Featured Linguist!

Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


Academic Paper


Title: Spoken sentence comprehension in children with dyslexia and language impairment: The roles of syntax and working memory
Author: Erin K Robertson
Institution: Université du Québec à Montréal
Author: Marc F Joanisse
Institution: University of Western Ontario
Linguistic Field: Cognitive Science; Language Acquisition; Phonology; Syntax
Abstract: We examined spoken sentence comprehension in school-age children with developmental dyslexia or language impairment (LI), compared to age-matched and younger controls. Sentence–picture matching tasks were employed under three different working memory (WM) loads, two levels of syntactic difficulty, and two sentence lengths. Phonological short-term memory (STM) skills and their relation to sentence comprehension performance were also examined. When WM load was minimized, the LI group performed more poorly on the sentence comprehension task compared to the age-matched control group and the dyslexic group. Across groups, sentence comprehension performance generally decreased as the WM load increased, but this effect was somewhat more pronounced in the dyslexic group compared to the age-matched group. Moreover, both the LI and dyslexic groups showed poor phonological STM compared to the age-matched control group, and a significant correlation was observed between phonological STM and sentence comprehension performance under demanding WM loads. The results indicate subtle sentence processing difficulties in dyslexia that might be explained as resulting from these children's phonological STM limitations.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 31, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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