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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: 'Non-adjacent dependency learning in infants at familial risk of dyslexia'
Author: AnnemarieKerkhoff
Email: click here to access email
Homepage: 'http://www.let.uu.nl/~Annemarie.Kerkhoff/personal/'
Institution: 'Utrecht Institute of Linguistics OTS'
Author: Elisede Bree
Institution: 'Universiteit Utrecht'
Author: Maartjede Klerk
Institution: 'Universiteit Utrecht'
Author: FrankWijnen
Email: click here to access email
Institution: 'Universiteit Utrecht'
Linguistic Field: 'Language Acquisition'
Abstract: This study tests the hypothesis that developmental dyslexia is (partly) caused by a deficit in implicit sequential learning, by investigating whether infants at familial risk of dyslexia can track non-adjacent dependencies in an artificial language. An implicit learning deficit would hinder detection of such dependencies, which mark grammatical relations (e.g. between ‘is’ and ‘-ing’ in ‘she is happily singing’). In a head-turn experiment with infants aged 1;6, family risk and typically developing infants were exposed to one of two novel languages containing dependencies of the type a-X-c, b-X-d or a-X-d, b-X-c, with fixed first and third elements and twenty-four different X elements. During test, typically developing children listened longer to ungrammatical strings (i.e. that did not correspond to their training language). However, family-risk children did not discriminate between grammatical and ungrammatical strings, indicating deficient implicit learning. The implications of these findings in relation to dyslexia and other language-based disorders are discussed.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 40, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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