Categories and Teaching

December 24, 2008 at 5:39 pm | Posted in Language Teaching | Leave a comment
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Information that can be organized in some manner is most easily retrieved (Nippold, 1998).  The organization of words into categories provides effective neural “hooks” for retrieval and an effective “filing cabinet” for storage.  Many words fall neatly into categories that help this storage and retrieval, while many other words require more linguistic manipulation to find category relatives.  The philosopher Immanuel Kant’s claim that categories are essential in understanding the world has both influenced and withstood generations of philosophical debate.  The notion that things exist independently of human categories which are then imposed upon those things in order to better understand them has deeply influenced metaphysics, language, psychology, and education.

Examples are the opposite of categories.  For example, spring and summer are examples of the category of seasons.  The term “superordinate” is frequently used in linguistic circles to refer to categories.  “Subordinates” is used to refer to category members.  For example, trumpets and flutes are subordinate members of the superordinate class of instruments.

The use of categories is especially relevant to memory  (McCormick and Schiefelbusch, 1990).  Short term memory relies on techniques such as chunking, while association is key to long term memory.  Chunking and association both use categories.  The use of categories also aids us in describing related words, allowing us to more effectively communicate our knowledge of these words.  One of the most widely seen features of semantic language impairment is the deficient use and understanding of categories.

As with any word, or word group, some categories tend to be learned before others.  Below is an abbreviated list that I’ve used in my language teaching.

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The Best Online Guide to Grammar

December 22, 2008 at 3:10 pm | Posted in Around the Web | Leave a comment
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This may be the best guide to grammar, online or not.  The site is sponsored by the Capital Community College Foundation, a non-profit organization from Hartford Connecticut.  Well organized drop down menus, the quick index, and the guide’s search engine all allow a user to quickly find information on just about anything grammar related.  If I gave out awards for top internet language related reference sites this definitely win the top award.  Here’s the link:  Guide to Grammar and Writing

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Second place would go to Purdue’s Online Writing Lab (OWL). purdue-online-writing-lab

On the Use of Foils

December 17, 2008 at 1:32 pm | Posted in Language Teaching, Therapy Information | 2 Comments
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In teaching and assessment a foil is simply an incorrect alternative.  Any time a choice is given the foil itself can make or break a response’s accuracy.  As an example, consider this picture:

foil-example-picture

What is this?

Now, here are four questions designed to determine your knowledge of the picture’s subject.

    1)  What is this?

    2)  Is this uranium, pyroxite, or feldspar?

    3)  Is this plagioclastic-orthonograph feldspar or uranium? 

    4)  Is this a type of fruit or uranium?

Much can be ascertained about one’s uranium knowledge depending upon which questions can or can’t be answered.  We can learn that somebody that can answer the question without foils (labeling, in this case) knows his rocks.  Conversely, when using bad foils nothing may be discovered at all.  Most second graders could answer the fourth question correctly which, of course, tells more about the child’s knowledge of fruit than uranium.  The third question’s foil is almost as bad.  If someone answers “uranium,” how do you know it’s not simply because the foil was so hard to pronounce?  While these examples may be extreme, they illustrate the significance that seemingly simple framing and foils can have on good assessment.

Continue Reading On the Use of Foils…

Around the Web – Timothy Mason and Language Acquisition

December 14, 2008 at 4:37 pm | Posted in Around the Web | Leave a comment
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Timothy Mason, a faculty member at Université de Paris 8, has written prolifically, and much of this writing is generously available on his web site.  A part that I particularly enjoy is some extensive information on language acquisition that comes from some previous lectures.

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His  Could Chomsky be Wrong?  is an interesting mix of multiple links, synopses of others writings, and Mason’s well thought out arguments.  For anyone wanting this often ignored side of the story this is a great place to go.  I particularly enjoyed Geoffrey Sampson’s linked There is no Language Instinct, which can be found on his site.

Research Rehash – Jerome Kagan and Temperament

December 10, 2008 at 12:34 pm | Posted in Research Rehash | Leave a comment

Whether Jerome Kagan has been pulled or thrown himself full bore into the nature-nurture debate, there is no doubt that his work on babies, children, and the development of temperament has greatly influenced both sides ofuntitled-1-kagan-pic the discussion.  What is in doubt is which side Kagan is on.  His views have both been lauded (a 2002 study published in the Review of General Psychology named Kagan as the 22nd most influential psychologist of the 20th century), and criticized for “blowing in the wind.”   His early work downplayed the significance of early mother-child interaction in lieu of later life experience, which had before Kagan and his contemporaries, been overestimated.  Thus, his initial stance seemed anti-nature.  Later work on the incorrigibility of inborn traits seemed to many to endorse the genetic/nature side.  Specificially, longitudinal studies done by Kagan and colleagues at Harvard have found that of of all infants 20% demonstrate “high reactive” personalities, and of this 20%, roughly two-thirds develop into shy adolescent children.  Lately Kagan has scathingly criticized Judith Rich Harris’s popular dismissal of parental influence on child rearing. 

One main reason for the signficance of Kagan’s work is that it has painted some colorful strokes to the canvass that is reality.  While everyone seems to want Kagan on their side, Kagan has long seemed more interested in discovering the truth.  Perhaps Kagan’s most important contribution is his notion that we seem to inherit a bias toward varied personality dispositions.  Like the personalities of dogs, these biases predispose us toward different temperaments – some dogs are naturally friendly, others are naturally aggressive, and many fall at different points along a continuum between friendliness and aggression.  Especially significant to Kagan’s notion here is that these biases can be overcome.  Under certain environmental influences shy creatures can be “made” more aggressive, while conversely, aggression can be molded into affability.  Our inborn temperaments may make this molding more difficult, but not necessarily impossible.

The implications of this often overlooked point abound.  Research has already strongly suggested that stuttering is the result of a combination of an inclination (or bias) toward stuttering combined with the right environmental factors.  This inclination tugs, but does not guarantee.  Other disorders – such as autism – share many etiological similarities.  Kagan’s descriptions of high-reactive infants may, after further research, prove particularly enlightening to an accepted description of autism’s complex causes.

A good in-depth (albeit somewhat critical) article was published in the Boston Globe in 2004, and can be accessed here.  Much of my information came from a great All in the Mind podcast, which unfortunately is no longer available – although the transcript is here.  An excellent post about Kagan’s recent critique of high rates of psychological diagnosis comes from the Smooth Pebbles blog.

Around the Web – Top Ten New Scientist Brain Articles

December 8, 2008 at 12:28 pm | Posted in Around the Web | Leave a comment
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brain new scientist relatedNew Scientist Magazine’s web site is now offering all 2008 online articles free – this includes its top ten in-depth articles on the brain.  These include several that are especially pertinant to language and learning, such as…

Does brain training really work?

The brain may be nothing but a (extremely complex) probability estimating machine.

A healthy memory depends on essential and effective forgetting.

What makes genius? – IQ?  Focus?  Language?  Brain symmetry?  This article explores these and other possible contributors to our notions of genius.

Commentary – Underestimating Pragmatics

December 6, 2008 at 3:42 pm | Posted in Commentary | 1 Comment
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Is Pragmatic Language Teaching Too Often Ignored?

On some occasion a while back I came across a pragmatic language situation that I thought could be taught in therapy.  Since that occasion the regularity with which new social language situations that would be ripe for therapy has surprised me.  They just keep popping up.  The frequency of these situations varies.  What do you say to a friend who has just lost a loved one?  There are two similar questions on the Pragmatic Judgment subtest of the Comprehensive Assessment of Spoken Language (CASL), though hopefully this situation occurs less frequently in the lives of most people reading this.  I for one have not been good at these kind of situtations, but I’ve tried to identify my inadequacies, observed what others with these skills have said in these situations, and I think, I have improved.

For children who may learn these aptitudes eventually, early learning is both possible and preventative of potential conflict.  What do you say when someone is in your way?  I have not yet seen this question on a test, but people are in my way all the time, just as I find myself often in the way of others.  Nonetheless, it’s astonishing how many children I’ve worked with that don’t know the power of a simple “excuse me,” accompanied with a smile.  Even more astonishing is that despite how easy it is to teach this, how often it goes untaught.  It seems the usual assumption is that it will eventually be learned without direct teaching, implying that we rely on observation and/or learning by trial and error to teach this and many other pragmatic skills.  And because this kind of incidental teaching works for some, pragmatic skills are rarely the targets of teachers and language interventionists.

Consider these other situations:  What do you say when someone shows you pictures of his normal looking children?  What do you say when you still can’t hear a question after its already been repeated?  Or how about when you’re asked how another person looks?  Or how about when someone accidentally insults you?  What should you say, and how should you say it, if you have an honest disagreent with another’s opinion?  Or, …well, believe me, this list can go on and on.  If you have children, it’s possible that you understand how each one of these situations must be individually taught, and also how once taught, it’s probably no longer necessary to work on each individual situation again.  Conversely, consider how frequently kids with impaired language have simply not been taught these things.  And we all know people that are exceptional at knowing what to say at the right time, just as we know others who aren’t.  Was this knowledge surgically infused, or inherited?  Or did they have better role models than most?

Perhaps for starters, we need a list.  An abbreviated one can be found by clicking below.

Continue Reading Commentary – Underestimating Pragmatics…

Recent Research – Expository vs. Conversational Discourse

December 3, 2008 at 12:15 pm | Posted in Recent Research | Leave a comment
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Marilyn Nippold and J. Bruce Tomblin are the headliners in this group of researchers finding that adolescents produce higher syntactic complexity in expository contexts when compared to conversational contexts.cover  Expository discourse is described by the authors as what “is often required in educational, social, and vocational contexts, as when a high school student is asked to interpret the outcome of an historical event, describe methods to control global warming, or teach others how to perform a chemistry experiment, operate a new cell phone, or prepare a multicourse gourmet dinner. The complexity of these topics suggests that successful explanations require sophisticated language skills and specialized background knowledge.”

Two points justified this study’s conclusion:  1)  There was very little difference between compared SLI (specific language impairment) adolescent groups and adolescent group members with typically developing language when using conversation.  2)  There was a difference between these two groups when comparing measures of expository discourse.

The conclusion:  In adolescents it appears that expository discourse may yield better diagnostic accuracy than more informal conversation when determing the presence of language disorder.  The study was in the November edition of the AJSLP.

A Few Facts About… Negation

December 1, 2008 at 12:01 pm | Posted in A Few Facts About..., Uncategorized | 2 Comments
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One of the most common causes of difficulties in comprehension and following directions is specific difficulty with understanding varied syntactic negative forms.  Anything that can be said can, if necessary, be negated.  When this occurs, it adds a layer of complexity and difficulty.  Some facts:

  • There are basic negatives (e.g. no, not, never), negatives that affect varied tense (e.g. do not, did not, didn’t, don’t, won’t, etc.), and negatives in questions (e.g. “Won’t you..” “Can’t you..”, “Wouldn’t you…”).
  • Advanced negation requires increasing demands upon working memory, both with comprehension and production. Negative prefixes, such as un-, dis-, and non- may be difficult for advanced language learners.
  • The specific negative word a child uses may reflect the specific manner in which a parent uses negation to control behavior. Some parents use no frequently, while others employ don’t (Owens, 1996).  Parenting advice often encourages use of positive discipline (e.g., “Walk”, instead of “Don’t run.”) which may affect children’s comprehension of negation. Children who hear both positive and negative versions of the same request may be predisposed to earlier learning of the concepts of negation and opposition.
  • Children often simplify sentences with negation by eliminating subjects, and putting the simple negative form prior to the verb (L. Bloom, 1970).  Thus, an intended sentence such as “Mommy no go bye-bye.” may initially be produced as “No go bye-bye.”

Language Deficits of Mental Retardation and TBI

November 30, 2008 at 4:49 pm | Posted in Language Disability | 1 Comment
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Mental Retardation

- distractibility and a short attention span
- semantic difficulties, with small, more concrete vocabularies
- comprehension superior to expression
- poor morphology
- telegraphic speech
- passive interaction, or physically aggressive interaction
- delays across multiple domains

Traumatic Brain Injury (TBI)

- comprehension problems, especially of sentences
- word-retrieval problems leading to reduced fluency
- syntactic problems, including limited MLU, fewer utterances, and difficulty expressing and understanding long, complex sentences
- reading and writing problems; poor academic performance
- pragmatic problems such as difficulty with turn taking and topic maintenance (often related to poor inhibition and lack of self-monitoring)
- difficulty with attention and focus
- memory problems
- inability to recognize one’s own difficulties
- reduced speed of information processing
- difficulties with reasoning and organization

(from An Advanced Review of Speech-Language Pathology, Celeste Roseberry-McKibben and M.N. Hedge; ProEd; 2000.)

New Study Explores Why Re-Learning is Easier

November 27, 2008 at 10:50 pm | Posted in Recent Research | Leave a comment
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Why do we never forget how to ride a bike?

Researchers from the Max Planck Institute in Germany have demonstrated that when we forget something, contacts between nerve cells may disappear, while many of their appendages remain.

Max Planck Institute of Neurobiology

Credit: Max Planck Institute of Neurobiology

The study closely studied nerve cells when information was blocked and then reopened.  Study researchers were most surprised to find that immediately after being blocked, nerve cells produced more dendrites and synapses, before the connections themselves were then lost.  However, the appendages leading to the lost points of connection remained, as if nerve cells anticipated the possibility of needing them again someday.  When the scientists reopened the information flow, connections re-developed more efficiently.   The original press release is here.  I have to admit that I’m behind multiple other reports of this study, such as this blog, and the story at ScienceDaily.

Return From Chicago

November 25, 2008 at 12:07 pm | Posted in Recent Research | Leave a comment
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untitled-1-copyI’m finally back from this year’s ASHA convention for Speech and Language Pathologists.  Some nuggets of language learning interest included these:

Marc Fey and Ronald Gillam presented on phases of clinical research in language intervention.  These phases were pre-trial (can a treatment possibly work?), feasibility (maybe), early efficacy (possibly), later efficacy (probably), and effectiveness (yes, but how much?).  The gist was that good research goes in this order.  Not going in this order can be dangerous.  Don’t do effectiveness studies before efficacy studies.

Kerry Ebert and Kathryn Kohnert dicussed the often underated importance of the clinician in treatment untitled-2-copyeffectiveness.  Studies in psychotherapy have found that clinicians can be more important than even medication in determining treatment outcome, but SLP studies rarely consider the therapist.

Tammie Spaulding reported on her work that pretty much all language tests lack both sensitivity and specificity.  Sensitivity is when a test accurately identifies a kid that’s language disabled.  Specificity is when a test accurately shows a kid as not being language disabled.

Teresa Ukrainetz and et. al. asked “How Much is Enough?” while discussing how much therapy clinicians should be giving.  There was a lot of info in this one, such as intervention gains seem better in the first four months than the second, Head Start is effective, teaching vocabulary using context and definitions works better than only context or definitions, and the optimal range for most effective treatment dosage may be between 4 and 12 weeks.

Middendord and Buringrud discussed the SLP role in selective mutism.  While counseling should typically be a large component, the presentation described a possible progression of therapy that can go from gestures to whispering to vocalizing nonsense words to vocalizing with soft voice and finally vocalization with full voice.

A group of presenters from the New England Center for Children described their program of incidental teaching in autism.  They teach strategies to people that work with autistic individuals.  In this program, incidental teaching is contrasted with discrete trial teaching, or ABA-type therapy, although both teaching types can be used depending on a student’s needs.  Because many autistic (and other children with early developing communication) lack the desire to communicate, incidental teaching can be extremely effective, especially considering that a strict adherence to ABA therapy may actually suppress this desire.  In other words, one size does not fit all.

Around the Web – Harvard Magazine

November 18, 2008 at 3:06 am | Posted in Around the Web | Leave a comment
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Marc Hauser asks “What Makes the Human Mind?”what-makes-mind-untitled-1

According to the well regarded Harvard evolutionary biologist, we’re talking symbolism, creativity, recursiveness*, and language.  In this article from the latest Harvard Magazine, Hauser does a good job in describing how language is qualitatively different in humans than in animals.  Noteworthy is his point that animals possess “laser-beam” intelligence in specific areas; including chimps and tools, rhesus monkeys and their ability to distinguish singulars versus plurals, and songbirds’ ability to create different combinations of songs for specific things such as marking territory.  Many things that we can do animals can do too.  The difference is that while they possess laser specific abilities, we possess a “floodlight” of human intelligence that can use single systems of thought in multiple ways, and apply information cross contextually.  To begin the quest for our great feat’s origin, read the article.

* language recursion = the ability to extend language, potentially infinitely, by such means as embedding sentences within other sentences.  Click here for more on recursion.

Research Rehash – Albert Bandura

November 16, 2008 at 3:13 pm | Posted in Learning Links, Research Rehash | 1 Comment
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Bandura, Bobo Dolls, and Social Learning 

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And the winner is...?

A once habitually traditional behaviorist, Bandura came up with his own spin on things by introducing children to bobo dolls – inflatable pear shaped balloons, weighted at the bottom to induce them to bounce back when hit.  Specifically, the children were introduced to the dolls after first watching adults hit, scream at, and kick them.  The children surprised no one by then punishing the dolls exactly as the adults had, though they’d been given no instructions to do so.  The fact that the children changed their behavior without rewards suggested the major implication of this study:  observation alone can change behavior, and significantly affect learning.  In many cases observation is the most effective mode of learning, with one obvious example being the enormous impact of peer influence.  Many recent theorists believe we are evolutionarily primed to learn through observation. 

Bandura developed social learning theory in response to this and similar work.  Social learning theory emphasizes that  1) people can learn by observing;  2) specific learning may or may not be associated with an accompanying behavioral change;  3) cognition plays a critical role in learning.  Observation is better at teaching some things, such as morality and aggression, and not as good at teaching other things, such as calculus and physics.  With whatever is being taught, modeling can be one of the most effective components.  Here’s some good info on social learning theory, and here’s a good link on Bandura.

So what does this mean for language learning?  For one thing it provides a good counter argument to the assertion that children do not learn language through imitation.  They do, though because the imitation is often delayed after the observation, it’s hard to detect, and harder still to measure.  One example is when a child uses an adult’s (or a peer’s) cuss word.  When another adult says, “I wonder where he got that?”  the question is usually rhetorical.  The answer is obvious… he got it through observation and functional imitation.

Language Deficits of ADHD and Hearing Impairment

November 14, 2008 at 11:53 am | Posted in Language Disability | 1 Comment
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Attention Deficit Hyperactivity Disorder

- often blurting out answers to questions before the questions have been completed
- difficulty following through on instructions; often do not seem to be listening
- talking excessively
- interrupting or intruding on others and poor turn-taking skills
- frequent false starts because they change their minds while structuring a response
- excessive number of fillers and pauses because verbal expression occurs with minimal preplanning
- difficulty describing things in an organized, coherent manner – general difficulty with expressive language organization
- do not tell stories or use narrative skills effectively
- difficulty with social entry into conversations
- use inappropriate register; for example, use the same interactive style with adults and peers
- do not perceive or act appropriately upon interlocutors’ nonverbal cues
- do not use comprehension monitoring strategies

Hearing Impairment

- use of a limited variety of sentence types
- use of sentences of reduced length and complexity
- difficulty comprehending and producing compound, complex, and embedded sentences
- occasional irrelevance of speech, including non sequiturs
- limited oral communication, including lack of elaborated speech and reluctance to speak
- difficulty understanding proverbs, metaphors, and other abstract utterances
- slower acquisition of gramamtic morphemes
- omission or inconsistent use of many morphemes including past tense and plural inflections, third-person singular -s, indefinite pronouns, present progressive -ing, articles, prepositions, and conjunctions
- poor reading comprehension
- writing that reflects oral language problems (e.g., deviant syntax, limited variety of sentence types, omission of grammatic morphemes)

(from An Advanced Review of Speech-Language Pathology, Celeste Roseberry-McKibben and M.N. Hedge; ProEd; 2000.)

Recent Research

November 12, 2008 at 11:15 pm | Posted in Language Disability, Recent Research | Leave a comment
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Pregnancy diabetes doubles the risk of language impairment in study

This research, gleaned from this link from COMD news was led by Professor Ginette Dionne of Canada’s Universite Laval.  Details have been published in the journal Pediatrics.  Their results showed that children born to mothers with gestational diabetes achieved lower scores on tests of grammar and vocabulary than individuals in control groups.  This difference is not inevitable, however, as children from more educated mothers are much less affected.  Risk factors of gestational diabetes include the mother’s age and weight.

Language Deficits of Specific Disabilities – Apraxia and Autism

November 11, 2008 at 12:03 pm | Posted in Language Disability | Leave a comment
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Apraxia

- an independent problem of auditory processing deficits
- general awareness of speech problems
- problems in volitional or spontaneous sequencing of movements required for speech with relatively unaffected automatic speech
- compensatory strategy of reduced rate in some but not all patients
- significant articulatory problems, diagnostic of AOS, such as frequent sound substitutions
- more pronounced difficulty with consonants than vowels; more severe problems with affricates and fricatives and consonant clusters; more frequent errors on infrequently occurring sounds
- anticipatory substitutions, e.g. lelo for yellow
- metathic errors (e.g. tefalone for telephone)
- increased frequency of errors on longer words
- trial and error groping and struggling, associated with speech attempts
- greater difficulty on word-initial sounds in some cases
- easier automatic productions than volitional/purposive productions
- attempts at self-correction, not always successful
- errors in prosody, such as slow speech rate, silent pauses between words, and impaired intonation

Autism

- lack of interest in human voices and a better response to environmental noises; a fascination with mechanical noises
- slow acquisition of speech sound production and language in general
- disinterest in interaction with others
- use of language in a meaningless, stereotypic manner including echolalia
- perseveration on certain words or phrases
- faster learning of concrete than abstract words, including more ready learning of words that refer to objects as opposed to emotions
- lack of generalization of word meanings
- lack of understanding of the relationships between words
- pronoun reversal (use of you for I and I for you; referring to self as she, him, or her)
- use of short, simple sentences; occasional use of incorrect word order
- omission of grammatic features such as plural inflections, conjunctions
- pragmatic problems such as lack of eye contact and lack of topic maintenance; reduced initiation or lack of assertiveness

(from An Advanced Review of Speech-Language Pathology, Celeste 
Roseberry-McKibben and M.N. Hedge; ProEd; 2000.)

Around the Web

November 8, 2008 at 5:16 pm | Posted in Uncategorized | Leave a comment

Clue Found for Genetic Contributor to Language Impairment

man-mic-and-gene-untitled-1-copyEd at Not Exactly Rocket Science has given a good description of a new study revealing a link existing between SLI (Specific Language Impairment), Autism and a gene called CNTNAP2.  The short version of the story is this:  higher prevalence of a certain type of CNTNAP2 = higher prevalence of SLI and autism.  Of course, as with any new research, cautions abound regarding the true nature of the cause and effect relationship as well as the need for more research.  Additionally interesting is that CNTNAP2 seems to be controlled by the notorious FOXP2 gene (A.K.A. language gene).  Although FOXP2 was originally hyped as a language gene several years ago because of its high correlation to language deficits, subsequent research has shown that it is present in other species and may be more of a “learning gene,” or “sequencing complex movements” gene.  As far as CNTNAP2 is concerned, despite it’s implication in language disorders, the presence of this connection seems to be much rarer than the disorders themselves.  This fits in well with my prediction that when the research dust settles, we will find that disorders like SLI and autism (much like stuttering has been found to be) involve complex interactions between genetic, behavioral, psychological, and environmental factors.  And, the amount of each of these contrasting, overlapping ingredients will be found to be highly variable from individual to individual.  In my own professional experience as a person who assesses child language, the contribution of persisting phonological production deficits in SLI has been seriously overlooked.

Not only has this study captured the attention of Not Exactly Rocket Science in this post, other bloggers have noticed as well, including AutismVox, and Anthropology.Net.

Some Pragmatic Buzzwords

November 5, 2008 at 2:50 pm | Posted in Language Feature | Leave a comment
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  • Speech Act – Any actual event of speaking, according to John Austin.  His influential speech acts theory contains other important buzzwords, listed below.
  • Locutionary Act/ Illocutionary Act – Each speech act has both of these.  Locution is the act of saying something, while illocution is the act of doing something with speech.  John Searle categorized illocutions into specific types, such as declarations, questions, directives, representatives, expressives, and commissives.
  • Felicity Conditions – Another of Austin’s buzzwords, used to describe the significance of context for the success of any speech act.  A speaker must meet these conditions, which include preparatory and sincerity conditions, in order to successfully speak. 
  • Performative – Again, Austin’s term for a verb that actually performs the illocutionary act that it names.  In “I promise to bring the drinks,” the word promise is serving as a performative verb.  In “I will bring the drinks,” there is no performative verb used.
  • Indirect Speech Act – When the syntactic form of an utterance does not match the illocutionary force.  These can be difficult for language learners, though their use can lead to powerful implications.  An example is, “I wouldn’t mind some help.”
  • Conversational Maxims – Now we’re on to a different linguistic philosopher – Paul Grice.  There are four maxims that when not met lead to a violation of the cooperative principle.
    • Maxim of Quantity - This suggests that an utterance should have just the right amount of information; not too much or too little. 
    • Maxim of Quality – An utterance should be truthful and based on sufficient evidence.
    • Maxim of Relation – Don’t change the subject.
    • Maxim of Manner – If you don’t say something how you’re expected to, then there must be a reason why.  If I ask you, “Who won the game?” And you yell the answer at me, then your yelling is communicating something beyond the words you use.
  • Cooperative Principle – People that are speaking are trying to communicate.  When one of the maxims is violated, this implies communication beyond the words that are used.  People that intentionally flout a maxim are trying to cooperate by using these violations to communicate.  This is different from when a person intentionally flouts a maxim in order to deceive, or when a person accidentally flouts a maxim, because of being out of touch with a listener’s needs.

Recent Research

November 3, 2008 at 11:48 am | Posted in Learning Links, Recent Research | Leave a comment
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The image on the left displays brain activity while reading a book; the image on the right displays activity while engaging in an Internet search. (Credit: Image courtesy of University of California - Los Angeles)

Do Your Brain a Favor – Surf the Web!

UCLA scientists have found that when compared to reading, searching the internet increases brain function in middle aged and older adults.  The study, described here, demonstrates our continued ability to learn as we grow older, according to the UCLA scientists.

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