Definiteness in written Swedish by Finnish-speaking immersion pupils at the end of immersion

There are two primary goals for this study – first, to analyse definiteness and article use in spontaneous writing in Swedish by 15-year-old Finnish immersion students (n = 162) and secondly, to compare their performance with that of non-immersion students at the same age (n = 67). Analyses at the group level show that immersion students usually perform significantly better than the control group, but they also reveal similar problems to what L2-Swedish non-immersion students have demonstrated in previous studies, such as omission of indefinite articles and difficulty in choosing the right definite form of the noun. Still, these inaccuracies occurred less often in the data from the immersion students. The studied constructions also show at the group level an acquisition order similar to that reported in previous studies, explainable by different aspects of complexity and cross-linguistic influence. Analyses on the individual level, however, show different acquisition orders depending on the criteria being used.

Social media, spontaneous writing and dictation. Spelling variation

ABSTRACTThis study investigates the hypothesis of young people having the multi-skills required to switch between formal and informal communication. We collected samples of the written output of students across different media and communication situations. The results obtained through dictation tests show that the students’ level is relatively low, with a majority of grammatical errors. The analysis of linguistic forms common to the corpora indicates that all the participants use traditional spelling in at least one of them. Lastly, we present a qualitative analysis of spelling variation and an overview of the teenagers’ linguistic representations.

Charting the decline in spontaneous writing in Alzheimer's disease: a longitudinal study

ObjectiveThis study aims to document the nature and progression of the spontaneous writing impairment observed in patients with Alzheimer's disease (AD) over a 12-month period using both a cross-sectional and prospective longitudinal design.MethodsThirty-one minimal–moderate AD patients and 30 controls matched for age and socio-cultural background completed a simple and complex written description task at baseline. The AD patients then had follow-up assessments at 6 and 12 months.ResultsCross-sectional comparisons indicated that minimal–moderate AD patients produced more semantic paraphasias, phonological paraphasias, and empty and indefinite phrases, whilst producing fewer pictorial themes, repairing fewer errors, and producing shorter and less complex sentences than controls. The two groups could not be distinguished on visual paraphasias. Longitudinal follow-up, however, suggested that visual processing deteriorates over time, where the prevalence of visual errors increased over 12 months.DiscussionThe findings suggest that the deterioration of writing skills observed in the spontaneous writings of AD patients shows a pattern of impairment dominated by semantic errors with a secondary impairment in phonological processing, which is later joined by a disruption of visuospatial and graphomotor processing.

Writing grammar rather than tone

Some orthographies represent tone phonemically by means of diacritics; others favor zero marking. Neither solution is entirely satisfactory. The former leads to graphic overload; the latter to a profusion of homographs; both may reduce fluency. But there is a ‘third way’: to highlight the grammar rather than the tone system itself. To test this approach, we developed two experimental strategies for Kabiye: a grammar orthography and a tone orthography. Both are modifications of the standard orthography that does not mark tone. We tested these in a quantitative experiment involving literate L1 speakers that included dictation and spontaneous writing. Writers of the grammar orthography perform faster and more accurately than writers of the tone orthography, suggesting that they have an awareness of the morphological and syntactic structure of their language that may exceed their awareness of its phonology. This suggests that languages with grammatical tone might benefit from grammatical markers in the orthography. Keywords: tone; grammar; orthography; African languages; quantitative experiment

Kanji and Kana agraphia in mild cognitive impairment and dementia: A trans-cultural comparison of elderly Japanese subjects living in Japan and Brazil

This study verifies the environmental effects on agraphia in mild cognitive impairment and dementia. We compared elderly Japanese subjects living in Japan and Brazil. Methods: We retrospectively analyzed the database of the Prevalence Study 1998 in Tajiri (n=497, Miyagi, Japan) and the Prevalence Study 1997 of elderly Japanese immigrants living in Brazil (n=166, migrated from Japan and living in the São Paulo Metropolitan Area). In three Clinical Dementia Rating (CDR) groups, i.e., CDR 0 (healthy), CDR 0.5 (questionable dementia), and CDR 1+ (dementia) , the Mini-Mental State Examination (MMSE) item of spontaneous writing and the Cognitive Abilities Screening Instrument (CASI) domain of dictation were analyzed with regard to the number of Kanji and Kana characters. Formal errors in characters and pragmatic errors were also analyzed. Results: The immigrants in Brazil wrote similar numbers of Kanji or Kana characters compared to the residents of Japan. In spontaneous writing, the formal Kanji errors were greater in the CDR 1+ group of immigrants. In writing from dictation, all the immigrant CDR groups made more formal errors in Kana than the Japan residents. No significant differences in pragmatic errors were detected between the two groups. Conclusions: Subjects living in Japan use Kanji frequently, and thus the form of written characters was simplified, which might be assessed as mild formal errors. In immigrants, the deterioration in Kanji and Kana writing was partly due to decreased daily usage of the characters. Lower levels of education of immigrants might also be related to the number of Kanji errors.

Technical Analysis of the Slosson Written Expression Test

The Slosson Written Expression Test was designed to assess students ages 8–17 years at risk for difficulties in written expression. Scores from three independent samples were used to evaluate the test's reliability and validity for measuring students' written expression. Test-retest reliability of the SWET subscales ranged from .80 to .94 ( n = 151), and .95 for the Written Expression Total Standard Scores. The median alternate-form reliability for students' Written Expression Total Standard Scores was .81 across the three forms. Scores on the Slosson test yielded concurrent validity coefficients ( n = 143) of .60 with scores from the Woodcock-Johnson: Tests of Achievement–Third Edition Broad Written Language Domain and .49 with scores on the Test of Written Language–Third Edition Spontaneous Writing Quotient. Exploratory factor analytic procedures suggested the Slosson test is comprised of two dimensions, Writing Mechanics and Writing Maturity (47.1% and 20.1% variance accounted for, respectively). In general, the Slosson Written Expression Test presents with sufficient technical characteristics to be considered a useful written expression screening test.