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Occupational Therapy International 2022In real communication, the context is complex and changeable and the color and meaning of some words will wander in the context. The development and changes of words are...
OBJECTIVE
In real communication, the context is complex and changeable and the color and meaning of some words will wander in the context. The development and changes of words are more complex and multidimensional than before. Compared with the rational meaning of words, the color meaning of words can better reflect the psychological mode and way of thinking of the Han nationality but it is difficult for foreign learners to accurately grasp and misunderstandings often occur. In order to solve this problem, it is necessary to summarize and explain the words whose color meanings are easily shifted, so as to help the students accurately grasp the color meanings of the words and better help Chinese learners to realize the communicative function of the language.
METHOD
This paper takes the scope of emotional words as the starting point and proposes that emotional words are words with emotional colors. The four aspects of whether words belong to emotional words define the concept of emotional words and introduce the specific methods of judging and extracting emotional words from the two aspects of dictionary definition and word collocation. This paper takes foreign students whose native language is English as the research object, through questionnaire survey and corpus analysis, to investigate the use of foreign students' emotional colors and to explore the influence of native language factors on emotional color acquisition. Based on the research of modern Chinese ontology and the existing research results in the field of teaching Chinese as a foreign language, this paper takes the theory of interlanguage and transfer theory as the theoretical basis and mainly uses the methods of comparative analysis and error analysis to try to find out the relationship between emotional color teaching and acquisition.
RESULTS
/. The basic pattern and quantity distribution of lexical emotion correction for beginners, intermediate, and advanced learners of Chinese as a second language were analyzed, and the restrictive factors and characteristics were explained. Similarities and differences and the rationale behind them were explored. In the process of international Chinese teaching, teachers mostly pay attention to the rational meaning of words, while ignoring the teaching of the emotional meaning of words. The lack of vocabulary emotion and meaning teaching is prone to errors in students' understanding and use. With the increase of the vocabulary of intermediate and advanced learners, many words with similar colors and meanings appear, which brings a lot of difficulties for students to distinguish between synonyms. If the use of words with emotional meanings is not accurate, it is easy to cause communication barriers.
Topics: Emotions; Humans; Language; Occupational Therapy; Students; Vocabulary
PubMed: 35495175
DOI: 10.1155/2022/5203122 -
International Journal of Environmental... Jan 2023In this study, we investigated the lexical ability in L1 and L2 of 60 immigrant children who were 37 to 62 months old and exposed to minority languages (L1) and Italian...
In this study, we investigated the lexical ability in L1 and L2 of 60 immigrant children who were 37 to 62 months old and exposed to minority languages (L1) and Italian (L2). Using the MacArthur-Bates Communicative Development Inventories, we measured children's vocabulary production in L1 and L2. From interviews, we collected data on quantitative language exposure (parental input, child output, length of exposure to L2 at preschool, and parental oral fluency) and qualitative home-language exposure (HLE) practices (active, play, and passive) in L1 and L2. We conducted stepwise regression analyses to explore which factors predicted children's vocabulary production in L1 and L2. The child's chronological age and parental education were not predictors of vocabulary production. L2 parental input, L1 child output, and L1 HLE-active practices explained 42% of the variance in children's L1 vocabulary production. L2 child output and L2 HLE-active practices explained 47% of the variance in children's L2 vocabulary production, whereas length of L2 exposure in preschool was a predictor only when we included quantitative language-exposure factors in the model. The effects of the quantity and quality of language exposure on lexical ability among preschool immigrant children are discussed.
Topics: Child; Humans; Child, Preschool; Vocabulary; Multilingualism; Language; Emigrants and Immigrants; Italy
PubMed: 36767333
DOI: 10.3390/ijerph20031966 -
Journal of Speech, Language, and... Feb 2021Purpose Prior studies report conflicting descriptions of the relationships between phonological awareness (PA), vocabulary, and speech perception in preschoolers with...
Purpose Prior studies report conflicting descriptions of the relationships between phonological awareness (PA), vocabulary, and speech perception in preschoolers with speech disorders. This study sought to determine the nature of these relationships in a sample of school-aged children with residual speech sound errors affecting /ɹ/. Method Participants included 110 children aged 7;0-17;4 (years;months) with residual errors impacting /ɹ/. Data on perceptual acuity and perceptual bias in an /ɹ/ identification task, receptive vocabulary, and PA were obtained. A theoretically and empirically motivated path model was constructed with vocabulary mediating the relationship between two measures of speech perception and PA. Model parameters were determined through maximum likelihood estimation with standard errors that were robust to nonnormality. Monte Carlo simulation was used to examine achieved power at the current sample size. Results The saturated path model explained 19% of the variance in PA. The direct path between age-adjusted perceptual acuity and PA was significant, as was the direct path between vocabulary and PA. Contrary to our hypothesis, there was no evidence in the current sample that vocabulary skill mediated the relationship between speech perception and PA. Each individual path was adequately powered at the current sample size. Conclusions The overall model provided evidence for a continued relationship between speech perception, measured by perceptual acuity of the sound in error, and PA in school-aged children with residual speech errors. Thus, measures of speech perception remain relevant to the assessment of school-aged children and adolescents in this population. Supplemental Material https://doi.org/10.23641/asha.13641275.
Topics: Adolescent; Child; Humans; Phonetics; Schools; Speech Perception; Speech Sound Disorder; Vocabulary
PubMed: 33514264
DOI: 10.1044/2020_JSLHR-20-00356 -
Computational and Mathematical Methods... 2022Text interpretation of public English vocabulary is a critical task in the subject of natural language processing, which uses technology to allow humans and computers to...
Text interpretation of public English vocabulary is a critical task in the subject of natural language processing, which uses technology to allow humans and computers to communicate effectively using natural language. Text feature extraction is one of the most fundamental and crucial elements in allowing computers to effectively grasp and read text. This paper proposes a text feature extraction method based on wavelet analysis that performs fast discrete wavelet transform and inverse discrete wavelet transform on the feature vectors under the traditional TF-IDF vector space model to address the problem of low feature differentiation of high-dimensional data in text feature extraction. In particular, due to the design of the Mallat algorithm, there is frequency aliasing in the signal decomposition process. This phenomenon is a problem that cannot be ignored when using wavelet analysis for feature extraction. Therefore, this paper proposes an improved inverse discrete wavelet transform method, in which the signal is decomposed by Mallat algorithm to obtain wavelet coefficients at each scale and then reconstructed to the required wavelet space coefficients according to the reconstruction method, and the reconstructed coefficients are used to analyze the signal at that scale instead of the wavelet coefficients obtained at the corresponding scale. Experiments on the public English vocabulary dataset reveal that the wavelet transform-based strategy suggested in this research outperforms existing feature extraction methods while maintaining greater classification accuracy while reducing the dimensionality of the TF-IDF vector space model.
Topics: Algorithms; Computers; Humans; Language; Vocabulary; Wavelet Analysis
PubMed: 35726227
DOI: 10.1155/2022/7125242 -
Research in Developmental Disabilities Jan 2022We examined the relation between spelling ability and word-reading ability in children with Williams syndrome (WS).
AIMS
We examined the relation between spelling ability and word-reading ability in children with Williams syndrome (WS).
METHODS
Eighty 9-17-year-olds with genetically-confirmed WS completed standardized tests of spelling, word reading, and intellectual ability; 45 also completed tests of phonological awareness and vocabulary. Reading instruction method was classified as Phonics or Other.
RESULTS
Spelling ability varied widely. Although at the group level, spelling standard scores (SSs) were significantly lower than word-reading SSs, at the individual level, this difference was significant for fewer than half the participants. Spelling and reading SSs were highly correlated, even after controlling for intellectual ability. Students taught to read using systematic phonics instruction had significantly higher spelling SSs than those taught to read using other approaches, even after controlling for intellectual ability. Spelling ability contributed significant unique variance to word-reading ability, beyond the effects of phonological awareness, vocabulary, and reading instruction method.
CONCLUSIONS
Our findings are consistent with Ehri's Word Identity Amalgamation Theory. In combination with previous meta-analytic findings for typically developing children (Graham & Santangelo, 2014) our results suggest that children with WS are likely to benefit from the inclusion of systematic spelling instruction as part of a systematic phonics approach to teaching word reading.
Topics: Child; Humans; Phonetics; Reading; Schools; Vocabulary; Williams Syndrome
PubMed: 34875548
DOI: 10.1016/j.ridd.2021.104129 -
Drug Discovery Today Nov 2011The life science industries (including pharmaceuticals, agrochemicals and consumer goods) are exploring new business models for research and development that focus on... (Review)
Review
The life science industries (including pharmaceuticals, agrochemicals and consumer goods) are exploring new business models for research and development that focus on external partnerships. In parallel, there is a desire to make better use of data obtained from sources such as human clinical samples to inform and support early research programmes. Success in both areas depends upon the successful integration of heterogeneous data from multiple providers and scientific domains, something that is already a major challenge within the industry. This issue is exacerbated by the absence of agreed standards that unambiguously identify the entities, processes and observations within experimental results. In this article we highlight the risks to future productivity that are associated with incomplete biological and chemical vocabularies and suggest a new model to address this long-standing issue.
Topics: Biomedical Research; Cooperative Behavior; Databases, Factual; Drug Discovery; Drug Industry; Humans; Terminology as Topic; Vocabulary
PubMed: 21963522
DOI: 10.1016/j.drudis.2011.09.013 -
PloS One 2019The mature lexicon encodes semantic relations between words, and these connections can alternately facilitate and interfere with language processing. We explore the...
The mature lexicon encodes semantic relations between words, and these connections can alternately facilitate and interfere with language processing. We explore the emergence of these processing dynamics in 18-month-olds (N = 79) using a novel approach that calculates individualized semantic structure at multiple granularities in participants' productive vocabularies. Participants completed two interleaved eye-tracked word recognition tasks involving semantically unrelated and related picture contexts, which sought to measure the impact of lexical facilitation and interference on processing, respectively. Semantic structure and vocabulary size differentially impacted processing in each task. Category level structure facilitated word recognition in 18-month-olds with smaller productive vocabularies, while overall lexical connectivity interfered with word recognition for toddlers with relatively larger vocabularies. The results suggest that, while semantic structure at multiple granularities is measurable even in small lexicons, mechanisms of semantic interference and facilitation are driven by the development of structure at different granularities. We consider these findings in light of accounts of adult word recognition that posits that different levels of structure index strong and weak activation from nearby and distant semantic neighbors. We also consider further directions for developmental change in these patterns.
Topics: Female; Humans; Infant; Language; Language Development; Male; Pattern Recognition, Visual; Recognition, Psychology; Semantics; Vocabulary
PubMed: 31295282
DOI: 10.1371/journal.pone.0219290 -
PloS One 2023Despite the increasing interest in learning non-alphabetical languages such as Chinese, research about its learning process for alphabet users is scarce. Research...
Despite the increasing interest in learning non-alphabetical languages such as Chinese, research about its learning process for alphabet users is scarce. Research conducted on Latin alphabet users on learning languages written in Latin alphabet, or on Chinese language learning in Chinese native speakers, users is undoubtedly useful but it does not inform about the peculiarities of leaning Chinese language by other alphabet users. Additionally, several authors have highlighted the need to inform and extend the current second language acquisition theories on the particular challenges of learning a language that uses another script. In this research we aim to contribute filling this research gap and studied the learning process of Chinese vocabulary by users of scripts different from Chinese. In particular, we examined the role of pictures and translations as learning aids for Chinese language vocabulary learning in participants familiarized with either one or two alphabetical scripts (different from the Chinese logographic script). One hundred thirteen participants studied word-aid pairs in different conditions: Hanzi (Chinese in Chinese characters)-picture; Pinyin (Chinese in Latin alphabet)-picture; Hanzi-translation; Pinyin-translation. Participants evaluated the future recallability of the words and their meanings (i.e., judgements of learning) and completed two recognition tests. Words in Pinyin and words-translation pairs were judged to be easier to remember than Hanzi and word-pictures pairs. Participants remembered the meaning of words written in Hanzi better than in Pinyin, and word-translations pairs better than pictures, but they were more confident about word-picture pairs. These results suggest that pictures boost confidence in learning Chinese, but do not affect performance. These findings suggest that while pictures may boost confidence in learning Chinese, they may not necessarily lead to better performance. Our study provides valuable insights into the interaction of learning aids and writing system in (meta)memory during vocabulary acquisition.
Topics: Humans; Vocabulary; Metacognition; Colombia; Language; Learning
PubMed: 37917634
DOI: 10.1371/journal.pone.0286824 -
CoDAS Mar 2017To investigate the correlation between age, socioeconomic status (SES), and performance on emissive and receptive vocabulary tests in children with typical language...
PURPOSE
To investigate the correlation between age, socioeconomic status (SES), and performance on emissive and receptive vocabulary tests in children with typical language development.
METHODS
The study sample was composed of 60 preschool children of both genders, aged 3 years to 5 years 11 months, with typical language development divided into three groups: G I (mean age=3 years 6 months), G II (mean age=4 years 4 months) and G III (mean age=5 years 9 months). The ABFW Child Language Test - Vocabulary and the Peabody Picture Vocabulary Test (PPVT) for emissive and receptive language were applied to the preschoolers. The socioeconomic classification questionnaire of the Brazilian Association of Survey Companies (ABEP) was applied to the preschoolers' parents/legal guardians. Data were analyzed according to the criteria of the aforementioned instruments and were arranged in Excel spreadsheet for Windows XP®. A multiple linear regression model was used, adopting a statistical significance level of 5%, to analyze the correlation between age, SES, and performance on the receptive and emissive vocabulary tests.
RESULTS
In the ABEP questionnaire, participants were classified mostly into social level C (63.3%), followed by levels B (26.6%) and D (10%). The preschoolers investigated presented emissive and receptive vocabulary adequate for the age groups. No statistically significant difference was found for the variables age and SES regarding emissive and receptive vocabulary. Higher test scores were observed with increased age and SES, for social levels "B" compared with "D" and for "C" with "D".
CONCLUSION
The variables age and socioeconomic status influenced the performance on emissive and receptive vocabulary tests in the study group.
Topics: Child Behavior; Child, Preschool; Female; Humans; Language Development; Language Tests; Male; Socioeconomic Factors; Vocabulary
PubMed: 28300961
DOI: 10.1590/2317-1782/20172016098 -
American Journal of Speech-language... May 2021Purpose Early intervention using augmentative and alternative communication (AAC) supports both receptive and expressive language skills. However, many parents and... (Randomized Controlled Trial)
Randomized Controlled Trial
Purpose Early intervention using augmentative and alternative communication (AAC) supports both receptive and expressive language skills. However, many parents and clinicians still worry that augmented language intervention might delay or impair speech development. This study aimed to (a) characterize and analyze the speech sound development of toddlers with developmental delay who participated in a parent-implemented language intervention; (b) examine the accuracy of speech sounds among toddlers who participated in an augmented language intervention using speech-generating devices and toddlers who participated in a traditional, spoken language intervention; and (c) examine the relationship between baseline factors (i.e., receptive and expressive language skills, vocal imitation, and number of unintelligible utterances) and the number of spoken target vocabulary words after intervention. Method This study used extant data from two randomized control trials of parent-implemented language interventions using AAC or spoken language. Out of 109 children who completed the intervention, 45 children produced spoken target vocabulary words at the end of the intervention. We identified and phonetically transcribed spoken target vocabulary words for each child and then classified them based on Shriberg and Kwiatkowski's (1982) developmental sound classes. Results Children's speech sound accuracy was not significantly different across intervention groups. Overall, children who produced more words had more speech sound errors and higher baseline language scores. Intervention group and baseline receptive and expressive language skills significantly predicted the number of spoken target vocabulary words produced at the end of intervention. Conclusions Participation in AAC intervention resulted in significantly more spoken target vocabulary words and no statistically significant differences in speech sound errors when compared to children who received spoken language intervention without AAC. Results support using AAC interventions for very young children without the fear that it will delay speech or spoken language development. Supplemental Material https://doi.org/10.23641/asha.14265365.
Topics: Child, Preschool; Early Intervention, Educational; Humans; Parents; Phonetics; Speech; Vocabulary
PubMed: 33789437
DOI: 10.1044/2020_AJSLP-20-00093