by windsor and kohnert
in brain, behavior, and learning
cognitive-linguistic processing emphasizes that lang. is part of a broader cognitive system and that processing proficiency is a better measure of capability than performance measures.
"Language performance measures are heavily experience-dependent"
the authors found tasks that seperated bilingual kids from normal readers from RD kids.
Rapid Automatic Naming tasks "tap into a common cognitive skills setthat underlies performance across languages."
these tasks de-emphasize experience.
Wednesday, October 14, 2009
Tuesday, October 13, 2009
defining and differentiating dysgraphia, dyslexia, and language learning disability within a working memory model
by virginia w. berninger
in brain, behavior, an learning in language and reading disorders
"children with dyslexia have selective impairment in phonological awareness, but those with language learning disabilities have selective impairment in phonological, morphological (especially derivational suffixes), and syntactic awareness."
"neither executive function nor working memory is ... fully modular." they interact with each other
orthographic--dysgraphia
orthographic and phonological--dyslexia
orthographic, phonological, and morphological--language learning disability
in brain, behavior, an learning in language and reading disorders
"children with dyslexia have selective impairment in phonological awareness, but those with language learning disabilities have selective impairment in phonological, morphological (especially derivational suffixes), and syntactic awareness."
"neither executive function nor working memory is ... fully modular." they interact with each other
orthographic--dysgraphia
orthographic and phonological--dyslexia
orthographic, phonological, and morphological--language learning disability
critical periods in second language learning
by john t. bruer
in brain, behavior, an learning in language and reading disorders
"There is a difference between establishing the existence of a critical period phenomenon and proviing a causal theory that might account for such a phenomenon."
maturational theories: endogenous causes for opening and closures of critical periods
learning theories: exogenous causes for at least the closures
in brain, behavior, an learning in language and reading disorders
"There is a difference between establishing the existence of a critical period phenomenon and proviing a causal theory that might account for such a phenomenon."
maturational theories: endogenous causes for opening and closures of critical periods
learning theories: exogenous causes for at least the closures
Emergentism and language impairment in children: its all about change
by julia l. evans
in brain, behavior, an learning in language and reading disorders
"Cognitivism" uses the omputer as a metaphor for the human brain.
"Empiriciam" versus "Nativism": nurture v. nature. Combined view: "interactionist perspective"
Emergentism: the brain is a complex system that may have "radical novelty." It is a coherent integrated whole. Self-organization.
"STudies of typical and atypical lang. development are shifting away from the focus on the static, globally ordered, stage-like patterns in children's language, toward an emergentist view of language development as a flexible, transient, variable phenomenon."
in brain, behavior, an learning in language and reading disorders
"Cognitivism" uses the omputer as a metaphor for the human brain.
"Empiriciam" versus "Nativism": nurture v. nature. Combined view: "interactionist perspective"
Emergentism: the brain is a complex system that may have "radical novelty." It is a coherent integrated whole. Self-organization.
"STudies of typical and atypical lang. development are shifting away from the focus on the static, globally ordered, stage-like patterns in children's language, toward an emergentist view of language development as a flexible, transient, variable phenomenon."
Atypical neurodevelopmental variation as a basis for learning disorders
gilger & wilkins
in brain, behavior, an learning in language and reading disorders
Atypical Brain development (ABD) = genetic developmental disorders
About 10% o our population is dyslexic, and "progenitors of today's population with dslexia may have had better interpersonal skills or spatial orientation abilities that gave them some sort of procreative edge () e.g., West 1999)."
"The RD concept was created by societal demands and were it not for the written alphabet would not otherwise exist. Reading itself was not instrumental to our development and survival as a species, although correlated traits may have been..."
NOte 1: "In other linguistic populations in which written language is more phonetically consistent, such as Italian, the frequency of RD may be significantly lower."
in brain, behavior, an learning in language and reading disorders
Atypical Brain development (ABD) = genetic developmental disorders
About 10% o our population is dyslexic, and "progenitors of today's population with dslexia may have had better interpersonal skills or spatial orientation abilities that gave them some sort of procreative edge () e.g., West 1999)."
"The RD concept was created by societal demands and were it not for the written alphabet would not otherwise exist. Reading itself was not instrumental to our development and survival as a species, although correlated traits may have been..."
NOte 1: "In other linguistic populations in which written language is more phonetically consistent, such as Italian, the frequency of RD may be significantly lower."
Monday, October 5, 2009
Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults
by Ramus et al.
Summary
A multiple case study was conducted in order to assess
three leading theories of developmental dyslexia: (i) the
phonological theory, (ii) the magnocellular (auditory
and visual) theory and (iii) the cerebellar theory.
Sixteen dyslexic and 16 control university students were
administered a full battery of psychometric, phonological,
auditory, visual and cerebellar tests. Individual
data reveal that all 16 dyslexics suffer from a phonological
de®cit, 10 from an auditory de®cit, four from a
motor de®cit and two from a visual magnocellular
de®cit. Results suggest that a phonological de®cit can
appear in the absence of any other sensory or motor
disorder, and is suf®cient to cause a literacy impairment,
as demonstrated by ®ve of the dyslexics. Auditory
disorders, when present, aggravate the phonological
de®cit, hence the literacy impairment. However, auditory
de®cits cannot be characterized simply as rapid
auditory processing problems, as would be predicted by
the magnocellular theory. Nor are they restricted to
speech. Contrary to the cerebellar theory, we ®nd little
support for the notion that motor impairments, when
found, have a cerebellar origin or re¯ect an automaticity
de®cit. Overall, the present data support the
phonological theory of dyslexia, while acknowledging
the presence of additional sensory and motor disorders
in certain individuals."
University students with dyslexia were compared to a control group without dyslexia. Both groups were given a variety of tasks: phonological, auditory, balance/cerebellar, language-related.
"16 dyslexics out of 16 had
poor performance in phonology, 10 in audition, four in
cerebellar function and two in magnocellular vision."
Summary
A multiple case study was conducted in order to assess
three leading theories of developmental dyslexia: (i) the
phonological theory, (ii) the magnocellular (auditory
and visual) theory and (iii) the cerebellar theory.
Sixteen dyslexic and 16 control university students were
administered a full battery of psychometric, phonological,
auditory, visual and cerebellar tests. Individual
data reveal that all 16 dyslexics suffer from a phonological
de®cit, 10 from an auditory de®cit, four from a
motor de®cit and two from a visual magnocellular
de®cit. Results suggest that a phonological de®cit can
appear in the absence of any other sensory or motor
disorder, and is suf®cient to cause a literacy impairment,
as demonstrated by ®ve of the dyslexics. Auditory
disorders, when present, aggravate the phonological
de®cit, hence the literacy impairment. However, auditory
de®cits cannot be characterized simply as rapid
auditory processing problems, as would be predicted by
the magnocellular theory. Nor are they restricted to
speech. Contrary to the cerebellar theory, we ®nd little
support for the notion that motor impairments, when
found, have a cerebellar origin or re¯ect an automaticity
de®cit. Overall, the present data support the
phonological theory of dyslexia, while acknowledging
the presence of additional sensory and motor disorders
in certain individuals."
University students with dyslexia were compared to a control group without dyslexia. Both groups were given a variety of tasks: phonological, auditory, balance/cerebellar, language-related.
"16 dyslexics out of 16 had
poor performance in phonology, 10 in audition, four in
cerebellar function and two in magnocellular vision."
Sunday, October 4, 2009
Where are the dialects of American ENglish at anyhow?
by Preston
http://americanspeech.dukejournals.org/cgi/reprint/78/3/235.pdf
Preston wishes Labov, Ash and Boberg had surveyed people who live outside major cities.
He proposes that there IS a Midland, but it is very skinny and begins north of Indianapolis!
http://americanspeech.dukejournals.org/cgi/reprint/78/3/235.pdf
Preston wishes Labov, Ash and Boberg had surveyed people who live outside major cities.
He proposes that there IS a Midland, but it is very skinny and begins north of Indianapolis!
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