabeth Hofweber ◽  
Lizzy Aumonier ◽  
Vikki Janke ◽  
Marianne Gullberg ◽  
Chloë Marshall
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Cognitive Skills ◽  
Weather Forecast ◽  
English Speakers ◽  
Sign Languages ◽  
Learning Abilities ◽  
Continuous Stream ◽  
N 93 ◽  
Learning Language

A key challenge when learning language in naturalistic circumstances is to extract linguistic information from a continuous stream of speech. This study investigates the predictors of such implicit learning amongst adults exposed to a new language in a new modality. Sign-naïve participants (N=93; British-English speakers) were shown a 4-minute weather forecast in Swedish Sign Language. Subsequently, we tested their ability to recognise 22 target sign forms. The target items differed in their occurrence frequency in the forecast, and in their degree of iconicity. The results revealed that both frequency and iconicity facilitated recognition cumulatively. The adult mechanism for language learning thus operates similarly on sign and spoken languages as regards frequency, but also exploits modality-salient properties, e.g., iconicity for sign languages. Individual differences in cognitive skills did not predict recognition. The properties of the input thus influenced adults’ language learning abilities at first exposure more than individual differences.

scholarly journals Cerebral Asymmetry in the Fusiform Areas Predicted the Efficiency of Learning a New Writing System

2006 ◽  
Vol 18 (6) ◽  
pp. 923-931 ◽  
Author(s):  
Gui Xue ◽  
Chuansheng Chen ◽  
Zhen Jin ◽  
Qi Dong
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Hemispheric Dominance ◽  
Writing System ◽  
Cerebral Asymmetry ◽  
Neural Basis ◽  
Chinese Adults ◽  
Learning Abilities ◽  
Normal Populations ◽  
Before And After

There are great individual differences in learning abilities, but their neural bases, especially among normal populations, are not well understood. Using functional magnetic resonance imaging and a training paradigm, the present study investigated individual differences in cerebral asymmetry in fusiform regions when processing a new writing system and their correlation to subsequent visual character learning. Twelve Chinese adults underwent a 2-week training to learn 120 Korean characters and they were scanned before and after the training. Results showed that left-hemispheric dominance during the pretraining task was predictive of better posttraining performance. These results have significant implications for our understanding of the neural basis of language learning, especially in terms of individual differences.

scholarly journals GANGGUAN BERBAHASA PADA ANAK BERKEBUTUHAN KHUSUS DAN IMPLIKASINYA BAGI PEMBELAJARAN BAHASA INDONESIA DI SLB NEGERI 1 PEMALANG

Widya Accarya ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 147-157
Author(s):  
AGUSTYA DYAH NUGRAHAENI ◽  
BURHAN EKO PURWANTO ◽  
KHUSNUL KHOTIMAH
Keyword(s):  
Language Learning ◽  
Special Needs ◽  
Cognitive Skills ◽  
Language Disorder ◽  
Language Disorders ◽  
Children With Special Needs ◽  
Related Factors ◽  
Data Source ◽  
Learning Language ◽  
Bahasa Indonesia

Abstrak Penelitian ini berisikan tentang gambaran umum mengenai gangguan berbahasa pada anak berkebutuhan khusus dan implikasinya bagi pembelajaran bahasa Indonesia di SLB Negeri 1 Pemalang. Tujuan penelitian ini adalah Untuk mengetahui jenis gangguan berbahasa pada anak berkebutuhan khusus dan implikasinya bagi pembelajaran Bahasa Indonesia di SLB Negeri 1 Pemalang. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Sumber data adalah guru atau karyawan di SLB Negeri 1 Pemalang dengan wujud data hasil peserta didik selama mengikuti kegiatan pembelajaran di sekolah yang diperoleh peneliti melalui wawancara yang berupa kartu data, dan dokumentasi. Teknik pengumpulan data dengan menggunakan teknik observasi, wawancara dan studi dokumentasi. Teknik analisis data menggunakan tiga teknik yaitu pengklasifikasian, pendeskripsian serta penyimpulan kemudian penyajian hasil analisis yaitu menggunakan metode informal.  Hasil penelitian menunjukkan bahwa Jenis gangguan Bahasa yang dialami oleh anak di SLB Negeri 1 Pemalang pada dasarnya mereka adalah anak penyandang disabilitas tunanetra, tunarunguwicara, tunadaksa, dan tunagrahita. Gangguan bahasa pada anak tunanetra terletak pada pemahaman serta perasaan mereka kurang baik dimana bahasa yang digunakan dalam komunkasi harus bisa dinalar. Gangguan bahasa pada anak tunarunguwicara terletak  pada pendengaran dan bicaranya sehingga terhambatnya komunikasi lisan/verbal baik secara berbicara ataupun memahami pembicaraan orang lain. Gangguan bahasa pada anak tunadaksa terletak pada kelainan/kerusakan pada otak yang dapat mengakibatkan gangguan gerak, kecerdasan, perilaku, adaptasi, komunikasi, koordinasi, dan persepsi. Gangguan bahasa pada anak tunagrahita terletak pada keterbelakangan intelektual yang disebabkan oleh beberapa faktor terkait yang dapat menyebabkan penderitanya memiliki kecerdasan intelektual di bawah rata-rata, keterbatasan dalam fungsi intelektual yang diantaranya yaitu kecerdasan penalaran, penyelesaian masalah, keterampilan kognitif, dan pembelajaran. Gangguan bahasa pada anak berkebtuhan khusus jika diimplikasikan dalam pembelajaran bahasa Indonesia keduanya saling berkaitan   Kata Kunci: Gangguan Berbahasa, Anak Berkebutuhan Khusus, Pembelajaran Bahasa Indonesia.   Abstrack                                                                                           This study contains an overview of the language disorder in children with special needs and the implications for Indonesian language study in SLB Negeri 1 Pemalang. The purpose of this research is to know the type of language disorder in children with special needs and the implications for learning Bahasa Indonesia in SLB Negeri 1 Pemalang. This study uses a qualitative approach with a descriptive method. The data source is the teacher or employee of SLB Negeri 1 Pemalang with the form of students ' results during the learning activities in schools obtained by researchers through interviews in the form of data cards, and documentation. Data collection techniques using observation techniques, interviews and documentation studies. Data analysis techniques using three techniques, namely classifying, descriptant and presentation and then presenting the results of analysis is using informal methods. The results showed that the type of language disorder experienced by children in the state SLB 1 Pemalang Basically they are children with impaired disability, Tunarunguwicara, Tunadaksa, and disabled. Language disorder in the blind child lies in the understanding and feeling they lack better where the language used in the communication should be normalable. Language disorders in the child's Tunarunguwicara lies in the hearing and speech so that the abuse of verbal /verbal communication either speak or understand the talks of others. The child's language disorder lies in the abnormalities/damage to the brain that can result in impaired motion, intelligence, behaviour, adaptation, communication, coordination, and perception. The language disorder in children of disabled lies in the intellectual retardation caused by several related factors that can cause the sufferer to have below average intellectual intelligence, limitation in intellectual function such as intelligence reasoning, problem solving, cognitive skills, and learning. Language disorders in children are special when implied in Indonesian language learning are interconnected.   Keywords: Language, disorder, children with special needs, Indonesian language learning.

scholarly journals Usage-based approaches to language development: Where do we go from here?

2016 ◽  
Vol 8 (3) ◽  
pp. 346-368 ◽  
Author(s):  
ELENA LIEVEN
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cognitive Skills ◽  
Uneven Development ◽  
Linguistic Representations ◽  
Learning Language ◽  
The Relationship ◽  
Linguistic Structures ◽  
Relative Type

abstractIn the usage-based approach to children’s language learning, language is seen as emerging from children’s preverbal communicative and cognitive skills. Children construct more abstract linguistic representations only gradually, and show uneven development in all aspects of their language learning. I will present results that show the relationship between children’s emerging linguistic structures and patterns in the speech addressed to them, and demonstrate the effects played by the consistency of markers, the complexity of the construction in question, and relative type and token frequencies within and across constructions. I highlight the contribution made by research that employs naturalistic, experimental, and modelling methodologies, and that is applied to a range of languages and to variability in the errors that children make. Finally, I will outline the outstanding issues for this approach, and how we might address them.

Individual differences in lexical repetition priming: the combined influence of language, mood and working memory capacity.

2020 ◽  
Author(s):  
Nikolas Pautz ◽  
Kevin Durrheim
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Repetition Priming ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
English Speakers ◽  
Primary Language ◽  
Affective States ◽  
Completion Task ◽  
Word Stem Completion

Individual differences in repetition priming is an often-overlooked area of research. The importance of this neglect becomes evident when considering the criticisms that priming research has received in the last decade concerning reliability. The current researched aimed to investigate whether individual differences in working memory capacity and affective states have differential effects on lexical-semantic repetition priming outcomes based on whether participants were first or second English speakers. Using logistic mixed-effects models to account for subject variation, the current paper investigated a three-way interaction between working memory capacity, negative affect score, and language on repetition priming outcomes. The results indicate that a statistically significant three-way interaction exists. We present an argument which posits that an individual’s primary language and subsequent familiarity with the primed concepts, in conjunction with individual differences in working memory capacity and mood, plays an important role in determining the most effective strategy used to complete a word-stem completion task.

Individual differences predict ERP signatures of second language learning of novel grammatical rules

2017 ◽  
Author(s):  
Emily S Nichols ◽  
Marc F Joanisse
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Learning ◽  
First Language ◽  
Event Related Potentials ◽  
Grammatical Gender ◽  
Grammatical Rule ◽  
Related Potentials ◽  
And Gender ◽  
Anterior Negativity

We investigated the extent to which second-language (L2) learning is influenced by the similarity of grammatical features in one’s first language (L1). We used event-related potentials to identify neural signatures of a novel grammatical rule - grammatical gender - in L1 English speakers. Of interest was whether individual differences in L2 proficiency and age of acquisition (AoA) influenced these effects. L2 and native speakers of French read French sentences that were grammatically correct, or contained either a grammatical gender or word order violation. Proficiency and AoA predicted Left Anterior Negativity amplitude, with structure violations driving the proficiency effect and gender violations driving the AoA effect. Proficiency, group, and AoA predicted P600 amplitude for gender violations but not structure violations. Different effects of grammatical gender and structure violations indicate that L2 speakers engage novel grammatical processes differently from L1 speakers and that this varies appreciably based on both AoA and proficiency.

Language learning through an intersectional lens: Gender, migrant status, and gain in symbolic capital for Syrian refugee women in Turkey

Multilingua ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Susan Beth Rottmann ◽  
Maissam Nimer
Keyword(s):  
Language Learning ◽  
Symbolic Capital ◽  
Social Contexts ◽  
Power Dynamics ◽  
Negotiation Strategies ◽  
Linguistic Resources ◽  
Syrian Refugee ◽  
Perspective Drawing ◽  
Language Classes ◽  
Learning Language

AbstractThis paper sheds light on Syrian refugee women’s negotiation strategies in language learning classrooms and in their broader social contexts from an intersectional perspective. Drawing on in-depth interviews and focus groups complemented by participatory observation in language classes, we use a post-structuralist approach to examine gendered language socialization. Our research combines an intersectional framework and a Bourdieusian perspective on symbolic capital to show how women perform gender and negotiate their roles in classrooms, within families and vis-à-vis the host society. The findings demonstrate that being a woman and a migrant presents particular challenges in learning language. At the same time, learning language allows for the re-negotiation of gender relations and power dynamics. We find that gender structures women’s access to linguistic resources and interactional opportunities as they perform language under social pressure to conform to prescribed roles as mothers, wives and virtuous, and shy women. Yet, these roles are not static: gender roles are also reconstituted in the process of language learning and gaining symbolic capital.

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