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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols'
Author: AnnSutton
Institution: 'University of Ottawa'
Author: NatachaTrudeau
Institution: 'Université de Montréal'
Author: JillP.Morford
Email: click here to access email
Homepage: 'http://www.unm.edu/~linguist/faculty_pages/morford.html'
Institution: 'University of New Mexico'
Author: MonicaRios
Institution: 'Université de Montréal'
Author: Marie-AndreePoirier
Institution: 'Université de Montréal'
Linguistic Field: 'Language Acquisition'
Abstract: Children who require augmentative and alternative communication (AAC) systems while they are in the process of acquiring language face unique challenges because they use graphic symbols for communication. In contrast to the situation of typically developing children, they use different modalities for comprehension (auditory) and expression (visual). This study explored the ability of three- and four-year-old children without disabilities to perform tasks involving sequences of graphic symbols. Thirty participants were asked to transpose spoken simple sentences into graphic symbols by selecting individual symbols corresponding to the spoken words, and to interpret graphic symbol utterances by selecting one of four photographs corresponding to a sequence of three graphic symbols. The results showed that these were not simple tasks for the participants, and few of them performed in the expected manner – only one in transposition, and only one-third of participants in interpretation. Individual response strategies in some cases lead to contrasting response patterns. Children at this age level have not yet developed the skills required to deal with graphic symbols even though they have mastered the corresponding spoken language structures.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 37, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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