Modern view of speech readiness for school of children of older preschool age with typical psychophysical development and speech disorders

A theoretical review of modern scientific sources on the problem of "speech readiness" for the schooling of older preschool children with typical psychophysical development and speech disorders is presented. The aim of research: analysis of modern research on speech readiness for the schooling of older preschool children with typical and speech disorders. The objective of research was to substantiate scientific sources on the study of the terms "speech readiness" and "speech preparation" for school in older preschoolers; determination of components of speech readiness of children of older preschool age with speech disorders. It is established that there are different views on the definition of the terms "speech readiness" and "speech training". Speech readiness for the school includes children's mastery of grammatical, lexical norms of speech, enriched vocabulary, use in educational and everyday activities of various functions of speech; it is determined that speech readiness contributes to the process of speech preparation of the future student to master the school curriculum. Speech training involves general and special training. It was determined that the formation of basic intellectual, semiotic and regulatory components is necessary for the speech readiness of children with speech disorders, which are formed under the influence of a special complex of correctional and developmental speech therapy work. Based on the analysis of scientific sources, the components of speech readiness for the schooling of older preschool children with speech disorders were identified: cognitive is about understanding of the semantic constructions of language and speech; motivational is about understanding of social and cognitive motives of learning; the component of activity - active participation in various types of speech activity; emotional - verbalization of emotions and feelings

Language norm vs. literary norm: orthological analysis

In connection with the transition of the Kazakh alphabet to the Latin script, further improvement of the orthological codification of the Kazakh language becomes relevant. As you know, the system-centric object of the science of orthology is the norm / linguistic norm / literary norm. In passing, we note that there are still unresolved issues in the definition of a linguistic norm / literary norm in linguistics. In recent years, the problems of orthology have been actively developed in Kazakh linguistics, incl. special attention was paid to the study of spelling, orthoepic, lexical norms of the modern Kazakh literary language. First of all, there is a need to define the essence of the norm as an ontological category and the creation of an integral orthological theory, which will contribute to a deeper understanding of the phenomenon in general of the linguistic norm, its systemic properties and functioning features, in particular. And also the unification and codification of the language norm will have an effective impact on further improving the language culture and the development of language capital will contribute to ensuring the full activity of the Kazakh language as a state language. The article analyzes the relationship and difference between the concepts of norm – linguistic norm – literary norm and the characteristic features of norms – regulatory function, tradition and internal dynamism.

subs2vec: Word embeddings from subtitles in 55 languages

This paper introduces a collection of vector-embeddings models of lexical semantics in 55 languages, trained on a large corpus of pseudo-conversational speech transcriptions from television shows and movies. The models were trained on the OpenSubtitles corpus using the fastText implementation of the skipgram algorithm. Performance comparable with (and in some cases exceeding) models trained on non-conversational (Wikipedia) text is reported on standard benchmark evaluation datasets. A novel evaluation method of particular relevance to psycholinguists is also introduced: prediction of experimental lexical norms in multiple languages. The models, as well as code for reproducing the models and all analyses reported in this paper (implemented as a user-friendly Python package), are freely available at: https://github.com/jvparidon/subs2vec/

The dynamics of norm change in the cultural evolution of language

What happens when a new social convention replaces an old one? While the possible forces favoring norm change—such as institutions or committed activists—have been identified for a long time, little is known about how a population adopts a new convention, due to the difficulties of finding representative data. Here, we address this issue by looking at changes that occurred to 2,541 orthographic and lexical norms in English and Spanish through the analysis of a large corpora of books published between the years 1800 and 2008. We detect three markedly distinct patterns in the data, depending on whether the behavioral change results from the action of a formal institution, an informal authority, or a spontaneous process of unregulated evolution. We propose a simple evolutionary model able to capture all of the observed behaviors, and we show that it reproduces quantitatively the empirical data. This work identifies general mechanisms of norm change, and we anticipate that it will be of interest to researchers investigating the cultural evolution of language and, more broadly, human collective behavior.

Parent-Child Interaction and Lexical Acquisition in two Domains: Color Words and Animal Names

ABSTRACT This paper explores young children’s and parents’ use of color words and animal names in two published studies. The aim is to compare the ranges and kinds of these words in parentchild interaction and to consider the implications of these findings for our understanding of early lexical development. Color term data were drawn from the Gleason corpus in CHILDES: 12 boys and 12 girls ranging in age from 25-62 months, and their parents. Results showed that parents used and emphasized only the same 10 most basic colors, with many teaching episodes. Parents’ most frequent terms, red, blue, and green were also children’s most frequent terms and are the ones acquired earliest according to MacArthur Bates lexical norms. In the second study CLAN programs were used to identify animal names in corpora from a variety of families in CHILDES, with 44 children ranging in age from 1;6-6;2. Children and parents produced a remarkable number and range of animal terms, with individual preschoolers naming as many as 96 different, often rare, animals, such as crocodile and pelican. Parents and children thus attend to the same limited set of basic color terms. By contrast, biophilia, our shared human love of the living world is reflected in children’s extensive animal lexicon.

Lexical norms, language comprehension, and the epistemology of testimony

It has recently been argued (for instance by Sanford Goldberg, expanding on earlier work by Tyler Burge) that public linguistic norms are implicated in the epistemology of testimony by way of underwriting the reliability of language comprehension. This paper argues that linguistic normativity, as such, makes no explanatory contribution to the epistemology of testimony, but instead emerges naturally out of a collective effort to maintain language as a reliable medium for the dissemination of knowledge. Consequently, the epistemologies of testimony and language comprehension are deeply intertwined from the start, and there is no room for grounding the one in terms of the other.