Lawrence Erlbaum Research Articles

Miesize: Effect-size calculation in imputed data

In this article, I describe the miesize command for the calculation of effect sizes in imputed data. There may be situations where an effect size needs to be estimated for an intervention, an exposure, or a group membership variable but data on the independent or dependent variable are missing. Such missing data are commonly dealt with by multiply imputing plausible values. However, in this circumstance, the estimated effect size and associated standard errors will need to be pooled and estimated from the imputed dataset. The miesize command automates this process and calculates effect sizes for a binary variable from multiply imputed data in wide format. The estimates and standard errors (used to calculate the confidence intervals) are recombined using Rubin’s (1987, Multiple Imputation for Nonresponse in Surveys [Wiley]) rules. These rules are applied such that the average point estimate for the effect size is calculated from the imputed datasets. The pooled standard error, and hence confidence intervals, is calculated to account for both the variance between the imputed datasets and the variance within them. Pooled effect sizes and confidence intervals for Cohen’s (1988, Statistical Power Analysis for the Behavioral Sciences, 2nd ed. [Lawrence Erlbaum]) d, Hedges’s (1981, Journal of Educational Statistics 6: 107-128) g, and Glass’s ( Smith and Glass, 1977 , American Psychologist 32: 752-760) delta are provided by miesize.

Computational model of engagement with stigmatised sentiment: COVID and general vaccine discourse on social media

The growth rate of new social media users continues to surpass new Internet users and new unique mobile phone subscribers and this trend remains consistent over the past 5 years (2019–2023). The most frequently visited types of websites or apps worldwide are chat and messaging, closely followed by social networks and this trend has also remained relatively constant. The dominating role of social media, especially as a source for information seeking, is staggering, particularly during the COVID-19 pandemic. However, the research in Keller et al. (J Mec Internet Res 16:e8, 2014) indicates that not many experts consider social media as a tool for sharing their expertise or for integrating social media into their research efforts. This is a troubling fact, especially considering that stigmatised health narrative are fueled in the face of uncertainty and spread very quickly among the lay population. The latter contributes to the spread of misinformation and, consequently, fosters hesitancy about preventive measures such as vaccines. This research presents new evidence on engagement with stigmatised vaccine discourse on Facebook (Meta), Twitter (X), YouTube and Reddit. Engagement with health-related sentiment can be an important indicator of perceptions regarding preventive measures. The current research can draw the attention of public health experts to the connection between stigmatised discourse and engagement in health discussions, as well as the potential impact of other linguistic features on engagement. It can also guide health authorities and medical professionals in developing effective communication strategies for the general public. Moreover, there are only a handful of studies discussing engagement with socially shared health-care discussions. The research focuses on examining engagement with stigmatised sentiment in vaccination discussions during and prior to the COVID-19 pandemic, using a cross-sectional approach. The study is based on primary data from social media domains, supplemented by secondary data analyses of literature related to the topic. To achieve the research goal, the study employs a multi-method design primarily based on quantitative methods of content analyses, such as Linguistic Inquiry and Word Count (LIWC) (Pennebaker et al. in Linguistic inquiry and word count: Liwc 2001, vol 71. Lawrence Erlbaum Associates, Mahway, 2001) to extract general language features and analyse stigmatised sentiment as the result of previous research findings in Straton et al. (Stigma annotation scheme and stigmatized language detection in health-care discussions on social media. In: Proceedings of The 12th Language Resources and Evaluation Conference (LREC, 2020), pp 1178–1190 (European Language Resources Association, 2020), Straton (Appl Intell, pp 1–26, 2022). Unsupervised K-means clustering methods, along with F-score and Z-score measures, are applied to draw insights from the features. The goal is to explore the phenomena of engagement with socially shared health information, investigate whether stigma can affect the engagement, and identify any other language features that may have an impact. Highly engaging general vaccine discussions before the pandemic appear to be more planned and less emotional. They exhibit reasoning and differentiation typical of more complex discussion sections, incorporating references to authority and family concerns simultaneously. The engaging messages convey stigmatised sentiment, likely shared either with the intent to deceive, or are based on a genuinely biased belief. Some elements of stigmatised discussions indicate deception, while others are more frequent in truthful statements. Engaging content in COVID vaccine discussions, similar to general vaccine content, lacks emotional elements and exhibits high linguistic complexity. However, there seems to be no connection between engagement and stigmatised sentiment. This difference is likely due to the removal of public anti-vaccination pages during the pandemic where anti-vaccination groups moved to discussion section of posts that try to disprove vaccine conspiracy theories. Mixing polarised groups will result in different feedback and engagement with the content. Almost half of the features in COVID and general vaccine discussions have a similar impact on engagement. However, further exploration of the findings suggests that there are distinct differences. Understanding the differences is very important to prevent generalisation errors in the conclusions drawn from the data. Engagement with written text on social media should be measured within a narrow scope: limited regional, demographic and temporal scope. Otherwise, interpretation of the findings risks on being inconsistent.

Correcting for measurement error under meta-analysis of z-transformed correlations.

This study mainly concerns correction for measurement error using the meta-analysis of Fisher's z-transformed correlations. The disattenuation formula of Spearman (American Journal of Psychology, 15, 1904, 72) is used to correct for individual raw correlations in primary studies. The corrected raw correlations are then used to obtain the corrected z-transformed correlations. What remains little studied, however, is how to best correct for within-study sampling error variances of corrected z-transformed correlations. We focused on three within-study sampling error variance estimators corrected for measurement error that were proposed in earlier studies and is proposed in the current study: (1) the formula given by Hedges (Test validity, Lawrence Erlbaum, 1988) assuming a linear relationship between corrected and uncorrected z-transformed correlations (linear correction), (2) one derived by the first-order delta method based on the average of corrected z-transformed correlations (stabilized first-order correction), and (3) one derived by the second-order delta method based on the average of corrected z-transformed correlations (stabilized second-order correction). Via a simulation study, we compared performance of these estimators and the sampling error variance estimator uncorrected for measurement error in terms of estimation and inference accuracy of the mean correlation as well as the homogeneity test of effect sizes. In obtaining the corrected z-transformed correlations and within-study sampling error variances, coefficient alpha was used as a common reliability coefficient estimate. The results showed that in terms of the estimated mean correlation, sampling error variances with linear correction, the stabilized first-order and second-order corrections, and no correction performed similarly in general. Furthermore, in terms of the homogeneity test, given a relatively large average sample size and normal true scores, the stabilized first-order and second-order corrections had type I error rates that were generally controlled as well as or better than the other estimators. Overall, stabilized first-order and second-order corrections are recommended when true scores are normal, reliabilities are acceptable, the number of items per psychological scale is relatively large, and the average sample size is relatively large.

How pupils’ playfulness creates possibilities for pleasure and learning in physical education

ABSTRACT Background Physical education has been described as too instrumental and uncritical, where a focus on utility has limited the value of pleasure in movement. Decades of previous research has addressed the need for changes where embodied experiences and learning are emphasized [Kirk, David, and Richard Tinning. 1994. “Embodied Self-Identity, Healthy Lifestyles and School Physical Education.” Sociology of Health and Illness 16 (5): 600–625; Kirk, David. 2010. Physical Education Futures. London: Routledge; Wrench, Alison, and Robyne Garrett. 2015. “PE: It’s Just Me: Physically Active and Healthy Teacher Bodies.” International Journal of Qualitative Studies in Education (QSE) 28 (1): 72–91; Wright, Jan. 2000. “Bodies, Meanings and Movement: A Comparison of the Language of a Physical Education Lesson and a Feldenkrais Movement Class.” Sport, Education & Society 5 (1): 35–49]. Accordingly, we align with the ongoing call for a ‘corporeal turn’ [Smith, Stephen J. 2007. “The First Rush of Movement: A Phenomenological Preface to Movement Education.” Phenomenology & Practice 1 (1): 47–75, 66] in physical education, towards a more holistic understanding of learning and experience as embodied and emplaced [Pink, Sarah. 2011. “From Embodiment to Emplacement: Re-Thinking Competing Bodies, Senses and Spatialities.” Sport, Education and Society 16 (3):343–355.]. This turn may involve a curriculum where pleasurable and meaningful movement experiences are educational goals. Building on this, we ask whether a pedagogy that gives room for playfulness may be a starting point for physical education being perceived as more meaningful and pleasurable. Our theoretical framework builds upon Wellard’s model of body-reflexive pleasure, Hyland’s understanding of playfulness as a responsive openness and Gibson’s theories of affordances. Purpose In this study we explore pupils’ embodied experiences in physical education, using empirical findings from a sensory ethnography. The research questions asked are ‘How do pupils’ playfulness create possibilities for pleasure in physical education? And which opportunities for embodied learning are being offered through playful and pleasurable experiences?’ Our aim is to inform and develop pedagogies of embodiment by including playfulness as a strategy for facilitating opportunities for pleasurable and meaningful experiences that enable embodied learning. Method The empirical data is based on a sensory ethnographic fieldwork conducted in a 10th grade class (23 pupils, age 15–16 years) in Oslo, Norway. The first author conducted the fieldwork as a participant observer. This included joining all physical education lessons for one semester and conducting 17 interviews with pupils by the end of the semester. In the analysis and interpretation process we have combined ‘the ethnographic hunch’ [Pink, Sarah. 2021. “The Ethnographic Hunch.” Experimenting with Ethnography: A Companion to Analysis: 30–40] with an abductive analysis approach [Tavory, Iddo, and Stefan Timmermans. 2014. Abductive Analysis: Theorizing Qualitative Research. Chicago and London: University of Chicago Press]. Results and discussion The findings are represented in three episodes that show how pupils playfully changed the teacher-given tasks, and in doing so created possibilities for pleasurable experiences. The findings are discussed using [Wellard 2012. “Body-reflexive Pleasures: Exploring Bodily Experiences Within the Context of Sport and Physical Activity.” Sport, Education and Society 17 (1): 21–33] model of body-reflexive pleasures and phenomenological perspectives on playfulness [Hyland, D. 1977. ““And That Is The Best Part of Us:” Human Being and Play.” Journal of the Philosophy of Sport 4 (1):36–49], and affordances [Gibson, James J. 1986. The Ecological Approach to Visual Perception. Hillsdale, NJ: Lawrence Erlbaum Associates]. Playfulness emerged as a criterium for perceiving activities as pleasurable. The pupils’ playful stance assisted them in their search for meaning and pleasurable activities because it enabled them to be open and responsive to the possibilities that emerged in the physical and social environment. This led to pleasurable experiences of physical thrill and psychological flow in social interaction when moving with others. We discuss how pleasurable experiences may have potential for the pupils’ embodied and emplaced learning, as participants in place-events. As illustrated in the three episodes, the playful and pleasurable activities offer opportunities for learning and practicing integrated competencies, e.g. physical, social, and creative competencies. Suggested implications for physical education teachers may involve giving pupils the freedom to be playful by being open to letting pupils’ innovative initiatives influence the teaching and contribute to create a safe space for movement exploration.

Enhancing learner motivation by adapting strategies from the ARCS model: experience from Chinese online course design and teaching

Abstract Compared with traditional language teaching in a face-to-face setting, online language teaching elicits new challenges that require instructors to adopt new strategies when designing and delivering online courses. One of the challenges, according to our literature review (Cull, S., Reed, D., & Kirk, K. (2010, June 23–25, 28–29). Student motivation and engagement in online courses [Workshop session]. In Teaching geoscience online – a workshop for digital faculty, Virtual workshop. https://serc.carleton.edu/NAGTWorkshops/online/motivation.html) and our instructors’ observations of online Chinese courses, was that college students suffered from loss of learning motivation, which impacted their learning experiences and outcomes, resulting in a downhill, vicious cycle. This paper discusses various adaptations that we designed to improve learner motivation by applying Keller’s ARCS model (Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status (pp. 383–434). Lawrence Erlbaum Associates, Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. Aspects of Educational Technology, 17, 140–145, Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10, Keller, J. M. (2010). Motivational design for learning and performance. Springer) during the process of (re)designing online Chinese courses from 2018 to 2020. Among many theories and models of learner motivation, Keller’s ARCS model stands out with its focus on instructional design, with four main practical categories: attention; relevance; confidence and satisfaction. This model further provides detailed subcategories for improving learner motivation, e.g., increasing variations in course material layout to capture students’ interest and providing real-time, encouraging feedback to enhance students’ beliefs in their competence. Our contextualised discussion of the ARCS model will benefit teachers and course designers seeking to enhance learner motivation in their online courses.

An exploration of outdoor play and wellbeing in Northern Irish primary schools

ABSTRACT The increasingly poor physical and mental health outcomes for children in Northern Ireland are, in part, attributed to a sedentary, indoor lifestyle and a concern that children are not availing of outdoor play opportunities. For some children, the school playground is the only accessible outdoor space available to them and is therefore a critical site in terms of promoting wellbeing. This paper reports the findings of an exploratory study which investigated school staff’s attitudes and children’s views, perspectives and experiences of play in school playgrounds in Northern Ireland. The findings illustrate that the school playground shapes the way in which children access outdoor play through its physical, policy and social setup; and that the design, structure, management and provision of the school playground all play a role in shaping children’s play behaviours and enjoyment of play. Findings also indicate that children are not being consulted about their play space, and schools lack policies and training opportunities for staff regarding outdoor play. Based on the findings and applying concepts associated with the Affordance Framework [Gibson, J. J. (1979). The ecological approach to visual perception. Lawrence Erlbaum Associates], the transformative potential of restructuring primary school playgrounds in Northern Ireland is highlighted and implications for future research, policy and practice are outlined.

In Memoriam: Peter J. Urcuioli (1952-2022).

In Memoriam: Peter J. Urcuioli (1952-2022).

Characterization of sleep in emerging adults with cystic fibrosis on elexacaftor/tezacaftor/ivacaftor

Characterization of sleep in emerging adults with cystic fibrosis on elexacaftor/tezacaftor/ivacaftor

The revision process during handwritten text production: The case of French higher education students with dyslexia.

The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them-according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)-to allocate more cognitive resources to higher-level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, Psychologie Française, 50, 2005, 391). Moreover, Morken and Helland (Dyslexia, 19, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur-Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18, 2016, 177), what is the impact on higher-level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants.

Two dichotomies of recognition memory.

Murdock (1974, Human Memory: Theory and Data, Lawrence Erlbaum) distinguished between the encoding and retrieval of item information (the representation of individual events) and associative information (the representation of relations between separate events). Mandler (1980, Psychological Review, 87, 252-271) proposed that recognition decisions could be based on the sense of familiarity engendered by the stimulus or on the retrieval of conceptual, semantic, and contextual information about the target. These two distinctions have motivated a considerable amount of research over the past 40 years and have provided much of the bases for our current understanding of recognition memory. Selective aspects of this research are reviewed to show how theories of recognition memory have developed to embody these two dichotomies. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Perceptual grouping in complex rhythmic patterns.

Perception of simple temporal patterns has been shown to rely on accentuations in terms of intensity, pitch, or timbre, but also on grouping according to runs of the same events (intervals between successive sounds or light flashes) or significant gaps between them (Garner in The processing of information and structure. Lawrence Erlbaum, 1974; Preusser et al. in Am J Psychol 83(2):151-170 in 1970; Royer and Garner in Percept Psychophys 1(1):41-47, 1966; Royer and Garner in Percept Psychophys 7(2):115-120, 1970; Yu et al. in Atten Percept Psychophys 77(8):2728-2739, 2015). Here we investigate whether the run and gap principles can also account for participants' perceived start of complex rhythmic patterns. We also investigated the role of participants' musical training. Sixteen novices and 16 amateur musicians listened to rhythmic patterns and indicated perceived starting points by a single tap with a drumstick on electronic pads. Auditory patterns contained prominent gaps, runs, or a combination of the two for target intervals. We systematically varied task complexity in terms of the target durations of intervals constituting the patterns and overall tempos. Overall, run and gap principles proved to be useful grouping principles accounting for a large proportion (59.2%) of the selected starting positions underlining the universal relevance of these principles. Grouping principles were not as successful in predicting the perceived start of a rhythmic pattern compared to previous studies. Results indicate that additional grouping principles must be at play. Predictive power of the grouping principles varied depending on the structure of rhythmic patterns. For rhythmic patterns including longer intervals (i.e., longer gaps) the gap principle alone or in combination with the run principle showed the strongest predictive power. Novices and amateur musicians were similar in their usage of grouping principles suggesting that the underlying principles might be equally at the dispositions of performers and listeners.

KappaAcc: A program for assessing the adequacy of kappa.

Categorical cutpoints used to assess the adequacy of various statistics-like small, medium, and large for correlation coefficients of .10, .30, and .50 (Cohen, Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.)-are as useful as they are arbitrary, but not all statistics are suitable candidates for categorical cutpoints. One such is kappa, a statistic that gauges inter-observer agreement corrected for chance (Cohen Educational and Psychological Measurement, 20(1), 37-46, Cohen, Educational and Psychological Measurement 20:37-46, 1960). Depending on circumstances, a specific value of kappa may be judged adequate in one case but not in another. Thus, no one value of kappa can be regarded as universally acceptable and the question for investigators should be, are observers accurate enough, not is kappa big enough. A principled way to assess whether a specific value of kappa is adequate is to estimate observer accuracy-how accurate would simulated observers need to be to have generated a specific value of kappa obtained by actual observers, given specific circumstances. Estimating observer accuracy based on a kappa table the user provides is what KappaAcc, the program described here, does.

The role of affect in science literacy for all

ABSTRACT The goal of science literacy for all underlies much of today’s K-12 science education (National Academies of Sciences [2016]. Science literacy: Concepts, contexts, and consequences. National Academies Press; Roberts, [2007]. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Lawrence Erlbaum). This goal assumes that the citizens of contemporary societies must be able to appreciate the relevance of and draw upon scientific knowledge and practices in a broad range of personal and social issues. Many national science education standards, which aim to promote science literacy for all, focus almost entirely on prescribing the conceptual knowledge and practices that underlie science literacy, with only little, if any, reference to the affective characteristics that need to be fostered in parallel to conceptual knowledge and skills. This position paper highlights why affect is so important for the development of science literacy by critiquing the arguments that underlie many national standards documents and by considering the crucial role affect plays in becoming and remaining a lifelong learner of science. We argue that there is a discrepancy between the science education research literature and many national science education standards in terms of the latter not acknowledging the affective domain as an important education outcome, and that this discrepancy is an obstacle to the attainment of science literacy for all.

E-assessment: Wash-Back Effects and Challenges (Examining Students’ and Teachers’ Attitudes Towards E-tests)

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Inflectional Changes of Double Marked Form: Evidence from a Corpus Study of English Verbal System

It is assumed languages of human beings are directed by rules; however, these rules have certain exceptions in the form of irregularities. A double-marked form in which the regular rule is added to an irregular form has been attested in languages of human beings and is considered as a type of irregularization in the morphological processing. It has been claimed that there is a correlation between this type of irregularization process and high word frequencies. The real rate and nature of these double-marked forms have rarely been documented. On the basis of data from the new linguistic corpus (WebCorp) which allows us to make refined searches given its wider range of searching possibilities, this paper investigates whether there is a correlation between these irregularization processes in the English verbal system and word frequency with the aim of addressing the research questions: Is there a relationship between irregularization with the type of double-marked forms and word frequency in current English? If so, are irregular verbs with high frequency irregularized more often than the ones with low frequency? To do so, word frequencies of 488 irregular verbs in the past and perfect were collected from the selected corpus. Then, word frequencies of their corresponding double-marked forms in both forms were collected from the same corpus. Descriptive and statistical analyses were conducted to test the importance of the difference in the results. 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Inter and intrasentential code switching among late bilinguals

This study investigates intersentential and intrasentential code switching among late bilinguals among the Kurdish bilinguals. enormous studies have been conducted on the impact of age of language acquisition on learning second language, however a little research have been conducted concerning to the influence of age of acquisition on how bilingual speakers code switch and the influence of language proficiency on intersentential and intrasentential code switching. The result found out that that age of acquisition plays a crucial role in bilingual code switch. Early bilinguals code switch more frequently than the late bilinguals, intersentential code switching is more common among late bilinguals, whilst intrasentenial code switching is more trend among the early bilinguals. Reference: Ali, Barzan Jaafar (2019) Grammatical aspect of code switching in Farsi-English bilingual speech. University of Sussex, UK. PhD thesis Chan, B. and Hock-Shing. (2015) A diachronic-function approach to explaining grammatical patterns in code-switching: Postmodification in Cantonese English noun phrase. International Journal of Bilingualism. Sage publication. Cheng, L. and Butler, K. (1989) Code-switching: A natural phenomenon vs. language ‘deficiency.’ World English. Di Sciullo, A., Muysken, P., & Singh, R. (1986) Code-mixing and government, Journal of Linguistics. Eppler, Eva. (2010) The Syntax of German-English Code-Switching. Braumüller. Evangelia Adamou and Rachel Shen (2019) There are no language switching costs when code switching is frequent. International Journal of Bilingualism, SAGE Publications. Flege, J. E. (1999) Age of learning and second language speech. New Jersey: Lawrence Erlbaum Associates, Inc. Hans Voggt. 1954. Language Contacts. Word Hartshorne, J.K, Tenenbaum, J. B, Pinker. S (2018) A critical period for second language acquisition: Evidence from 2/3 million English speakers.” Cognition vol. 177: 263-277. Labov, W (1977) Language in the inner city: studies in the black-English vernacular. Oxford: Basil Blackwell. Lipski, J. M. (1985) Linguistic Aspects of Spanish-English Language Switching. Arizona State University Center for Latin American Studies. MacSwan, J (1999) minimalist approach to intrasentential codeswitching. New York, Garland Publishing Muysken, P (1995) Grammatical concepts in code-switching. One speaker, two languages: Cross disciplinary perspective on code-switching. Muysken, P (2000) Bilingual speech: A typology of code mixing. Cambridge university press. Myers-Scotton, C.1993. Duelling languages: grammatical structure in code switching. Oxford: clarendon press. Nishimira, M (1986) Intra-sentential code-switching: The case of language assignment. Hillsdale, NJ: Lawrence Erlbaum Pfaff (1979) Constraints on language mixing: Intrasentential code-switching and borrowing in Spanish/English. Poplack, S (1980) Sometimes I’ll Start a Sentence in Spanish Y TERMINO EN ESPAÑOL: Toward a Typology of Code-Switching1’. Linguistics, vol.18. Sankoff, D, and Poplack, S (1981) A Formal Grammar for Code‐switching 1. Linguistics, vol. 14. Sankoff, G (2001) Linguistic outcomes of language contact. Handbook of Sociolinguistics, Oxford, UK: Basil Blackwell. Stenson, N (1990) Phrase structure congruence, government and Irish- English code switching. San Diego: Academic Press. Toribio, A.J (2001) On the Emergence of Bilingual Code-Switching Competence. Bilingualism: Language and Cognition, vol. 4. Weinreich, U (1953) Languages in Contact. The Hague: Mouton

Dual coding of knowledge in the human brain.

How does the human brain code knowledge about the world? While disciplines such as artificial intelligence represent world knowledge based on human language, neurocognitive models of knowledge have been dominated by sensory embodiment, in which knowledge is derived from sensory/motor experience and supported by high-level sensory/motor and association cortices. The neural correlates of an alternative disembodied symbolic system had previously been difficult to establish. A recent line of studies exploring knowledge about visual properties, such as color, in visually deprived individuals converge to provide positive, compelling evidence for non-sensory, language-derived, knowledge representation in dorsal anterior temporal lobe and extended language network, in addition to the sensory-derived representations, leading to a sketch of a dual-coding knowledge neural framework.

Gender Assignment Strategies Among Simultaneous Spanish/English Bilingual Children from Miami, Florida

AbstractWe examined gender assignment patterns in the speech of Spanish/English bilingual children, paying particular attention to the influence of three gender assignment strategies (i.e., analogical gender, masculine default gender, phonological gender) that have been proposed to constrain the gender assignment process in Spanish/English bilingual speech. Our analysis was based on monolingual Spanish nominals (n = 1774), which served as a comparative baseline, and Spanish/English mixed nominal constructions (n = 220) extracted from oral narratives produced by 40 child bilinguals of different grade levels (second graders vs. fifth graders) and instructional programs (English immersion vs. two-way bilingual) from Miami Dade, Florida. The narratives, available in the CHILDES database (MacWhinney, Brian. 2000.The CHILDES project: Tools for analyzing talk, 3rd edn. Mahwah, NJ: Lawrence Erlbaum Associates), were collected by Pearson, Barbara Z. 2002. Narrative competence among monolingual and bilingual school children in Miami. In D. Kimbrough Oller & Rebecca E. Eilers (eds.),Language and literacy in bilingual children, 135–174. Clevedon, UK: Multilingual Matters. Results revealed that in Spanish nominal constructions, children across both instructional programs and grade levels evinced native-like acquisition of grammatical gender. In mixed nominals, children overwhelmingly assigned the masculine gender to English nouns. Notably, irrespective of schooling background, simultaneous Spanish/English bilingual children used the masculine default gender strategy when assigning gender to English nouns with feminine translation equivalents. This suggests that from age seven, simultaneous Spanish/English child bilingual acquisition of grammatical gender is characterized by a predisposition towards the employment of the masculine default gender strategy in bilingual speech.

A guide to caesarean wound healing

A guide to caesarean wound healing

Does not compute: Avoiding pitfalls assessing the Internet's energy and carbon impacts

Does not compute: Avoiding pitfalls assessing the Internet's energy and carbon impacts