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autism -child language acquisition

Autism is a neurodevelopmental disability that involves severe and persistent deficits in multiple areas of functioning. One of the hallmarks of autism is a qualitative impairment in communication, which range form mutism to adequate speech with poor conversational skills with a great variability. Since pragmatic language skill is regarded as an area of universal deficit in Autism Spectrum Disorder (ASD), language acquisition research in autism has traditionally focused on high-level pragmatic deficits. Thus, little is known about their impairments or abilities in other areas of linguistics. The three articles I choose are based on investigations of children with ASD that focus on their morphosyntactic development, phonological awareness and reading ability. The new findings of the researches help one’s understanding of the language use in students with ASD as well as feasibly useful intervention strategies for them.The first article “Beyond Pragmatics: Morphosyntactic Development in Aed for their developmental level. It can be explained due to their production of more jargon words or neologisms. Also, the results indicate that the autism group likely reaches their syntactic abilities via an atypical developmental pathway. Secondly, in contrast to these syntactic impairments, the autism group’s lexical knowledge was unimpaired because the strong lexical skill was highly correlated with short-term phonological memory capacity. Although children with autism were significantly more likely to produce utterences that did not contribute to the discourse as expected, the present results indicated that they produced as many of the conversation-supporting turns as children in comparison groups, suggesting that there were no specific impairments in the ability to initiate new topics, to reply to an interlocutor’s comments or questions, or to expand upon one’s own utterances, for children at this verbal level. Based on the findings of this research, I would encourage students it is predicted, the children with autism scored below group age-matched, typically developing children on both tasks of phonological awareness. Although whether this is a developmental delay and whether the children with autism will eventually acquire the cognitive understanding of words and syllable structure at the level of onset rimes are not known in this study, it clearly demonstrates that phonological awareness is less developed for the children with autism than for typically developing children of the same age. Word recognition is typically measured in children for both single word reading and for ability to phonetically decode pseudo words. Accuracy in word recognition is measured for both real words and for nonwords using subtests that are the Word Identification (WID) subtest and the Word Attack subtest (WATTK) from the Woodcock Reading Mastery Test–Revised. The majority of the children with autism demonstrated average to above-average ability in single word reading and nonility in student with ASD.The last article “Patterns of Reading Ability in Children with Autism Spectrum Disorder” is based on the investigation of the reading ability in children with ASD, which demands a number of skills ranging from recognizing each individual word to understanding the intended meaning of a text. The participants were 41 children with ASD and they were tested in their homes or in a quiet room in their schools for a single session of the test lasting approximately 1.5h. Four components of reading skill were assessed: word recognition, nonword decoding, text reading accuracy and text comprehension. Overall, levels of word and nonword reading and text reading accuracy fell within average range although reading comprehension was impaired where 65% of the sample obtained at least 1 standard deviation below population norms and about one-third of the sample showed very severe impairment. Therefore, simple reliance on tests of word recognition is likely to overestimate chitic deficits may be a result from children’s poor nonword reading skills. As it is shown that children with ASD have relative strength in certain aspects of reading, reading materials can be used as a tool for educational intervention in order to teach other areas such as communicative or social adaptive functions. However, there are several concerns of this research. First, the absence of measurement in phonological processing may generate different result. Second, the number of different reasons for failure of reading comprehension skills such as a general difficulty with integrating information and difficulty understanding anaphoric reference are still questionable.In conclusion, although three articles deal with impairments in different aspects of language of children with ASD, all factors are closely related each other through complex relationship. For example, a deficit in phonological awareness results in lack of word recognizing ability, which turns into different patterns of rGE 5

교육학| 2011.12.24| 6페이지| 1,500원| 조회(145)

language, autism

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ling 415 experiment report

Gender Differences on Dichotic ListeningAbstractDichotic listening experiments show a right-ear advantage (REA), reflecting a left-hemisphere (LH) dominance. 5 males and 5 females of right-handed participants were involved in this experiment in order to test gender differences on dichotic listening. The stimuli were 15 combinations of the six CVs with additional 15 combinations by mirroring each pair, making a total of 30 sound pairs. The mean REA value for males was 61.3% while the value for females was 58.7%. This higher percentage of correctness of male participants over females suggests that males have a higher REA. It supports our hypothesis as well as previous findings that men have a larger REA than females when processing speech sounds. Moreover, it provides evidence for more lateralization in males.IntroductionAccording to a news report from the Scientific American, a recent study has revealed that women have superior language skills than men. From this report, one can assum since it was first used by Kimura (1961). The basic procedure behind this method is to play the same or different stimuli in both or only in one ear using headphones while the participant is sitting. However, this procedure can be modified as is seen in a study by Welsh and Elliott (2001). In this study, the researchers combined dichotic listening with movement. Furthermore, the method of dichotic listening is useful in studying laterality effects. Studies, such as the one by Welsh and Elliott (2001) that use this method, have revealed that males are more lateralized than females. This means that the left hemisphere of males have a more specialized function.MethodVariablesThe independent variables for this experiment were the ear (left or right) as well as gender (male or female). The dependent variable was the percent of correct identification by the participant.ParticipantsThe variable for our experiment was gender. We tested 6 males and 5 females. However, one male subject’s data we dichotic listening method was used since it is “considered to be a well-established and sufficiently valid approach to predict individual lateralization of speech processing” (Hudahl 1995 as cited in Sequeira et al. 2006). Before starting the task, the position of the headphones and the volume settings are set appropriately. Once the task has started, the participants listened to a pair of given syllables using headphones. One syllable was played to the left ear and one to the right. The participants then had to choose which syllables they heard. Participants were in a quiet setting so that they can concentrate on hearing the stimuli and choosing what they heard. The participants went through all the combinations of syllables in order to complete the experiment. The number of sounds correctly identified by the left ear and the right ear were recorded.ResultsThe mean value for percentage of correctness was calculated manually by adding the number of correct identification and dividingnt, since the male participants showed a larger REA then we could assume that they were using only the left hemisphere when processing the sounds they heard while the females were using both hemispheres. In addition, it is interesting to note that the female participants showed a high percentage for correct identification for the left ear, which shows the inclusion of the right hemisphere when processing the speech sounds. Thus, our findings are compatible with what other researchers, such as Allan and Gorski (2002), have been saying about gender differences in dichotic listening.As mentioned previously, we excluded one male participant’s data because he showed a relatively low REA as well as LEA. The result explanation described that his data as inconsistent, which led to a retrial. However, the second trial did not show much difference. We assume the reason we did not obtain a consistent value with this participant was perhaps due to the familiarity factor.Although the male participa and similar are the areas in the brain that males and females use when processing speech sounds.In conclusion, the results of our experiment are in support of the results of previous findings that males have a larger REA when processing English stop consonants in a CV syllable. Therefore, our experiment has revealed that there are gender differences when processing speech sounds using dichotic listening. However, because of limitations such as the size of our data and other variables at play (ie. Proficiency in English), further research is needed in order to obtain results that strongly support these effects brought on by gender differences, particularly the notion that males have a larger REA than females.ReferencesAllen, L.S., & Gorski, R.A. (2002). Sex differences in the human brain. In Encyclopedia of the human brain (Vol. 4, pp. 289-308). Los Angeles, CA: Elsevier Science.Hugdahl, K. (2009). Dichotic listening studies of brain asymmetry. Norway: University of Bergen. 517-522.Kim1

인문/어학| 2011.12.15| 8페이지| 2,500원| 조회(96)

ling 415 experiment

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ASIAN CANADIAN

Most educational research on Asian-American children deals with their exceptional achievements and contributes to their reputation as a “model minority” (Chun, 1995). For example, research suggests that Asian Americans complete more years of schooling and receive higher scores on standardized tests. Moreover, model minority refers to a minority Hyperlink "http://en.wikipedia.org/wiki/Ethnic" ethnic, Hyperlink "http://en.wikipedia.org/wiki/Race_(classification_of_human_beings)" racial, or Hyperlink "http://en.wikipedia.org/wiki/Religion" religious Hyperlink "http://en.wikipedia.org/wiki/Social_group" group whose members achieve a higher degree of Hyperlink "http://en.wikipedia.org/wiki/Social_status" success than the population Hyperlink "http://en.wikipedia.org/wiki/Average" average. “This success is typically measured in Hyperlink "http://en.wikipedia.org/wiki/Income" income, Hyperlink "http://en.wikipedia.org/wiki/Education" education, and related factors such as low Hyperlink "http:ian American children feel obligated to find a career that is more prestigious in social status in order to support the family, to choose to accomplish the wishes of the older generation.Moreover, the first-generation immigrant parents believe that they have sacrificed personally and financially to move to America, so they do not want their children to also suffer financially when they are adults. This leads to generate parental pressure on better grades and school for their children. Unlike Western society, there is still a huge difference in quality-of-life between kids who got C's in school and those who got A's in school. Parents tend to compare their children’s behaviors with those of children in China or their own experiences growing up. In traditional Asian societies, if children do not attend a good college, then they simply cannot get a job that makes a decent living. For example, in China, the straight A student might make 10 or even 100 times as much money as the straight C parents expect their children to be the bosses rather than the subordinates and the only way to achieve such goal is by pushing them to get the best grades, the highest standardized test scores, and to attend the most elite name-brand college. In the society in which they grew up, there was no other way to make it to the top other than by relying on name-brand credentials from top-ranked universities and graduate schools. Based on the class discussion during the week 10, Asian American parents consider those universities stepping stones for children to work as executives at medical practice, law firm, science lab, or corporate division. They perceive liberal arts and humanities could not possibly lead to that goal. In their generation, money is extremely valuable that is an access to success, power and stability (Lecture note of Week 4). Parents believe that people can accomplish such access by becoming certain professions.According to the lecture note of week 3, family as well as pareericans began to draw public attention to “an invisible crisis” that many Asian Pacific children face in today’s schools (AAPIP, 1997). First, research shows that model minority label misleads policy makers to overlook issues concerning Asian students and their needed services. Studies on instructional support for Asian English-as a-Second-Language (ESL) students found that the model minority myth leads many to believe that Asian students will succeed with little support and without special programs and services with which other minorities are provided. Research also shows that the popular image of successful, high achieving “model minorities” often prevents teachers and schools from recognizing the instructional needs and the psychological and emotional concerns of many underachieving Asian students (AAPIP, 1997).Additionally, the stereotype persuades people that many Asian Americans who are poor and poorly educated do not need help in attaining economic success. In fact, Asian AmericDemographics and Issues.Retrieved March 18, 2011, from Asian Nation site: http://www.asian-nation.org/index.shtmlBarrrozo, A. (1987). The status of institutional provisions for Asian ethnic minorities: Lessons from the California experience. Paper presented at the annual meeting of the American Educational Research Association. Washington, DC.Bell, M. P., Harrison, D. A., & McLaughlin, M. E. (1997).Asian American attitudes toward affirmative action in employment: Implications for the model minority myth. Journal of Applied Behavioral Science, 33, 356-377.Bhatti, G. (1999). Asian Children at Home and at School. London, Routledge.Centers for Disease Control and Prevention/National Council for Health Statistics. (1995). Health, United States 1994. Hyattsville, MD: U.S. Public Health Service.Chung, R. C. Y., Bemak, F. (2007). Asian immigrants and refugees. In F. T. L. Leong, A. G. Inman, A. Ebreo, L. H. Yang, L. Kinoshita, & M. Fu (Eds.) Handbook of Asian American Psychology (2nd edition)(GE

인문/어학| 2011.12.15| 14페이지| 3,000원| 조회(153)

ASIAN CANADIAN

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ling 415 article presentation

don’t use any brain imaging techniquesneed to take into account other acoustic cues (ie. the speaker and speaking rate) that may affect participant ability to identify and process stop consonantsAccording to the results, the RH is more involved in processing voicing. Do you think that processing voicing is a specialized function only for the RH or is it a shared/integrated function between the two hemispheres?Discussion QuestionsOur Answer…According to the article, it is a shared functionA shared function is cue-dependentRH dependent on long acoustic event (ie. Voice bar) as a cue to process voicingLH dependent on short events Discussion QuestionsSince French stops were used, what would happen if English stops were used instead?Would the results be the same (ie. involvement of RH in processing voiced stops)?

인문/어학| 2011.12.15| 13페이지| 1,500원| 조회(67)

Method of Experiment

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