scholarly journals A verbális mondatemlékezet sajátosságai középiskolás korban

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Mária Laczkó
Keyword(s):  
Verbal Memory ◽  
Memory Capacity ◽  
Test Material ◽  
School Type ◽  
Grammar School ◽  
Grammatical Structure ◽  
Technical School ◽  
Sentence Repetition ◽  
Age Factor ◽  
Repetition Task

The aim of present research is to analyse the verbal memory of teenagers on the basis of their sentence repetition task. We try to answer the question whether the age and the school type how can characterize their sentence repetition. Our hypothesis was, that the age and the school type can influance on their sentence repetition but the  influance of the school type is stronger than the age factor. We also thought that the structure of the sentences and the number of the syllables of the words whic construct the sentences can influance the punctuality of their sentence repetition results. In order to discuss the hypothesis the series of experiment was carried out with the participation of teenagers (16 and 18 years, from the secondary grammar and secondary technical school). The test material consisted of 20 sentences, the students task was to repeat them after they had heard them. The analysis was in terms of punctuality, and we also analysed the length and the grammatical structure of the sentences in tems of the punctuality, furthermore the unfilled pauses occurring during the repetiton task and the time of the pauses, even the the types of errors in the incorrect sentences. The statistical anlysis was also done. The results showed that the elder students reached better achievement especielly those who are studying in the grammar school The repetition of shorter sentences was also better. The analysis of mistakes showed different results in terms of the school type and proved the memory capacity problems of the students studying in different school type.

scholarly journals The Morphosyntactic Abilities of Bilingual Malay Preschool Children Based on the Malay and English Sentence Repetition Tasks

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Zur Hanis Hamim ◽  
Rogayah Abdul Razak ◽  
Badrulzaman Abdul Hamid
Keyword(s):  
Bilingual Children ◽  
Language Abilities ◽  
Function Words ◽  
English Sentence ◽  
Sentence Repetition ◽  
Significant Difference ◽  
Language Difficulties ◽  
Age Factor ◽  
And Function ◽  
Repetition Task

Sentence repetition task has been proven to be a tool that can detect language difficulties and is indicative of abnormal language. In Malaysia, studies on the language abilities of bilingual children in sentence repetition (SR) tasks are sparse. Therefore, this study is aimed at examining the morphosyntactic abilities of 60 bilingual Malay children aged 4;0 to 6;11 based on SR tasks in Malay (L1) and English (L2). In the SR task, participants were asked to listen carefully to sentences being read out and then repeat verbatim the sentences heard. Their responses were scored based on accuracy, syntax, grammar, and word categories. The findings demonstrated a significant difference between the two languages in terms of accuracy [df= 118, t=1.990, p= .049]; the Malay language had statistically higher scores compared to English scores. There was also a significant difference on the performance based on age factor, [Malay (df5,54=3.561, p= .007); English (df5,54=2.894, p= .022)]. The results also revealed that the omission of both content and function words was more prominent compared to other error types. A triangulation of the quantitative and qualitative data was done. The findings highlighted the morphosyntactic abilities of the bilingual children in both languages and error patterns produced.

Effects of Sentence Structure on Sentence Elicited Imitation Responses

1978 ◽  
Vol 21 (4) ◽  
pp. 809-819 ◽  
Author(s):  
Jo Carol Hudgins ◽  
Walter L. Cullinan
Keyword(s):  
College Students ◽  
Sentence Processing ◽  
Relative Clause ◽  
Female College Students ◽  
Sentence Structure ◽  
Response Accuracy ◽  
Relative Pronoun ◽  
Elicited Imitation ◽  
Sentence Repetition ◽  
Repetition Task

This study investigates the effects of sentence structure on the number of error sentences and response latency in a sentence-repetition task. Forty female college students repeated short and long test sentences containing either a single self-embedded or right-branching subject-focus or object-focus relative clause. Sentences were also controlled for deletion of the relative pronoun of the relative clause. Sentence structure was found to affect sentence elicited imitation response accuracy and latency in a manner similar to the effects of structure on ease of comprehension. The findings are consistent with a canonical-sentoid strategy explanation of sentence processing during sentence imitation.

scholarly journals The structure of interests in different artistic disciplines of secondary school students

2013 ◽  
Vol 45 (1) ◽  
pp. 185-202
Author(s):  
Irena Ristic ◽  
Bojana Skorc
Keyword(s):  
Young People ◽  
Secondary School ◽  
Analysis Of Variance ◽  
Performing Arts ◽  
Secondary School Students ◽  
School Type ◽  
Grammar School ◽  
School Students ◽  
Multifactor Analysis ◽  
School Period

The paper deals with the degree of development of interest in arts in young people, and the justifiability of the current tendency of revision and abbreviation of the art curricula in schools. The research is focused on the structure of interests in various artistic disciplines in secondary school students, and the aim is to determine whether the degree of students? interest depends on the school type, gender and previous experience. The research was conducted on the sample of 555 students from 111 schools, who filled out the questionnaire during one school period. The data were processed by multifactor analysis of variance. There was a higher degree of interest in video and performing arts, which are not present enough in students? surroundings. The girls showed a higher degree of interest in all disciplines, as well as grammar school students compared to their peers from vocational schools. It was shown that the higher the number of programmes attended, the higher the interest in all forms of art. Young people who were completely inactive showed interest in video arts, which serves as an important guideline in the process of moving and socialising them. The results confirm that youth?s interests and needs are discrepant with what is offered to them. It is necessary to introduce various artistic contents as parts of the curriculum, which would make school an integral part of their life, the part that directly influences the development of creativity and increases responsible participation in the society.

scholarly journals Twelve-Month-Old Infants Benefit From Prior Experience in Statistical Learning

2008 ◽  
Vol 19 (12) ◽  
pp. 1247-1252 ◽  
Author(s):  
Jill Lany ◽  
Rebecca L. Gómez
Keyword(s):  
Statistical Learning ◽  
Verbal Memory ◽  
Prior Experience ◽  
Memory Capacity ◽  
Artificial Language ◽  
Learning Mechanisms ◽  
Language Structure ◽  
Statistical Regularities ◽  
Nonadjacent Dependencies ◽  
Enhanced Learning

A decade of research suggests that infants readily detect patterns in their environment, but it is unclear how such learning changes with experience. We tested how prior experience influences sensitivity to statistical regularities in an artificial language. Although 12-month-old infants learn adjacent relationships between word categories, they do not track nonadjacent relationships until 15 months. We asked whether 12-month-old infants could generalize experience with adjacent dependencies to nonadjacent ones. Infants were familiarized to an artificial language either containing or lacking adjacent dependencies between word categories and were subsequently habituated to novel nonadjacent dependencies. Prior experience with adjacent dependencies resulted in enhanced learning of the nonadjacent dependencies. Female infants showed better discrimination than males did, which is consistent with earlier reported sex differences in verbal memory capacity. The findings suggest that prior experience can bootstrap infants' learning of difficult language structure and that learning mechanisms are powerfully affected by experience.

Towards a characterisation of saliency on first exposure to a second language

2003 ◽  
Vol 3 ◽  
pp. 131-156 ◽  
Author(s):  
Rebekah Rast ◽  
Jean-Yves Dommergues
Keyword(s):  
Second Language ◽  
Word Length ◽  
Target Language ◽  
Slavic Language ◽  
Word Stress ◽  
Sentence Repetition ◽  
First Contact ◽  
Shed Light ◽  
Repetition Task ◽  
Over Time

This paper attempts to shed light on the question of what in the input is perceived and processed by the learner, and how it is processed upon first contact with a target language. Subjects were French learners of Polish who had had no contact with Polish or any other Slavic language before the onset of the project. They were tested on a sentence repetition task before receiving any Polish instruction, after 4 hours of instruction, and again after 8 hours. The results suggest that even as little as 8 hours of exposure induces a recognizable interlanguage; that the influence of global input can be predicted by word length, word stress, phonemic distance, transparency, position and frequency; and that the role these factors play evolves over time. Together the results suggest a way to characterise the notion of saliency in the input.

scholarly journals The acquisition of relative clauses in Russian and Polish in monolingual and bilingual children

2018 ◽  
Vol 10 (2) ◽  
pp. 216-248
Author(s):  
Alla V. Peeters-Podgaevskaja ◽  
Bibi E. Janssen ◽  
Anne E. Baker
Keyword(s):  
Relative Clause ◽  
Relative Clauses ◽  
Bilingual Children ◽  
Case Marking ◽  
Sentence Repetition ◽  
Subject And Object ◽  
Repetition Task

Abstract In this paper, we present the results on (re)production of relative clauses in a sentence repetition task by Russian and Polish monolingual and bilingual children (3;6–6;6 years). Russian and Polish both involve overt case marking in the relative clause formation, but the case marking in Polish is more regular and transparent. Our results suggest that, when case marking is the only disambiguating cue, its transparency and regularity contributes to a significantly better performance. This explains why the Polish children, both monolingual and bilingual, were more successful in reproduction of subject and object relatives compared to their Russian peers.

scholarly journals Sentence Repetition as a Clinical Marker of Developmental Language Disorder: Evidence From Arabic

2021 ◽  
pp. 1-24
Author(s):  
Juhayna Taha ◽  
Vesna Stojanovik ◽  
Emma Pagnamenta
Keyword(s):  
Language Impairment ◽  
Language Disorder ◽  
Population Based ◽  
Scoring Methods ◽  
Developmental Language Disorder ◽  
Function Words ◽  
Sentence Repetition ◽  
Palestinian Arabic ◽  
Arabic Speaking ◽  
Repetition Task

Purpose: Research on the typical and impaired grammatical acquisition of Arabic is limited. This study systematically examined the morphosyntactic abilities of Arabic-speaking children with and without developmental language disorder (DLD) using a novel sentence repetition task. The usefulness of the task as an indicator of DLD in Arabic was determined. Method: A LITMUS (Language Impairment Testing in Multilingual Settings) sentence repetition task was developed in Palestinian Arabic (LITMUS-SR-PA-72) and administered to 30 children with DLD ( M = 61.50 months, SD = 11.27) and 60 age-matched typically developing (TD) children ( M = 63.85 months, SD = 10.16). The task targeted grammatical structures known to be problematic for Arabic-speaking children with DLD (language specific) and children with DLD across languages (language independent). Responses were scored using binary, error, and structural scoring methods. Results: Children with DLD scored below TD children on the LITMUS-SR-PA-72, in general, and in the repetition of language-specific and language-independent structures. The frequency of morphosyntactic errors was higher in the DLD group relative to the TD group. Despite the large similarity of the type of morphosyntactic errors between the two groups, some atypical errors were exclusively produced by the DLD group. The three scoring methods showed good diagnostic power in the discrimination between children with DLD and children without DLD. Conclusions: Sentence repetition was an area of difficulty for Palestinian Arabic–speaking children with DLD. The DLD group demonstrated difficulties with language-specific and language-independent structures, particularly complex sentences with noncanonical word order. Most grammatical errors made by the DLD group resembled those of the TD group and were mostly omissions or substitutions of grammatical affixes or omissions of function words. SR appears to hold promise as a good indicator for the presence or absence of DLD in Arabic. Further validation of these findings using population-based studies is warranted. Supplemental Material https://doi.org/10.23641/asha.16968043

scholarly journals Neuropsychological and Syntactic Deficits in HIV Seropositive Males

2019 ◽  
Vol 13 (1) ◽  
pp. 107-118
Author(s):  
Maria Kambanaros ◽  
Lambros Messinis ◽  
Mina Psichogiou ◽  
Lydia Leonidou ◽  
Charalambos A. Gogos ◽  
...  
Keyword(s):  
Clinical Care ◽  
Verbal Learning ◽  
Control Group ◽  
Healthy Controls ◽  
Language Deficits ◽  
Sentence Repetition ◽  
Significant Difference ◽  
Neurocognitive Measures ◽  
Hiv Seropositive ◽  
Repetition Task

Objective: Given the underlying frontal-basal ganglia circuit neuropathogenesis of HIV-infected individuals, it is surprising that little is reported about potential language deficits as part of their higher cognitive dysfunctional profile. This study aims to elucidate whether HIV-positive individuals have linguistic impairments that may originate from or be intensified by deficits in cognitive functions. The research questions address (i) quantitative differences in sentence repetition abilities involving complex syntactic phenomena between adults with HIV and non-HIV healthy controls (ii) correlations of sentence repetition scores with neurocognitive measures and (iii) correlation of sentence repetition performance with duration and severity of HIV. Methods: A battery of neuropsychological tests were administered to 40 HIV - seropositive males and 40 demographically matched healthy controls to assess verbal learning/episodic memory, psychomotor speed, executive functions and visuospatial abilities. Language abilities were evaluated using a repetition task that screened specific complex syntactic operations at the sentence-level. Results: A significant difference was noted between the two groups regarding correct repetition of the sentence repetition task with the control group outperforming the HIV-seropositive group. For the HIV group, significant correlations were found for correct sentence repetition with years of education, duration of illness, Mini-Mental State Examination, semantic and phonemic fluency, symbol digit modality test scores, and the Trail Making Test (parts A and B). Conclusion: Speech-language pathologists and neuropsychologists should screen for language deficits associated with the different clinical syndromes in HIV patients as part of their routine clinical care.

scholarly journals Stages rather than ages in the acquisition of movement structures: Data from sentence repetition and 27696 spontaneous clauses

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Naama Friedmann ◽  
Julia Reznick
Keyword(s):  
Relative Clauses ◽  
Spontaneous Speech ◽  
Subject Position ◽  
Crossing Over ◽  
Syntactic Movement ◽  
Sentence Repetition ◽  
Unaccusative Verbs ◽  
Different Ages ◽  
Wh Questions ◽  
Repetition Task

This study explored the order of acquisition of various types of syntactic-movement and embedding structures in Hebrew, using a sentence-repetition task, in which 60 children aged 2;2-3;10 repeated 80 sentences (with a total of 4800 sentences), and an analysis of the spontaneous speech of 61 children aged 1;6-6;1 (27,696 clauses). The sentence repetition task revealed a set order of acquisition of the various types of syntactic movement: A-movement is acquired first, then A-bar-movement, and finally movement of the verb to C. The analysis of spontaneous speech revealed the same order: A-movement of the object of unaccusative verbs to subject position appears first, together with simple SV sentences; then, wh-questions appear, then relative clauses and topicalization, which appear together with embedding of finite clauses, and lastly, V-to-C movement. Previous studies have shown that Hebrew speakers under age six have difficulty comprehending and producing sentences with A-bar-movement in which a lexically-restricted object crosses over a lexically-restricted subject. And indeed, whereas children produced A-bar structures very early (wh-questions from age 1;6, relative-clauses and topicalization from age 2;6), until age 5;8 these structures never included a lexical DP crossing over another lexical DP. Both tasks indicated that the order of structure acquisition is fixed, creating Guttman scales between structures, but different children acquire the same structure at very different ages. It seems that whereas the syntactic path and the stages of structure acquisition along it are constant between children, each child walks this path in their own pace.

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