Quantity Of Language Research Articles

ORTA ÇAĞ AZERBAYCAN EDEBÎ DİLİNDE ÇOKLUK KATEGORİSİNİN TİPOLOJİK KARŞILAŞTIRILMASI (XV. YÜZYIL)

In terms of expressing the concept of quantity in language, modern Turkic languages are on a par with other developed languages of the world and do not stay behind other languages in terms of the diversity of the concept of quantity (lexical, morphological, and syntactic method). Turkic languages do not recognize boundless and unlimited plurals, duality, trinity, quartet do not show special morphological forms in the language, either representative or distributive plural morphemes are used, the "singular-plural" correlation is characteristic of all Turkic languages. All these features of the quantitative category indicate the level of development of the quantitative category in the Azerbaijani and Turkic languages. In this study, the facts concerning old and midddle Turkic written monuments and modern Turkic languages are compared with the materials of medieval Azerbaijani literary language. The material of other language families was also touched upon to determine the accuracy of the obtained results, as well as to substantiate the scientific opinions put forward. Apart from minor differences, the stages of development of the quantity concept in all languages of the world, and in human cognition, are consistent.

The Negative Effects of Maternal Postpartum Depression on Infant Directed Speech (IDS) and Infant Cognitive Ability

The language used by caregivers plays an essential role in the development of an infant’s language and cognitive ability. This refers to both the quality and the quantity of language used by the caregiver. In cases where the primary caregiver is a mother who is suffering from maternal postpartum depression, the quality and quantity of speech and language used to suffer greatly. This article examines how maternal postpartum depression negatively affects a mother’s use of Infant Directed Speech (IDS) and how this results in delayed language learning in infants. It first seeks to define the linguistic and emotional aspects of IDS in order to place maternal depression in its context. It then examines how children are negatively impacted by this and briefly looks at gender influences and possible solutions for this problem. This study makes use of and combines the results of previous research conducted on varying aspects of the effects of maternal postpartum depression on IDS and infant cognitive ability. The studies used tracked the cognitive developments of infants ranging from 2 months to 4 years of age; They each collected data from infants who had depressed and non-depressed mothers. In all cases, the results showed that maternal postpartum depression negatively affects IDS and infant cognitive ability.

Influences of Adult Gender and Parenthood on Adult-Child Interaction Style.

Previous studies report differences between mothers and fathers during parent-child interactions. However, the origins of these differences remain unknown. We address this gap by examining the impact of adult gender and gender perceptions on adult-child interactions. Unlike previous studies, we observed both parent and non-parent adults during one-on-one interactions with a child. Further, for non-parent adults the child's identity was held constant while the child's assumed gender was actively manipulated using clothing cues. Results reveal systematic differences between parents and non-parents, but also between male and female adults in language quantity, quality, and engagement strategies during adult-child interactions. Adults' perceptions of gender roles partially explain these findings. In contrast, the child's gender did not impact adult-child interactions. Together, our results support the notion that male and female adults offer unique contributions to a child's development.

Mask wearing in Japanese and French nursery schools: The perceived impact of masks on communication.

Due to the global COVID-19 pandemic, covering the mouth region with a face mask became pervasive in many regions of the world, potentially impacting how people communicate with and around children. To explore the characteristics of this masked communication, we asked nursery school educators, who have been at the forefront of daily masked interaction with children, about their perception of daily communicative interactions while wearing a mask in an online survey. We collected data from French and Japanese nursery school educators to gain an understanding of commonalities and differences in communicative behavior with face masks given documented cultural differences in pre-pandemic mask wearing habits, face scanning patterns, and communicative behavior. Participants (177 French and 138 Japanese educators) reported a perceived change in their own communicative behavior while wearing a mask, with decreases in language quantity and increases in language quality and non-verbal cues. Comparable changes in their team members' and children's communicative behaviors were also reported. Moreover, our results suggest that these changes in educators' communicative behaviors are linked to their attitudes toward mask wearing and their potential difficulty in communicating following its use. These findings shed light on the impact of pandemic-induced mask wearing on children's daily communicative environment.

Improving Parent-Child Interactions in Pediatric Health Care: A Two-Site Randomized Controlled Trial

Heterogeneity in risk among low-income families suggests the need for tiered interventions to prevent disparities in school readiness. Smart Beginnings (SB) integrates two interventions: Video Interaction Project (VIP) (birth to 3 years), delivered universally to low-income families in pediatric primary care, and Family Check-Up (6 months to 3 years), targeted home visiting for families with additional family risks. Our objective was to assess initial SB impacts on parent-child activities and interactions at 6 months, reflecting early VIP exposure. Two-site randomized controlled trial in New York City (84% Latinx) and Pittsburgh (81% Black), with postpartum enrollment and random assignment to treatment (SB) or control. At 6 months, we assessed parent-child interactions through surveys (StimQ, Parenting Your Baby) and observation (video-recorded play, coded by using Parent-Child Interaction Rating Scales - Infant Adaptation). A total of 403 families were enrolled at child's birth (201 treatment) with 362 (89.8%) assessed at 6 months. Treatment families had increased StimQ, including total score (Cohen's d = 0.28; P < .001) and domains reflecting reading (d = 0.23; P = .02) and teaching (d = 0.25; P = .01), and Parent-Child Interaction Rating Scales - Infant Adaptation, including a cognitive stimulation factor (d = 0.40; P < .001) and domains reflecting support for cognitive development (d = 0.36; P < .001), and language quantity (0.40; P < .001) and quality (d = 0.37; P < .001). Thus, significant effects emerged across a broad sample by using varied methodologies. Findings replicate and extend previous VIP findings across samples and assessment methodologies. Examining subsequent assessments will determine impacts and feasibility of the full SB model, including potential additive impacts of Family Check-Up for families at elevated risk.

New Media and Language Learning: Opening Global Doors to Linguistic Development

Introduction: New media and its significant impact on language learning can be traced back to no more than 60 years. Within this time, the mode of language learning has been revolutionized, by increasing user-accessibility, comfort, and exposure. The most influential types of new media used globally are computer-assisted applications, video-on-demand websites, and social network sites.Objectives: The present study has three objectives – to review the impact of new media on language learning; to determine the differences between the effects of new media language-learning and traditional style of language learning; and to understand the assistance provided by new media technology in the language learning of populations with learning disabilities.Method: Literature review method was adopted.Results: The findings of the present paper highlights how new media has impacted language learning by generating greater accessibility, exposure to content, and user-self-efficacy – which is beneficial with the learning disability population. It has been found that the most effective way of language learning is an amalgamation of new media and conventional face-to-face language learning style. However, this content of language learning has faced degradation. The present study therefore proposes the NMCQ (New Media Content Quality) model. It provides a synthesis of effective new media language learning by matching the quantity of language learners with the quality of content being learned. It proposes an amalgamation of new media technology and human assistance in promoting effective methods of linguistic development.Conclusion: It has been found that new media alone cannot proliferate optimal language learning, and the quality of content may not be ideal. Nevertheless, new media is beneficial in the efficiency of language learning in terms of accessibility, exposure and cultural assimilation. With the growing global foreign economy, the need for language learners has gained importance. Therefore, the significance of new media cannot be understated in this domain.

Mobile devices compared to non-digital toy play: The impact of activity type on the quality and quantity of parent language

An increasing number of parents use mobile devices while caring for children and share devices with children during play. However, recent evidence suggests that independent parental mobile device use and shared parent-child device use may harm parent-to-child language. A counterbalanced, repeated measures study was conducted to investigate whether parent language quality and quantity differed between (1) parental device use, (2) parental magazine reading, (3) shared parent-child device play and (4) shared parent-child non-digital toy play. Data were collected from 24 parent-child dyads with children aged between 2.0 and 3.11 years during recorded laboratory observations. Parents provided a significantly higher number of new words and utterances during shared non-digital play compared to independent parental device use and shared non-digital play compared to shared device play. Language quantity and quality did not vary between parental device use and parental magazine use. Recommendations for parents and professionals aiming to promote children's language development with mobile devices are discussed. These results encourage parents to select non-digital toys rather than devices to promote language development in children.

The impact of joint media engagement on parent–child interactions: A systematic review

The American Academy of Paediatrics recommend that parent and children (aged 2–18 years) jointly engage in media yet the impact on interactions is unknown. This systematic review identified joint media engagement (JME) rates, the supports offered by parents and children to each other and the impact of JME on parent–child interactions. A search within six article databases (ProQuest, PsycInfo, Web of Science, Scopus, Pub Med, and CINAHL) from January 2007 to June 2019 found 7,130 results. Included papers involved parent–child dyads engaging in JME with a smartphone or tablet. In the 27 identified papers, most parents engaged in JME sometimes (41–72%) compared to JME use that was frequent (13–38%) and JME refusal (4–8%). Parents and children supported each other with cognitive, physical, technical, and affective techniques. Children were more engaged during JME activities and key elements of language quality was reduced compared to nonmobile device activities (such as toy play). The impact of JME on language quantity, warmth, scaffolding and the overall parent–child relationship was inconsistent, however, several factors that potentially influenced this impact were identified. Research investigating these factors and how apps may foster interactions is needed.

КОГНИТИВНЫЕ МЕХАНИЗМЫ ФОРМИРОВАНИЯ КОЛИЧЕСТВЕННЫХ СМЫСЛОВ В ЯЗЫКЕ

The article considers the cognitive and language mechanisms of quantitative meaning construction. Being a necessary tool in the research into mind and language interaction, cognitive and language mechanisms expose correlations between the conceptual structures and language units’ meanings. The purpose of this article is to show the significant role of quantity in secondary representation of knowledge about the world. The article shows that the activity of mind in understanding the quantitative characteristics of the real life phenomena and facts implies actualization of various mechanisms. The authors argue that the configuration of knowledge about the quantitative aspect of being is based on a variety of cognitive mechanisms, such as reification, analogical reasoning, portion-excerpting, abstraction, multiplexing, comparison, conceptual metaphor, focusing, defocusing, symbolization. Both individually and jointly, these mechanisms form the basis for the process of quantitative interpretation of the reality qualitative properties. Analyzing the effect of various cognitive mechanisms on the evidence derived from Russian, English and French, the authors focus on the variability of means representing quantity in language, which is a natural consequence of the human mind flexibility and ability to creatively interpret various characteristics of objects and events.

중국어‘谚语’에 내포된 객관량(客觀量) 과 주관량(主觀量) 표현 연구

We use the expressions of “numbers” and “quantities” in the process of communicating in everyday life. When we look at the language of everyday life, Objective quantity is frequently used, but the expression of quantification in linguistics is more comprehensive and diverse. Therefore, Subjective quantity expressions are also categorized into Quantity categories of expressions. The linguistic characteristics of Chinese have many quantifiers, and also have overlapping expressions of nouns, verbs, and adjectives. Through this, it can be seen that the Chinese people are using various expressions of number and quantity in language. For this reason, studying the expression of number and quantity is another way of understanding Chinese and Chinese people. The purpose of this paper is to analyze Chinese people how to use the number and quantity in the proverb. Our research based on two concepts of “objective quantity” and “subjective quantity”.

The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language.

The researchers investigated the effects of adult language input on the quantity of language, vocabulary development, and understanding of basic concepts of deaf and hard of hearing (DHH) children who used listening and spoken language. Using audio recording and Language ENvironment Analysis (LENA) software, the study involved 30 preschool DHH children who used spoken language as their communication modality and 11 typically hearing same-age peers. The children's language and the language spoken to them during all waking hours over a 2-day period (16 hours per day) were recorded and analyzed quantitatively and were compared to the children's performance on the Boehm Test of Basic Concepts and the Peabody Picture Vocabulary Test. The results highlight the relationship between the quantity of adult language and the language, vocabulary, and basic concept knowledge of DHH preschool children who use listening and spoken language.

Home Environment, But Not Socioeconomic Status, is Linked to Differences in Early Phonetic Perception Ability.

Infants perceptually tune to the phonemes of their native languages in the first year of life, thereby losing the ability to discriminate non-native phonemes. Infants who perceptually tune earlier have been shown to develop stronger language skills later in childhood. We hypothesized that socioeconomic disparities, which have been associated with differences in the quality and quantity of language in the home, would contribute to individual differences in phonetic discrimination. Seventy-five infants were assessed on measures of phonetic discrimination at 9 months, on the quality of the home environment at 15 months, and on language abilities at both ages. Phonetic discrimination did not vary according to socioeconomic status (SES), but was significantly associated with the quality of the home environment. This association persisted when controlling for 9-month expressive language abilities, rendering it less likely that infants with better expressive language skills were simply engendering higher quality home interactions. This suggests that infants from linguistically richer home environments may be more tuned to their native language and therefore less able to discriminate non-native contrasts at 9 months relative to infants whose home environments are less responsive. These findings indicate that home language environments may be more critical than SES in contributing to early language perception, with possible implications for language development more broadly.

Dynamic Assessment of Narrative Abilities of Children With Hearing Loss: Case Study of a Child With Moderate to Severe Hearing Loss

This paper presents a case study of the use of detailed syntactic analysis in a dynamic assessment (DA) of narrative in a child with moderate-severe hearing loss (aged 7;4). DA assesses the child's capability to learn a language skill, as opposed to the skills that the child has at a given moment in time. The purpose of the case study was to examine the way DA can demonstrate learning of the linguistic skills used in narrative. The study examined differences pre- and post-learning mediation (the teaching method of DA) in the quantity of language (number of words, number of utterances), syntactical complexity at clause and phrase level, and verb phrases used in the narratives the child produced at these two times. Positive differences in all these measures were found, indicating that this child had good language learning capacity in narrative. The findings showed that a learning experience focused on the principles of fictional narrative production affected not only the macrostructure, but also the microstructure of the child's narrative skills. This paper discusses how linguistic analysis has the potential for increasing the usefulness of DA to better assess language learning capacities, as opposed to language limitations, in children with hearing loss.

Bilingual language switching and selection at the phonetic level: Asymmetrical transfer in VOT production

The present study examines the effect of language switching on phonetic production, contributing to an understanding of the underlying interaction between a bilingual's two phonetic systems. While phonetic interaction has been studied in non-switched and code-switched paradigms, effects of connected speech (e.g. speech planning, pragmatics, etc.) may obscure underlying phonetic interaction. To investigate the impact of language switching, a cued picture-naming task was employed, with Spanish–English bilinguals of differing dominance profiles naming pictures in English and Spanish. Stimuli were produced both as switched and non-switched tokens. Addressing the impact of context, stimuli were presented in three contexts varying in quantity of language. Results indicate an asymmetrical effect of language switching on voice onset time. Specifically, both Spanish-dominant and English-dominant bilinguals demonstrated unidirectional transfer, with the dominant language significantly impacted by language switching. Drawing parallels with findings of asymmetrical temporal costs found at the lexical level, and resulting theoretical models, implications are discussed with reference to possible inhibitory mechanisms at play in bilingual phonetic selection and switching.

Father-toddler communication in low-income families: The role of paternal education and depressive symptoms.

Using data from a racially and ethnically diverse sample of low-income fathers and their 2-year-old children who participated in the Early Head Start Research Evaluation Project (n = 80), the current study explored the association among paternal depressive symptoms and level of education, fathers' language to their children, and children's language skills. There were three main findings. First, there was large variability in the quality and quantity of language used during linguistic interactions between low-income fathers and their toddlers. Second, fathers with higher levels of education had children who spoke more (i.e. utterances) and had more diverse vocabularies (i.e. word types) than fathers with lower levels of education. However, fathers with more depressive symptoms had children with less grammatically complex language (i.e. smaller MLUs) than fathers with fewer depressive symptoms. Third, direct effects between fathers' depressive symptoms and level of education and children's language outcomes were partially mediated by fathers' quantity and quality of language.

The Language Environment of Toddlers in Center-based Care versus Home Settings

Children’s language development is significantly affected by the quantity and quality of language input, particularly during infancy and toddlerhood. The purpose of this study was to compare the language environment in an accredited child care program with data collected by Hart and Risley (1995). Fourteen toddlers (mean age 24.4 months) were videotaped for approximately 20 min each as they went about their daily activities at the center. Transcripts of adult speech directed individually to each child were coded using measures defined by Hart and Risley. Quantity of language in the center was comparable to that found by Hart and Risley for toddlers in homes of middle socioeconomic status. Quality of the language environment in the center was comparable to that found by Hart and Risley in high socioeconomic homes. Implications for children’s language and early childhood educators are discussed.

Electronic Mail in Foreign Language Writing: A Study of Grammatical and Lexical Accuracy, and Quantity of Language

Abstract: This article describes an experiment that observed the effects of dialogue journaling through electronic mail on the language produced by learners of Spanish as a second language, compared with the paper‐and‐pencil version of the technique. The authors statistically analyzed the quality and quantity of discourse generated via the electronic and the traditional (i.e., paper‐and‐pencil) medium. The primary objective was to determine whether the use of electronic mail had any effect on grammatical accuracy, appropriate use of vocabulary, and language productivity. In addition, the participants completed a written survey at the end of the semester that elicited their opinions of the program's effectiveness. It was found that the electronic version of dialogue journals had a significantly positive effect on the amount of language generated by the students, and that it improved students' attitude towards learning and practicing the target language. However, the electronic version of dialogue journals did not seem to pose any significant advantage over the paper‐and‐pencil version with regard to lexical and grammatical accuracy.

Fifth Grade Children Write About Picture Books

To investigate the development of visual literacy, data was gathered three times during a year-long study in which fifth grade children talked and wrote about picture books, as part o an experimental course of study which introduced children to visual elements. The paper reports results in terms of differences in quantity of language produced by urban and sub children, as well as differences between boys and girls, diversity of language, and ways the nature of the assignments influenced writing outcomes. Results should interest teachers and f urban curriculum specialists in developing visual literacy curricula in which picture books are used as a way of helping develop children’s written language.