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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?

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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

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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: Narrative competence and underlying mechanisms in children with pragmatic language impairment
Author: Mieke Pauline Ketelaars
Institution: Radboud Universiteit Nijmegen
Author: Kino Jansonius
Institution: Sint Marie Eindhoven
Author: Juliane Cuperus
Institution: Sint Marie Eindhoven
Author: Ludo Verhoeven
Institution: Radboud Universiteit Nijmegen
Linguistic Field: Psycholinguistics
Abstract: This study investigated narrative competence in children with pragmatic language impairment (PLI) and the extent to which it is related to impairments in theory of mind and executive functioning (EF). Narrative competence was assessed using a retelling design in a group of 77 children with PLI and a control group of 77 typically developing children, aged 5. The children with PLI showed an overall poorer narrative competence as apparent in measures of narrative productivity, organization of content, and cohesion. Some of these differences could be attributed to language impairments. The remaining differences could be partly interpreted as pragmatic deficits. In typically developing children, narrative productivity skills were related to both theory of mind and EF, but only theory of mind explained unique variance once language ability was added to the model. In the PLI group, however, narrative productivity skills were solely related to EF, over and above language abilities. Organization of story content and cohesion were not related to any of the cognitive measures for either group. The results indicate that children with PLI show narrative deficits and that these deficits are related to EF.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 33, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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