Jean Berko Gleason Curriculum Vitae
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On the Role of Inflectional Morphology in Agrammatism
Chapter 3 On the Role of Inflectional Morphology in Agrammatism Ria de Bleser & Josef Bayer 1. Introduction There is an ongoing debate in gencrative linguistics as to the place 0 f mor phology, and in particular of inflection, in a model of grammar. We have argued in de Bleser and Bayer (1986) that lexical rnorphology is an appropriate framework to explain data from certain aphasic patients who show dissocia tiOIlS between a retained Illorphophonological lexicon and a disrupted syn tactic and semantic system. Our purpose here is to show how lexical morphology can also explain data from argrammatic aphasics in an elegant and consistent way. The performance of three German-speaking agrammatics in various experimental tasks demonstrates a surprisingly good command over inflected forms in addition to other aspects of morphology in the face of a relatively impoverished syntax. The elicited data are incompatible with those accounts of agrammatism which assume a total abolition 0 f morphosyntax or a deficit in accessing bound morphemes. The data also contradict explana tions which take agrammatism to be a processing disorder, ",bile syntactic representations are largely preserved. Retention of a rich lexicon by agram matics may account for both their morphosyntactic abilities and their deficit(s) in syntax proper. 2. Two Ways of Locating Morphology in Generative Grammar For the purpose of this c~apfer, we make a simplified distinction between two classes of generative theories, (a) the split morphology theories (SMT) and (b) the lexical morphology theories (LMT). With SMT, we refer to models 45 ·1 \\ hr,lr !,'cdlc Ililkltionalnlorphology outside of the lexicon and in a compo UvlT as a theoretical account. -
THE DEVELOPMENT of LANGUAGE, 6/E
THE DEVELOPMENT OF LANGUAGE, 6/e © 2005 Jean Berko Gleason, Boston University 0-205-39414-0 Visit www.ablongman.com/replocator to contact your local Allyn & Bacon/Longman representative. The colors in this document are not an accurate representation of the final textbook colors. sample chapter The pages of this Sample Chapter may have slight variations in final published form. Allyn & Bacon 75 Arlington St., Suite 300 Boston, MA 02116 www.ablongman.com CHAPTER10 Language and Literacy in the School Years Richard Ely Boston University n the first few years of life, children master the rudiments of their native language. This remarkable achievement appears to require little conscious effort, and it oc- Icurs in a wide variety of contexts (Gallaway & Richards, 1994). By their third birthday, children have acquired a large and varied lexicon. They string together mul- tiword utterances, participate appropriately in conversations, and make simple jokes. They even begin to talk about objects and events that are not present in their imme- diate context (Snow, Tabors, & Dickinson, 2001). By the time children enter kindergarten, usually around age five, they have ac- quired a relatively sophisticated command of language, an accomplishment that has sometimes led researchers to believe that language development is essentially complete. However, major tasks still await the child, and developments that are as dramatic as those of the early years are yet to come (Nippold, 2000). This chapter will describe changes that occur during the school years. We will pay particular attention to two trends that are qualitatively different from earlier developments: The first is children’s growing ability to produce connected multiutterance language as seen, for example, in their personal narratives. -
At a Meeting of the Faculty of Arts and Sciences on March 2, 2010, the Following Minute Was Placed Upon the Records
At a meeting of the FACULTY OF ARTS AND SCIENCES on March 2, 2010, the following tribute to the life and service of the late Andrew Mattei Gleason was spread upon the permanent records of the Faculty. ANDREW MATTEI GLEASON BORN: November 4, 1921 DIED: October 17, 2008 “Have you ever thought of this?” is how Andrew Gleason often preceded the formulation of some idea, or some question, to his mathematical colleagues and students. Usually we had not (thought of the idea) and even if we had, we would not have expressed it in as clarifying, or as enticing, a manner as he did. The “this” could range quite broadly: ideas related to transformation groups and his famous solution to Hilbert’s Fifth Problem, to measure theory, projective geometry, Hilbert Spaces, or to combinatorics, to graph theory, to coding theory, or—and this was also one of Gleason’s many great loves—to the teaching and perfection of mathematical skills at any level (how to treat measuring when teaching first- graders; reforming the teaching of Calculus; and savoring the latest Putnam Competition exam questions). Quite a span. Andrew Gleason’s own early education had a significant geographical span. He graduated from high school in Yonkers, New York, having also taken courses in Berkeley, California. His undergraduate years at Yale were spent largely taking graduate level courses. When Andy graduated in 1942, he joined the U.S. Navy as a member of a group of 8–10 mathematicians working to crack enemy codes.* In 1946 Gleason came to Harvard, having been elected as a Junior Fellow of the Society of Fellows. -
AGRAMMATISM in APHASICS and NORMALS Language Deficits
Agrammatism in Aphasics and Normals 1 Running head: AGRAMMATISM IN APHASICS AND NORMALS Language Deficits, Localization, and Grammar: Evidence for a Distributive Model of Language Breakdown in Aphasics and Normals Frederic Dick and Elizabeth Bates Jennifer Aydelott Utman Center for Research in Language and Department of Center for Research in Language, University of Cognitive Science, California, San Diego, and University of California, San Diego Department of Experimental Psychology, Oxford University Beverly Wulfeck Nina Dronkers Center for Research in Language and VA Northern California Health Care System Department of Language and Communicative Disorders, San Diego State University Morton Ann Gernsbacher Department of Psychology and The Waisman Center, University of Wisconsin-Madison This is a pre-print of an article in press in Psychological Review Corresponding Author: Frederic Dick Center for Research in Language Department of Cognitive Science UCSD 9500 Gilman Drive, Mail Code 0526 La Jolla, CA 92037-0526 [email protected] Agrammatism in Aphasics and Normals 2 Abstract discoveries launched a century of debate (still unresolved) revolving around the nature of these and Selective deficits in aphasics' grammatical other contrasting forms of aphasia, and their neural production and comprehension are often cited as correlates. Although any dichotomy is an evidence that syntactic processing is modular and oversimplification when it is applied to questions of localizable in discrete areas of the brain (e.g., this magnitude, the poles of this debate have been Grodzinsky, 2000). In this paper, we review a large defined (and can still be defined) in terms of the body of experimental evidence suggesting that theorist’s stand on three related issues: localization, morphosyntactic deficits can be observed in a number transparency of mapping, and domain specificity. -
First Language Attrition in the Native Environment
Vol. 6 (2014) 53-60 University of Reading ISSN 2040-3461 LANGUAGE STUDIES WORKING PAPERS Editors: C. Ciarlo and D.S. Giannoni First Language Attrition in the Native Environment Boikanyego Sebina First language (L1) attrition is the disintegration of a first language as a result of second language domination. Even though L1 attrition literature on adult immigrants is abundant, little is known of people going through attrition in the native environment, particularly children. Similarly, though there is rich literature on other linguistic elements there is not much on phonetics and phonology. This paper argues for L1 attrition in the native environment by children who attend private English-medium schools for whom English is a dominant language, a language they acquired as a second language, like those in Botswana. The language situation in Botswana where English is afforded the high and prestigious status immensely contributes to the situation. In addition to reviewing literature on L1 attrition in phonetics, the paper offers an overview discussion of the language situation in Botswana as well as the Setswana penultimate syllable, a phonetic element from which L1 attrition can be researched. The paper could provide a base for in-depth research on L1 attrition in the length of the Setswana penultimate syllable. 1. Introduction Quite often native speakers of a language who have migrated to a different country experience inability to perform in their native language, especially in the production and perception of the native language. Moving to a foreign country leaves the immigrant without a choice but to learn the foreign language as a means of survival in the new environment. -
Lexical Attrition of General and Special English Words After Years of Non-Exposure: the Case of Iranian Teachers
www.ccsenet.org/elt English Language Teaching Vol. 3, No. 3; September 2010 Lexical Attrition of General and Special English Words after Years of Non-Exposure: The Case of Iranian Teachers Reza Abbasian Department of English, Faculty of Humanities, Islamic Azad University, Izeh Branch Islamic Azad University, Izeh, Khoozestan, Iran E-mail: Abbasian_reza @yahoo.com Yaser Khajavi (corresponding Author) Department of English, Faculty of Humanities, Islamic Azad University, Izeh Branch Islamic Azad University, Izeh, Khoozestan, Iran E-mail: [email protected] Abstract This study sought to investigate the rate of attrition in general and special vocabulary in and out of context. Participants of the study were 210 male Persian literature teachers with different years of non-exposure to English (2, 4, 5, 6, 7, 8 &10) after graduating from university. They were selected through purposive sampling from among 1000 Persian literature teachers from three provinces, namely Esfahan, Fars and Yasuj. Their age ranged between 25 and 35. The instrument included one translation task. The task consisted of 20 items of general words and 20 items of special words which were tested in and out of context. Results indicated that the rate of attrition increased gradually as the years of non-exposure to English increased. Also, it was found that the rate of attrition in special and contextualized lexicon is respectively less than general and de-contextualized lexicon. Keywords: Contextualization, Attrition, General words, Special words, De-contextualization 1. Introduction “Language attrition” is the most common term used for any “Loss of language skills” that occurs after some years of non-exposure (Moorcraft & Gardner, 1987, p.327). -
Two-Word Utterances Chomsky's Influence
Two-Word Utterances When does language begin? In the middle 1960s, under the influence of Chomsky’s vision of linguistics, the first child language researchers assumed that language begins when words (or morphemes) are combined. (The reading by Halliday has some illustrative citations concerning this narrow focus on “structure.”) So our story begins with what is colloquially known as the “two-word stage.” The transition to 2-word utterances has been called “perhaps, the single most disputed issue in the study of language development” (Bloom, 1998). A few descriptive points: Typically children start to combine words when they are between 18 and 24 months of age. Around 30 months their utterances become more complex, as they add additional words and also affixes and other grammatical morphemes. These first word-combinations show a number of characteristics. First, they are systematically simpler than adult speech. For instance, function words are generally not used. Notice that the omission of inflections, such as -s, -ing, -ed, shows that the child is being systematic rather than copying. If they were simply imitating what they heard, there is no particular reason why these grammatical elements would be omitted. Conjunctions (and), articles (the, a), and prepositions (with) are omitted too. But is this because they require extra processing, which the child is not yet capable of? Or do they as yet convey nothing to the child—can she find no use for them? Second, as utterances become more complex and inflections are added, we find the famous “over-regularization”—which again shows, of course, that children are systematic, not simply copying what they here. -
The Crucial Role of Language Input During the First Year of Life
Friedmann, N., & Rusou, D. (2015). Critical period for first language: The crucial role of language input during the first year of life. Current Opinion in Neurobiology. doi:10.1016/j.conb.2015.06.003 Critical period for first language: The crucial role of language input during the first year of life Naama Friedmann and Dana Rusou Language and Brain Lab, Tel Aviv University The critical period for language acquisition is often explored in the context of second language acquisition. We focus on a crucially different notion of critical period for language, with a crucially different time scale: that of a critical period for first language acquisition. We approach this question by examining the language outcomes of children who missed their critical period for acquiring a first language: children who did not receive the required language input because they grew in isolation or due to hearing impairment and children whose brain has not developed normally because of thiamine deficiency. We find that the acquisition of syntax in a first language has a critical period that ends during the first year of life, and children who missed this window of opportunity later show severe syntactic impairments. The critical period for language acquisition is often explored in the context of second language acquisition. Most studies and theories of the critical period for language ask until when children and adolescents can acquire a language effortlessly and accurately like a first language, given that they have already been exposed to a first language, and acquired it (or started acquiring it). This question received various ages as an answer, mostly revolving around puberty ages. -
L1 Attrition and the Mental Lexicon Monika Schmid, Barbara Köpke
L1 attrition and the mental lexicon Monika Schmid, Barbara Köpke To cite this version: Monika Schmid, Barbara Köpke. L1 attrition and the mental lexicon. Pavlenko, Aneta. The Bilin- gual Mental Lexicon. Interdisciplinary approaches, Multilingual Matters, pp.209-238, 2009, Bilingual Education & Bilingualism, 978-1-84769-124-8. hal-00981094 HAL Id: hal-00981094 https://hal.archives-ouvertes.fr/hal-00981094 Submitted on 20 Apr 2014 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Chapter 9 L1 attrition and the mental lexicon Monika S. Schmid, Rijksuniversiteit, Groningen & Barbara Köpke, Université de Toulouse – Le Mirail Introduction The bilingual mental lexicon is one of the most thoroughly studied domains within investigations of bilingualism. Psycholinguistic research has focused mostly on its organization or functional architecture, as well as on lexical access or retrieval procedures (see also Meuter, this volume). The dynamics of the bilingual mental lexicon have been investigated mainly in the context of second language acquisition (SLA) and language pathology. Within SLA, an important body of research is devoted to vocabulary learning and teaching (e.g. Bogaards & Laufer, 2004; Ellis, 1994; Hulstijn & Laufer, 2001; Nation, 1990, 1993). In pathology, anomia (i.e. -
Grammatical and Lexical Pronoun Dissociation in French Speakers with Agrammatic Aphasia: a Usage-Based Account and REF-Based Hypothesis
Journal of Neurolinguistics 44 (2017) 1e16 Contents lists available at ScienceDirect Journal of Neurolinguistics journal homepage: www.elsevier.com/locate/jneuroling Grammatical and lexical pronoun dissociation in French speakers with agrammatic aphasia: A usage-based account and REF-based hypothesis * Byurakn Ishkhanyan a, , Halima Sahraoui b, Peter Harder c, Jesper Mogensen d, Kasper Boye a a Department of Nordic Studies and Linguistics, University of Copenhagen, Njalsgade 120, 2300 Copenhagen, Denmark b OCTOGONE-Lordat E.A. 4156, University of Toulouse, Toulouse Brain Science Institute (ISCT), 5, Allee Antonio Machado, 31058 Toulouse Cedex 9, France c Department of English, Germanic and Romance Studies, University of Copenhagen, Njalsgade 128, 2300 Copenhagen, Denmark d The Unit for Cognitive Neuroscience (UCN), Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen, Denmark article info abstract Article history: Background: Pronouns have been shown to be impaired in agrammatic production but not Received 31 May 2016 Received in revised form 2 February 2017 all types of pronouns are equally affected. For instance, clitic pronouns are more impaired Accepted 9 February 2017 than non-clitic ones. A usage-based theory of grammatical status suggests a reclassification Available online 20 February 2017 of pronouns into grammatical and lexical and predicts that grammatical pronouns are more impaired in agrammatic production. Besides, the reorganization of elementary Keywords: functions (REF) model, which describes the underlying neurocognitive processes of post- Agrammatism injury recovery, explores the variability across individuals with agrammatism. Pronouns Aims: The current study hypothesizes that those pronouns that by the usage-based theory Aphasia of grammatical status are grammatical are more affected than the lexical ones in agram- Grammar matic speech. -
The Critical Period Hypothesis for L2 Acquisition: an Unfalsifiable Embarrassment?
languages Review The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment? David Singleton 1 and Justyna Le´sniewska 2,* 1 Trinity College, University of Dublin, Dublin 2, Ireland; [email protected] 2 Institute of English Studies, Jagiellonian University, 31-120 Kraków, Poland * Correspondence: [email protected] Abstract: This article focuses on the uncertainty surrounding the issue of the Critical Period Hy- pothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both “not proven” and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual competence. With regard to the formal instructional setting, it points to many decades of research showing that, as critical period advocates acknowledge, in a normal schooling situation, adolescent beginners in the long run do as well as younger beginners. The article laments the profusion of definitions of what the critical period for language actually is and the generally piecemeal nature of research into this important area. In particular, it calls for a fuller integration of recent neurolinguistic perspectives into discussion of the age factor in second language acquisition research. Keywords: second-language acquisition; critical period hypothesis; age factor; ultimate attainment; age of acquisition; scrutinized nativelikeness; multi-competence; puberty Citation: Singleton, David, and Justyna Le´sniewska.2021. The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable 1. Introduction Embarrassment? Languages 6: 149. In SLA research, the age at which L2 acquisition begins has all but lost its status https://doi.org/10.3390/ as a simple quasi-biological attribute and is now widely recognized to be a ‘macrovari- languages6030149 able’ (Flege et al. -
Sv and Vs Total Interrogatives in Ibero-Romance: the Role of Phonetically Unrealised Elements in Agrammatism
Poznań Studies in Contemporary Linguistics 45(2), 2009, pp. 223–243 © School of English, Adam Mickiewicz University, Poznań, Poland doi:10.2478/v10010-009-0013-7 SV AND VS TOTAL INTERROGATIVES IN IBERO-ROMANCE: THE ROLE OF PHONETICALLY UNREALISED ELEMENTS IN AGRAMMATISM SILVIA MARTÍNEZ -FERREIRO Universitat Autònoma de Barcelona [email protected] ABSTRACT This paper aims to characterise difficulties with the order VS in agrammatic speech. To fulfill this aim, we test the production of yes/no questions in 15 agrammatic subjects and 15 matched non-damaged control native speakers of Catalan, Galician and Spanish. The Ibero-Romance va- rieties under investigation are null subject languages, i.e. they allow post-verbal subjects with in- dependence of the nature of the verb (Rizzi 1982; Belletti 1988; Belletti and Leonini 2004). This is due to the possibility of licensing a null pronominal subject, an “associate” (Chomsky 1995), in the pre-verbal position. The elicitation of yes/no questions provides us with a suitable testing ground since both the orders SV and VS are accepted. Even though our agrammatic sample re- vealed mastery of yes/no questions to a level of 67.78% crosslinguistically, their pattern of re- sponse diverged from non-pathological adult-like usage (with the SV option preferred by agrammatics). Since the projection of the CP-field is required with independence of subject placement (Rizzi 1997, 2002), structural accounts (Tree-Pruning Hypothesis, Friedmann and Grodzinsky 1997) seem to suffer from some shortcomings in accounting for these results. We explore the possibility that the systematic avoidance of the VS order derives from its involve- ment of an additional expletive pro in pre-verbal position.