Vocabulary Diversity Research Articles

Constructing Large Scale Cohort for Clinical Study on Heart Failure with Electronic Health Record in Regional Healthcare Platform: Challenges and Strategies in Data Reuse.

Regional healthcare platforms collect clinical data from hospitals in specific areas for the purpose of healthcare management. It is a common requirement to reuse the data for clinical research. However, we have to face challenges like the inconsistence of terminology in electronic health records (EHR) and the complexities in data quality and data formats in regional healthcare platform. In this paper, we propose methodology and process on constructing large scale cohorts which forms the basis of causality and comparative effectiveness relationship in epidemiology. We firstly constructed a Chinese terminology knowledge graph to deal with the diversity of vocabularies on regional platform. Secondly, we built special disease case repositories (i.e., heart failure repository) that utilize the graph to search the related patients and to normalize the data. Based on the requirements of the clinical research which aimed to explore the effectiveness of taking statin on 180-days readmission in patients with heart failure, we built a large-scale retrospective cohort with 29647 cases of heart failure patients from the heart failure repository. After the propensity score matching, the study group (n=6346) and the control group (n=6346) with parallel clinical characteristics were acquired. Logistic regression analysis showed that taking statins had a negative correlation with 180-days readmission in heart failure patients. This paper presents the workflow and application example of big data mining based on regional EHR data.

Writing Tasks to Elicit Language and Creativity: Describe Completed Drawings vs. First Draw, Then Describe

This study investigated a new writing task that utilizes drawing to elicit students’ language and original thinking. Two forms of pictures were designed and administered to 118 children. One form was conventional and consisted of completed pictures, requiring students to simply describe the pictures in writing. The other form, which was new, comprised incomplete pictures, requiring students to first draw and then describe them in writing. The descriptions were scored for originality (to represent creative thinking) and vocabulary and text length (to reflect linguistic domains). The originality scores were higher for students who were given the unfinished pictures regardless of their writing proficiency. Vocabulary diversity and text length fluency depended on the level of writing proficiency: for poor writers, these abilities were facilitated when they were given completed pictures, while for good writers, the form variation made no difference. This study highlights that to stimulate original thinking, an unfinished picture form is useful because it affords students opportunities to express unique ideas regardless of poor or good writers.

Investigating Lexical Progression through Lexical Diversity Metrics in a Corpus of French L3

This article presents a corpus-based evaluation of 13 lexical diversity metrics as measures of longitudinal progression in written productions of learners of French as third language (L3). Our case study (24 learners, 3 productions per learner in the course of 3 months) deals with a semi-longitudinal corpus, where each of the productions is supposed to be more complex than the previous one. Random forests (Breiman, 2001; Hothorn et al., 2019) are used in order to see whether lexical diversity metric scores capture enough vocabulary diversity progression to predict the production wave. We report that lexical diversity metrics capture lexical progression through the three productions of each student. In particular, two metrics appear to be the most informative for lexical progression: Herdan’s C and Yule’s K.

Dual Language and English-Only Learners' Expressive and Receptive Language Skills and Exposure to Peers' Language.

This study examined dual language learners' (DLLs n=24) and English-only (EO n=20) children's expressive and receptive language in kindergarten (Mage =5.7years) as well as the relation to peers' language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014-2015year). Receptive language skills (vocabulary, sentence comprehension) were measured in the fall and spring. Findings revealed increases in children's expressive and receptive language, except in terms of syntactic complexity. Moreover, peers' vocabulary diversity was positively associated with children's vocabulary diversity. Peers' syntactic complexity was positively associated with children's syntactic complexity and receptive vocabulary. Findings suggest that peers' language use may influence DLLs' and EO children's language learning.

The Vocabulary Richness of Children’s Television in Ireland: A Cross-generational Comparison

This research investigates whether the vocabulary richness of children’s programming has changed over one generation, and therefore compares the programmes offered in 1992 to those offered in 2017. Three hours of programming were sourced, transcribed and coded using the Computerised Language Analysis (CLAN) software (MacWhinney, 1984). CLAN is a language analysis software originally developed for the purpose of analysing child language which allows for the detailed transcription and analysis of linguistic data, including statistical measures of lexical diversity (Pye & MacWhinney, 1994).
 The total words, words per minute, vocabulary diversity, total object, action, attribute and affective-state words as well as the total object, action, attribute and affective-state words spoken in the presence of a referent were calculated and compared for the programming.
 The vocabulary richness of children’s television has decreased over time. The number of words spoken in the presence of referents in the programming has increased over time, with this increase being significant for action and attribute words. This pattern of findings reflects a trend in children’s television towards the production of programmes of reduced lexical complexity which may facilitate children’s word learning.

Rates of Typical Disfluency in the Conversational Speech of 30-Month-Old Spanish-English Simultaneous Bilinguals.

The aim of this study was to investigate the typical disfluency rates at 30 months old in a large group of simultaneous bilingual children and also investigate the relationships between disfluency rates and linguistic complexity (mean length of utterance in words [MLU-W]), vocabulary diversity (VocD), and speaking rate (utterances per unit time). Fifty-three typically developing children who had been exposed to Spanish and English from birth participated in this descriptive study. The average percent input at home was 46% in English and 54% in Spanish. Outside the home, the children averaged 9 hr of exposure per week in each language. Spontaneous speech samples in both languages were obtained during play sessions between the children and a parent. Nonparametric tests revealed a significant difference in typical disfluency rates across languages, with more children being disfluent in English and with a larger range of disfluency rates in English. The effect size for this difference was small. The children had significantly higher MLU-W in English; there were no differences in VocD or speaking rate between the 2 languages. Typical disfluency rate in Spanish was not significantly correlated with MLU-W, VocD, or speaking rate. Typical disfluency rates in English were correlated with MLU-W and VocD, but not with speaking rate. This article described the typical disfluency rates of a large group of simultaneous Spanish-English bilingual children at 30 months of age. The typical disfluency rates reported here are lower than those reported in the literature for monolingual children of similar ages. Clinical implications of these findings are addressed.

A Psycholexical Classification of Ukrainian Descriptors of Individual Differences

Abstract The aim of the psycholexical study was to classify the terms describing individual differences in the Ukrainian language. Method. To accomplish this objective, we analysed 220,000 entries included in a universal dictionary of Ukrainian and identified 20,024 terms – adjectives, participles, type-nouns, and attribute-nouns – used to describe human characteristics. The identified person-descriptive terms were classified by a team of five trained judges into 13 categories and subcategories. The judges’ taxonomic decisions were tested for validity and interjudge agreement. Results. This procedure yielded lists of Ukrainian personality descriptors, consisting, respectively, of 2,426 adjectives, 2,255 participles, 1,653 attribute-nouns, and 1,474 type-nouns. The analysis of semantic redundancy of terms representing different parts of speech but having the same common morpheme among dispositional descriptors identified a total of 1,634 morphemes that differed in terms of meaning. The analysis identified 212 (22.0% of morphemes) type-nouns that could not be replaced by any different part of speech with the same morpheme to describe the same personality trait. Conclusions. Ukrainian personality lexicon has a comparable or higher diversity of personality-descriptive vocabulary, attested to by the presence of 96% Big Factors markers from international comparative analyses of psycholexical structures of natural languages. The results of the study contribute to the debate on universals in the description of individual differences and constitute the basis for future questionnaire-based studies aimed at identifying the psycholexical structure of the Ukrainian language.

Investigating lexical diversity and lexical sophistication of productive vocabulary in the written discourse of Indonesian EFL learners

This paper reports the findings in investigating lexical diversity and lexical sophistication of productive vocabulary in the written discourse of Indonesian EFL learners. Thirty one students at high school level participated in this study; 15 students were from B1 level and 16 students were from B2 level according to Common European Framework of Reference for Languages (CEFR). Students’ written compositions were used as the main data for this study. The gauge was done based on the result of the calculation of lexical frequency profile (LFP). The result of the calculation showed that the lexical diversity index of students at higher level was greater than that of students at lower level. In addition, based on the calculation per LFP category, it was found that the two groups shared similar patterns of lexical diversity index in which most varied vocabulary used in their writings falls into the second most common 1000 wordlist, followed by vocabulary that belongs to “not in the lists” category and AWL, respectively. Subsequently, the first common 1000 words category became the least varied words used by the learners. In terms of lexical sophistication, it was found that the percentage of advanced vocabulary used by less proficient learners was slightly larger than the percentage of advanced vocabulary used by more proficient learners. However, there was no significant difference found between two groups of learners in terms of lexical diversity and lexical sophistication.

Maternal Language and Child Vocabulary Mediate Relations Between Socioeconomic Status and Executive Function During Early Childhood.

This article examined longitudinal relations among socioeconomic risk, maternal language input, child vocabulary, and child executive function (EF) in a large sample (N=1,009) recruited for a prospective longitudinal study. Two measures of maternal language input derived from a parent-child picture book task, vocabulary diversity (VOCD), and language complexity, showed variation by socioeconomic risk at child ages 15, 24, and 36months. Maternal VOCD at child age 24months and maternal language complexity at child age 36months mediated the relation between socioeconomic risk and 48-month child EF, independent of parenting sensitivity. Moreover, 36-month child vocabulary mediated the relation between maternal language input and child EF. These findings provide novel evidence about mechanisms linking socioeconomic risk and child executive function.

Psycholinguistic features of political leader speech

Political language has always been an important socio-cultural phenomenon. The article focuses on some psycholinguistic aspects of a political leader speech. Attention is paid to the psycholinguistic methodology of studying aspects of political leader speech peculiarities. The analysis is based on Hillary Clinton’s concession speech. The purposes of the article are to analyze the speech of the American political leader from the point of view of psycholinguistics and characterize the psychological state of the political individual during her speech. It has been established that the speech is characterized by long and complex sentences, which indicates a slight emotionality of the speaker. The vocabulary diversity coefficient is high enough and indicates the richness, diversity and eloquence of the language policy. The verb correlation coefficient indicates a low aggressiveness of the speech, in which gratitude to voters for support and expressing a desire to cooperate with the elected presidential candidate for the sake of the bright future of a common homeland. The logical coherence coefficient indicates a logically structured speech, which is characterized by logic and connectivity. The rate of embolism is extremely low, which indicates the high level of the politician’s speech and the corresponding social status of the speaker. The speech is structured, meaningful, logically connected with the use of appropriate methods of influencing the audience.

THE UNDAGI LEXICON IN THE MANUFACTURE OF RESIDENTIAL HOUSES BASED ON ASTA KOSALA KOSALI CONCEPT IN DENPASAR

The title of this research is The ‘Undagi’ lexicon in the manufacture of residential houses based on asta kosala kosali concept in Denpasar. The aims of this research is to inventory the diversity of vocabulary of undagi’s lexicon in making a house based on asta kosala kosali concept with ecological dimension so that the young generation can know and preserve it well. The theory applied for this research is ecolinguistic theory proposed by Bang and Door (1993). This theory are combines biological dimension, ideological and sociological dimension in the languages. This research is descriptive qualitative. Technique of data collecting is done by applying listening method and speaking method. The listening method is done by using interview technique and the speaking method by using face to face method. The result of the research shows that the diversity of vocabulary of undagis’s lexicon in making a house based on asta kosala kosali concept are found sixty seven lexicons categorized as nouns and thirteen lexicons categorized as verb. In addition to word class categorization, in this study also obtained the word forms of each lexicon in the form of a single form of the word base and derivative form of the form of compound words. Each lexicon also has a semantic meaning and shows the social praxis dimension of ideological, sociological and biological dimensions.
 Key words: Undagi, asta kosala kosali, the social praxis dimension

THE UNDAGI LEXICON IN THE MANUFACTURE OF RESIDENTIAL HOUSES BASED ON ASTA KOSALA KOSALI CONCEPT IN DENPASAR

The title of this research is The ‘Undagi’ lexicon in the manufacture of residential houses based on asta kosala kosali concept in Denpasar. The aims of this research is to inventory the diversity of vocabulary of undagi’s lexicon in making a house based on asta kosala kosali concept with ecological dimension so that the young generation can know and preserve it well. The theory applied for this research is ecolinguistic theory proposed by Bang and Door (1993). This theory are combines biological dimension, ideological and sociological dimension in the languages. This research is descriptive qualitative. Technique of data collecting is done by applying listening method and speaking method. The listening method is done by using interview technique and the speaking method by using face to face method. The result of the research shows that the diversity of vocabulary of undagis’s lexicon in making a house based on asta kosala kosali concept are found sixty seven lexicons categorized as nouns and thirteen lexicons categorized as verb. In addition to word class categorization, in this study also obtained the word forms of each lexicon in the form of a single form of the word base and derivative form of the form of compound words. Each lexicon also has a semantic meaning and shows the social praxis dimension of ideological, sociological and biological dimensions.
 Key words: Undagi, asta kosala kosali, the social praxis dimension

Preliminary Evidence That Growth in Productive Language Differentiates Childhood Stuttering Persistence and Recovery.

Childhood stuttering is common but is often outgrown. Children whose stuttering persists experience significant life impacts, calling for a better understanding of what factors may underlie eventual recovery. In previous research, language ability has been shown to differentiate children who stutter (CWS) from children who do not stutter, yet there is an active debate in the field regarding what, if any, language measures may mark eventual recovery versus persistence. In this study, we examined whether growth in productive language performance may better predict the probability of recovery compared to static profiles taken from a single time point. Productive syntax and vocabulary diversity growth rates were calculated for 50 CWS using random coefficient models. Logistic regression models were then used to determine whether growth rates uniquely predict likelihood of recovery, as well as if these rates were predictive over and above currently identified correlates of stuttering onset and recovery. Different linguistic profiles emerged between children who went on to recover versus those who persisted. Children who had steeper productive syntactic growth, but not vocabulary diversity growth, were more likely to recover by study end. Moreover, this effect held after controlling for initial language ability at study onset as well as demographic covariates. Results are discussed in terms of how growth estimates can be incorporated in recommendations for fostering productive language skills among CWS. The need for additional research on language in early stuttering and recovery is suggested.

Macroscopic linguistic features of the Chinese writing of deaf individuals

Deaf individuals usually face more challenges in reading and writing, because they are often deprived of adequate spoken input from their infancy. Research on the language features of deaf individuals’ writing is abundant. However, their language structures have as yet been unexplored. In order to address this subject, this article uses the holistic approach of complex network theory. This study builds three syntactic dependency networks, the intent being to capture the macroscopic linguistic features in writing of deaf individuals. Three networks are constructed: one is created from a treebank of texts produced by deaf individuals, and the other two are created from two treebanks of spoken and written language samples produced by hearing people. A dependency‐based theory of syntax is used. The results indicate that the language system of individuals with deafness is structurally similar to that of hearing people, especially to that of their spoken language, but individuals with deafness tend to have lower language proficiency in both syntactic and lexical aspects. The rigid use of function words and less diversity of vocabulary might be part of the reason for the observed differences.

The Relationship of Head Start Teachers’ Academic Language Use and Children’s Receptive Vocabulary

ABSTRACTResearch Findings: This study examines lexical- and sentence-level dimensions of academic language to describe teachers’ natural use of academic language and its association with vocabulary growth in 489 at-risk 4-year-olds enrolled in Head Start preschool classrooms. Using transcripts derived from video recordings of book-reading sessions in 52 classrooms, we developed measures to assess the relationships among teachers’ use of lexical elements (amount, sophistication, and diversity of vocabulary) and utterance length (mean length of utterance in words) and children’s end-of-year receptive vocabulary scores. Hierarchical linear models indicated that children in classrooms where teachers used more lexical elements had higher end-of-year receptive vocabulary scores than those who heard less. Conversely, children in classrooms where shorter utterances were used had higher end-of-year receptive vocabulary scores. Classroom factors also played a role in children’s vocabulary scores, indicating a need to address classroom environments in addition to teachers’ language use. Practice or Policy: Results indicate that teachers should consider the unique contributions of lexical- and sentence-level elements when providing vocabulary instruction for children with below-the-mean vocabulary scores. Implications for instruction are addressed.

Assessing the impact of conversational overlap in content on child language growth.

When engaged in conversation, both parents and children tend to re-use words that their partner has just said. This study explored whether proportions of maternal and/or child utterances that overlapped in content with what their partner had just said contributed to growth in mean length of utterance (MLU), developmental sentence score, and vocabulary diversity over time. We analyzed the New England longitudinal corpus from the CHILDES database, comprising transcripts of mother-child conversations at 14, 20, and 32 months, using the CHIP command to compute proportions of utterances with overlapping content. Rates of maternal overlap, but not child overlap, at earlier time-points predicted child language outcomes at later time-points, after controlling for earlier child MLU. We suggest that maternal overlap plays a formative role in child language development by providing content that is immediately relevant to what the child has in mind.

Jeremiah 32:17-18a: The great and powerful God shows steadfast love to thousands, but punishes sin

It is frequently assumed that Jeremiah 32:18 quotes from the creedal affirmation in Exodus 34:6-7. This paper sets to show that the variance in vocabulary between Jeremiah 32:18 and the creedal affirmation in Exodus 34:6-7 cannot be attributed to deliberate modifications of the latter text. I will argue that the author of Jeremiah 32:18 did not quote from Exodus 34:6-7, but gave expression to conceptions of YHWH's character which were distinctly reflected on in the statement in Exodus 34:6-7. The paper, furthermore, demonstrates that the characterization of YHWH as the great and powerful God, who shows steadfast love to thousands, is prominent both in the prophet's prayer as well as in YHWH's response to the prayer(Jeremiah 32:16-44). Jeremiah 32:18 attests to a distinctive use of the grace formula.

On the Role of Content in Writing Assessment

ABSTRACTContent is related to other aspects of writing, but exactly how they are related has remained unclear or has not received sufficient critical attention. Consequently, in most writing assessments, content has been treated as just one among several relatively distinct but equal elements. However, in this study, the authors have quantified these relationships, and as a result can suggest, although this may seem controversial to many readers, that writing assessments may henceforth be simplified to assessments of content in cases where analysis of separate skills is not required. The data are stories written by children in English and scored by human readers or the Coh-Metrix. Three models of content were evaluated by using structural equation modeling. The model in which content is influenced either directly or indirectly by five writing elements—namely, vocabulary diversity, text length, coherence, originality, and grammar—provided a reasonable explanation of the data. The model shows that content can be defined as the sum of these five elements, which together explain content to a substantial extent. Since the substantial portion of content is the combined result of all these elements, we can simply assess content and know that, through their direct and indirect effects, content also represents all five textual elements.

CONSOLIDATING AND STUDYING THE FEATURES OF THE ARCHITECTURAL STYLES AND ITS ELEMENTS OF THE FACADES BUILDINGS IN THE OLD NEIGHBORHOODS OF MUKALLA CITY - ANALYTICAL STUDY

Hadramout architecture is marked by various features and by the diversity of unique architectural vocabulary. Although Mukalla city is considered one of the emerging cities compared to other cities of Hadramout, the city has become the most active and urbanism. The four ancient neighborhoods formed the center of the city and appeared in a various local -style architecture, interfaces, decorations and vocabulary diversity variety of architectural elements, which may vary from district to another. The influence of the Indian, Asia and Turkish style pattern is also appears on its public and private buildings. It is most common in vocabulary. The vocabulary and obvious building elements in the facades defined the existence of strong architectural experience in providing the ventilation and privacy solutions, requirements of its society that made up a mental and an aesthetic fantastic image of the beautiful city and its buildings. The old neighborhoods and its buildings exposed to a wave of transformations and changes the patterns of the modern building materials, which could threaten and distort this architectural heritage.

Vocabulary Knowledge and Vocabulary Use in Second Language Writing

Research has consistently shown diversity of vocabulary to be an important indicator of second language (L2) writing development as well as L2 writing performance. These studies underscore the importance of vocabulary to L2 writing. However, they provide little to indicate what kind of vocabulary learners of English may need to know in order to develop writing proficiency. This small-scale pilot study examined the relationships among vocabulary knowledge, vocabulary use, and L2 writing performance. The results suggest that accurate productive knowledge of high-frequency word families was associated with L2 writing performance. However, actual use of high-frequency word families was negatively associated with L2 writing performance. Based on the results, the authors present potential uses of lexical frequency information to help students develop (a) accurate productive knowledge of high-frequency word families and (b) a repertoire of low-frequency word families based on their communicative needs.