-
International Journal of Psychology :... Aug 2023Current research on emotion knowledge and competence emphasises the role of language. Emotion vocabulary is one of the indicators of emotion knowledge that can be...
Current research on emotion knowledge and competence emphasises the role of language. Emotion vocabulary is one of the indicators of emotion knowledge that can be objectively measured; however, the metric properties of the scores obtained in tests and tasks to measure it have seldom been adequate. In this study we designed and validated a Spanish emotion vocabulary test (MOVE) employing a corpus approach to construct cloze multiple-choice items, administered the test to a Spanish-speaking sample from two countries, Spain and Argentina, and analysed structural validity of the test items with the Rasch model measurement approach. Eighty-eight items showed adequate fit. Overall, a substantial percentage of variance was explained by a latent variable. Reliability indexes at the test, item, and person level were also adequate. As a vocabulary test, the MOVE can be used in psychological and neurological investigation, as well as in language learning research.
Topics: Humans; Vocabulary; Reproducibility of Results; Language; Emotions; Spain; Psychometrics
PubMed: 36950973
DOI: 10.1002/ijop.12903 -
Cognitive Science May 2022The vocabulary of human languages has been argued to support efficient communication by optimizing the trade-off between simplicity and informativeness. The argument has...
The vocabulary of human languages has been argued to support efficient communication by optimizing the trade-off between simplicity and informativeness. The argument has been originally based on cross-linguistic analyses of vocabulary in semantic domains of content words, such as kinship, color, and number terms. The present work applies this analysis to a category of function words: indefinite pronouns (e.g., someone, anyone, no one). We build on previous work to establish the meaning space and featural make-up for indefinite pronouns, and show that indefinite pronoun systems across languages optimize the simplicity/informativeness trade-off. This demonstrates that pressures for efficient communication shape both content and function word categories. In doing so, our work aligns with several concurrent studies exploring the simplicity/informativeness trade-off in functional vocabulary. Importantly, we further argue that the trade-off may explain some of the universal properties of indefinite pronouns, thus reducing the explanatory load for linguistic theories.
Topics: Communication; Humans; Language; Linguistics; Semantics; Vocabulary
PubMed: 35579878
DOI: 10.1111/cogs.13142 -
Journal of Speech, Language, and... Feb 2022The aim of this study was to gain more insight into the linguistic characterization of dyslexia by investigating vocabulary acquisition. In a previous study, vocabulary...
PURPOSE
The aim of this study was to gain more insight into the linguistic characterization of dyslexia by investigating vocabulary acquisition. In a previous study, vocabulary at 17 months of age appeared to be related to familial risk (FR) of dyslexia. The aim of this study was to investigate how the differences in lexical composition further develop up to 3 years (35 months) of age and, more importantly, to what extent these differences can be considered specific precursors of dyslexia later on.
METHOD
In a total number of 262 children from the Dutch Dyslexia Program, 169 with and 93 without FR for dyslexia, productive vocabulary was assessed with the Dutch version of the MacArthur Communicative Development Inventories at ages 17, 23, 29, and 35 months. Reading tests were administered in Grades 2 and 3, resulting in dyslexia diagnosis in 60 FR children (FR-dys), leaving 109 FR children who developed normal reading skills (FR-nondys) and 93 control children. Children's expressive vocabulary was scored according to the total number of words produced and according to the different major linguistic word categories: nouns, predicates, and closed-class words. The analyses comprised a comparison of total productive vocabulary and the number of words per grammatical category at four different ages for the three groups (FR-dys, FR-nondys, and control). Also, correlations were calculated between vocabulary scores and reading scores.
RESULTS
Up to 29 months of age, the total numbers of nouns, predicates, and closed-class words are significantly lower for the FR-dys group as compared with the FR-nondys and control groups; for closed-class words at 23 and 35 months of age, the FR-nondys group's mean values are in between the mean of the FR-dys and control groups. Weak correlations were found between total vocabulary size, number of verbs, number and proportion of predicates at 23 months of age, and word and pseudoword reading fluency in Grades 2 and 3.
CONCLUSIONS
These results indicate that development of vocabulary is a significant though weak predictor of reading fluency and dyslexia; vocabulary size and proportion of verbs at 23 months of age, as well as proportion of closed-class words up to 35 months of age, seem to be the most sensitive indicators of delayed vocabulary development and later reading difficulties. There is no indication that FR for dyslexia by itself is related to vocabulary development.
Topics: Child; Child, Preschool; Dyslexia; Humans; Infant; Language Development; Language Tests; Reading; Vocabulary
PubMed: 35089813
DOI: 10.1044/2021_JSLHR-20-00599 -
Developmental Science Nov 2023Words direct visual attention in infants, children, and adults, presumably by activating representations of referents that then direct attention to matching stimuli in...
Words direct visual attention in infants, children, and adults, presumably by activating representations of referents that then direct attention to matching stimuli in the visual scene. Novel, unknown, words have also been shown to direct attention, likely via the activation of more general representations of naming events. To examine the critical issue of how novel words and visual attention interact to support word learning we coded frame-by-frame the gaze of 17- to 31-month-old children (n = 66, 38 females) while generalizing novel nouns. We replicate prior findings of more attention to shape when generalizing novel nouns, and a relation to vocabulary development. However, we also find that following a naming event, children who produce fewer nouns take longer to look at the objects they eventually select and make more transitions between objects before making a generalization decision. Children who produce more nouns look to the objects they eventually select more quickly following the naming event and make fewer looking transitions. We discuss these findings in the context of prior proposals regarding children's few-shot category learning, and a developmental cascade of multiple perceptual, cognitive, and word-learning processes that may operate in cases of both typical development and language delay. RESEARCH HIGHLIGHTS: Examined how novel words guide visual attention by coding frame-by-frame where children look when asked to generalize novel names. Gaze patterns differed with vocabulary size: children with smaller vocabularies attended to generalization targets more slowly and did more comparison than those with larger vocabularies. Demonstrates a relationship between vocabulary size and attention to object properties during naming. This work has implications for looking-based tests of early cognition, and our understanding of children's few-shot category learning.
Topics: Child; Infant; Adult; Female; Humans; Child, Preschool; Vocabulary; Language; Language Development; Verbal Learning; Cognition
PubMed: 37072679
DOI: 10.1111/desc.13399 -
Journal of Speech, Language, and... Sep 2023This study explored approaches for measuring vocabulary among bilingual children with varying levels of proficiency in Spanish and English.
PURPOSE
This study explored approaches for measuring vocabulary among bilingual children with varying levels of proficiency in Spanish and English.
METHOD
One hundred fifteen kindergarten and first-grade Spanish-English-speaking children completed measures of vocabulary and sentence repetition in Spanish and English. Scores were derived from their responses to the vocabulary measure: Spanish-only vocabulary, English-only vocabulary, conceptual vocabulary, and total vocabulary. Best language sentence repetition was also obtained. Using both visualization of data and statistical analysis, we tested for potential associations between children's relative language skills in Spanish and English and the scores they received on each of the vocabulary metrics.
RESULTS
Participants' single-language vocabulary scores were linearly associated with their relative language scores. Higher relative Spanish language skills corresponded with higher Spanish-only vocabulary scores, and higher English language skills corresponded with higher English-only vocabulary scores. A quadratic association between children's relative language and their conceptual vocabulary scores was observed. Children with more balanced skills in Spanish and English received lower scores for conceptual vocabulary. No association between total vocabulary and relative language was observed.
CONCLUSIONS
Results revealed evidence of differential test bias for single-language vocabulary scores and conceptual vocabulary scores. Spanish-only vocabulary underestimated knowledge of participants with higher English proficiency, whereas English-only vocabulary underestimated knowledge of participants with higher Spanish proficiency. Conceptual scoring yielded lower values for participants with relatively balanced proficiency in Spanish and English. There is need for further consideration of score and test functioning across the full continuum of bilinguals with dynamic proficiencies in each of their languages.
SUPPLEMENTAL MATERIAL
https://doi.org/10.23641/asha.23796330.
Topics: Child; Humans; Vocabulary; Multilingualism; Hispanic or Latino; Language Tests; Language
PubMed: 37541317
DOI: 10.1044/2023_JSLHR-22-00573 -
Journal of Speech, Language, and... Feb 2022Analysis of narrative language samples is a recommended clinical practice in the assessment of children's language skills, but we know little about how results from such...
PURPOSE
Analysis of narrative language samples is a recommended clinical practice in the assessment of children's language skills, but we know little about how results from such analyses relate to overall oral language ability across the early school years. We examined the relations between language sample metrics from a short narrative retell, collected in kindergarten, and an oral language factor in grades kindergarten through 3. Our specific questions were to determine the extent to which metrics from narrative language sample analysis are concurrently related to language in kindergarten and predict language through Grade 3.
METHOD
Participants were a sample of 284 children who were administered a narrative retell task in kindergarten and a battery of vocabulary and grammar measures in kindergarten through Grade 3. Language samples were analyzed for number of different words, mean length of utterance, and a relatively new metric, percent grammatical utterances (PGUs). Structural equation models were used to estimate the concurrent and longitudinal relationships.
RESULTS
The narrative language sample metrics were consistently correlated with the individual vocabulary and grammar measures as well as the language factor in each grade, and also consistently and uniquely predicted the language factor in each grade. Standardized path estimates in the structural equation models ranged from 0.20 to 0.39.
CONCLUSIONS
This study found narrative language sample metrics to be predictive, concurrently and longitudinally, of a latent factor of language from kindergarten through Grade 3. These results further validate the importance of collecting and analyzing narrative language samples, to include PGU along with more traditional metrics, and point to directions for future research.
SUPPLEMENTAL MATERIAL
https://doi.org/10.23641/asha.17700980.
Topics: Child; Child Language; Humans; Language; Language Development; Language Tests; Vocabulary
PubMed: 34990557
DOI: 10.1044/2021_JSLHR-21-00262 -
Sensors (Basel, Switzerland) Jul 2022Audio-visual speech recognition (AVSR) can significantly improve performance over audio-only recognition for small or medium vocabularies. However, current AVSR, whether...
Audio-visual speech recognition (AVSR) can significantly improve performance over audio-only recognition for small or medium vocabularies. However, current AVSR, whether hybrid or end-to-end (E2E), still does not appear to make optimal use of this secondary information stream as the performance is still clearly diminished in noisy conditions for large-vocabulary systems. We, therefore, propose a new fusion architecture-the decision fusion net (DFN). A broad range of time-variant reliability measures are used as an auxiliary input to improve performance. The DFN is used in both hybrid and E2E models. Our experiments on two large-vocabulary datasets, the Lip Reading Sentences 2 and 3 (LRS2 and LRS3) corpora, show highly significant improvements in performance over previous AVSR systems for large-vocabulary datasets. The hybrid model with the proposed DFN integration component even outperforms dynamic stream-weighting, which is considered to be the theoretical upper bound for conventional dynamic stream-weighting approaches. Compared to the hybrid audio-only model, the proposed DFN achieves a relative word-error-rate reduction of 51% on average, while the E2E-DFN model, with its more competitive audio-only baseline system, achieves a relative word error rate reduction of 43%, both showing the efficacy of our proposed fusion architecture.
Topics: Recognition, Psychology; Reproducibility of Results; Speech; Speech Perception; Vocabulary
PubMed: 35898005
DOI: 10.3390/s22155501 -
Psychonomic Bulletin & Review Aug 2019People distinguish objects from the substances that constitute them. Many languages also distinguish count nouns and mass nouns. What is the relation between these two... (Review)
Review
People distinguish objects from the substances that constitute them. Many languages also distinguish count nouns and mass nouns. What is the relation between these two distinctions? The connection between them is complicated by the facts that (a) some mass nouns (e.g., toast) seem to name countable objects; (b) some count and mass nouns (e.g., pots and pottery) seem to name the same objects; (c) nouns for seemingly the same things can be count in one language (English: dishes) but mass in another (French: la vaisselle); (d) count nouns can be used to name substances (There is carrot in the soup) and mass nouns to name portions (She drank three whiskeys); and (e) some languages (e.g., Mandarin) appear to have no count nouns, whereas others (e.g., Yudja) appear to have no mass nouns. All these cases counter a simple object-to-count-noun and substance-to-mass-noun relation, but they provide opportunities to see whether the grammatical distinction affects the referential one. We examine evidence from such cases and find continuity through development: Infants appear to have the conceptual OBJECT/SUBSTANCE distinction very early on. Although this distinction may change with development, the acquisition of count/mass syntax does not appear to be an effective factor for change.
Topics: Humans; Infant; Language Development; Semantics; Vocabulary
PubMed: 31197757
DOI: 10.3758/s13423-019-01613-w -
PloS One 2021There are increasing applications of natural language processing techniques for information retrieval, indexing, topic modelling and text classification in engineering...
There are increasing applications of natural language processing techniques for information retrieval, indexing, topic modelling and text classification in engineering contexts. A standard component of such tasks is the removal of stopwords, which are uninformative components of the data. While researchers use readily available stopwords lists that are derived from non-technical resources, the technical jargon of engineering fields contains their own highly frequent and uninformative words and there exists no standard stopwords list for technical language processing applications. Here we address this gap by rigorously identifying generic, insignificant, uninformative stopwords in engineering texts beyond the stopwords in general texts, based on the synthesis of alternative statistical measures such as term frequency, inverse document frequency, and entropy, and curating a stopwords dataset ready for technical language processing applications.
Topics: Humans; Natural Language Processing; Semantics; Task Performance and Analysis; Vocabulary
PubMed: 34351911
DOI: 10.1371/journal.pone.0254937 -
CoDAS 2021to identify linguistic performance (expressive vocabulary, phonology and narrative) and cognitive performance (Verbal Short-Term Memory (VSTM)) of preschoolers living in...
PURPOSE
to identify linguistic performance (expressive vocabulary, phonology and narrative) and cognitive performance (Verbal Short-Term Memory (VSTM)) of preschoolers living in a quilombola community.
METHODS
Twenty-four quilombola preschoolers aged four (4) and five (5) years with no complaints in language development participated in the study. Most families were in the D-E class and maternal and paternal education was lower than high school. Their guardians answered a questionnaire about their previous development, family practices and socioeconomic aspects, while the assessment included tests of expressive vocabulary, phonology, narrative and verbal short-term memory. The data collected were subjected to descriptive statistical analysis to characterize family practices, socioeconomic aspects and linguistic and cognitive performance, inferential analysis used Fisher's exact test to compare performance between subjects aged 4 and 5 years and also to compare performance according to family practices.
RESULTS
78.3% of preschoolers performed adequately in vocabulary and 79.2% in phonology; and 63.6% had the narrative classified as descriptive. 82.6% had a VSTM task performance below the expected for age.
CONCLUSION
Although the preschoolers in this study had functional communication, their profile of language development and cognitive skills was more vulnerable and may have an impact on their school trajectory.
Topics: Child; Humans; Language; Language Development; Language Tests; Memory, Short-Term; Vocabulary
PubMed: 34932656
DOI: 10.1590/2317-1782/20212020048