Dataset Information

The Peaceful Co-existence of Input Frequency and Structural Intervention Effects on the Comprehension of Complex Sentences in German-Speaking Children.

ABSTRACT: The predictions of two contrasting approaches to the acquisition of transitive relative clauses were tested within the same groups of German-speaking participants aged from 3 to 5 years old. The input frequency approach predicts that object relative clauses with inanimate heads (e.g., the pullover that the man is scratching) are comprehended earlier and more accurately than those with an animate head (e.g., the man that the boy is scratching). In contrast, the structural intervention approach predicts that object relative clauses with two full NP arguments mismatching in number (e.g., the man that the boys are scratching) are comprehended earlier and more accurately than those with number-matching NPs (e.g., the man that the boy is scratching). These approaches were tested in two steps. First, we ran a corpus analysis to ensure that object relative clauses with number-mismatching NPs are not more frequent than object relative clauses with number-matching NPs in child directed speech. Next, the comprehension of these structures was tested experimentally in 3-, 4-, and 5-year-olds respectively by means of a color naming task. By comparing the predictions of the two approaches within the same participant groups, we were able to uncover that the effects predicted by the input frequency and by the structural intervention approaches co-exist and that they both influence the performance of children on transitive relative clauses, but in a manner that is modulated by age. These results reveal a sensitivity to animacy mismatch already being demonstrated by 3-year-olds and show that animacy is initially deployed more reliably than number to interpret relative clauses correctly. In all age groups, the animacy mismatch appears to explain the performance of children, thus, showing that the comprehension of frequent object relative clauses is enhanced compared to the other conditions. Starting with 4-year-olds but especially in 5-year-olds, the number mismatch supported comprehension-a facilitation that is unlikely to be driven by input frequency. Once children fine-tune their sensitivity to verb agreement information around the age of four, they are also able to deploy number marking to overcome the intervention effects. This study highlights the importance of testing experimentally contrasting theoretical approaches in order to characterize the multifaceted, developmental nature of language acquisition.

SUBMITTER: Adani F

PROVIDER: S-EPMC5627570 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

The Peaceful Co-existence of Input Frequency and Structural Intervention Effects on the Comprehension of Complex Sentences in German-Speaking Children.

Adani Flavia F Stegenwallner-Schütz Maja M Niesel Talea T

Frontiers in psychology 20170929

The predictions of two contrasting approaches to the acquisition of transitive relative clauses were tested within the same groups of German-speaking participants aged from 3 to 5 years old. The input frequency approach predicts that object relative clauses with inanimate heads (e.g., <i>the pullover that the man is scratching</i>) are comprehended earlier and more accurately than those with an animate head (e.g., <i>the man that the boy is scratching</i>). In contrast, the structural interventi ...[more]

PMID: 29033863

Similar Datasets

Project description:Children with hearing impairment (HI) show disorders in syntax and morphology. The question is whether and how these disorders are connected to problems in the auditory domain. The aim of this paper is to examine whether moderate to severe hearing loss at a young age affects the ability of German-speaking orally trained children to understand and produce sentences. We focused on sentence structures that are derived by syntactic movement, which have been identified as a sensitive marker for syntactic impairment in other languages and in other populations with syntactic impairment. Therefore, our study tested subject and object relatives, subject and object Wh-questions, passive sentences, and topicalized sentences, as well as sentences with verb movement to second sentential position. We tested 19 HI children aged 9;5-13;6 and compared their performance with hearing children using comprehension tasks of sentence-picture matching and sentence repetition tasks. For the comprehension tasks, we included HI children who passed an auditory discrimination task; for the sentence repetition tasks, we selected children who passed a screening task of simple sentence repetition without lip-reading; this made sure that they could perceive the words in the tests, so that we could test their grammatical abilities. The results clearly showed that most of the participants with HI had considerable difficulties in the comprehension and repetition of sentences with syntactic movement: they had significant difficulties understanding object relatives, Wh-questions, and topicalized sentences, and in the repetition of object who and which questions and subject relatives, as well as in sentences with verb movement to second sentential position. Repetition of passives was only problematic for some children. Object relatives were still difficult at this age for both HI and hearing children. An additional important outcome of the study is that not all sentence structures are impaired-passive structures were not problematic for most of the HI children.

Project description:The VIA Classification on character strengths and virtues suggests 24 character strengths clustered into six core virtues (wisdom and knowledge, courage, humanity, justice, temperance, and transcendence). Three recent studies employed different methods for testing the assignment of character strengths to virtues (e.g., expert and layperson ratings), and generally supported the VIA classification. However, the co-occurrence of character strengths and virtues within individuals has not been examined yet. Another untested assumption is that an individual's composition of character strengths is related to being considered of "good character." Thus, the present study addresses three research questions: (1) How do character strengths and measured virtues co-occur within individuals? (2.1) How does the number of character strengths an individual possesses within a virtue cluster relate to their level of the respective virtue? (2.2) How does the composition of an individual's character strengths relate to being considered of "good character"? We combined data from different studies to obtain a sample of N = 1,241 participants (n = 897 self-raters, n = 344 informant-raters, 70.1% female) aged 18 to 92 years (M = 30.64). All participants completed assessments of character strengths and virtues. Regarding (1), we found a high convergence of the correlations between strengths and virtues and the VIA Classification: 22 out of 24 character strengths correlated with the assigned virtue (exceptions were hope, which correlated highest with courage, and humor, which correlated highest with humanity). Also, 15 character strengths showed the numerically highest correlation with their assigned virtue. Regarding (2.1), overall, we found a linear trend between the number of strengths within one cluster and the virtue level. Regarding (2.2), we found higher levels of reported "good character" in those who possessed either (a) at least one character strength in each virtue cluster or (b) all character strengths in at least one virtue compared to those who did not. The present results contribute to the discussion regarding the structure of character: individuals' character strengths relate to differences in virtues, across different measures and data sources. Relationships were mostly as expected, and deviations were consistent with results obtained using other approaches.

Project description:Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration-a multi-component view-to examine individual differences in reading comprehension in school-age children (8-14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002-2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension.

Project description:Previous event-related potential (ERP) studies comparing affirmative and negative sentences revealed an N400 for semantically mismatching final words, resulting in a larger N400 for false relative to true affirmative sentences and an opposite effect for negative sentences. Hence, the N400 was independent of the presence of a negation. However, the true negative as well as the false affirmative condition often contained entities or features from different semantic categories and thereby with weak feature overlap, such as e.g., A cat is (not) a saw or Fears are (not) round, which were then compared to true affirmative and false negative sentences containing entities with stronger feature overlap and partially even hyponomy relations, e.g., A cat is (not) an animal or Planets are (not) round. Employing world-knowledge variations, in the current study, we investigate whether increasing the feature overlap between the entities of all conditions leads to similar ERP-patterns as in the previous studies. For this purpose, we use sentences of the following type: George Clooney is (not) an actor vs. George Clooney is (not) a singer where both target words describe a similar profession and thereby function as alternatives to each other. However, in line with the previous studies, we find a truth by polarity interaction, namely, the N400 ERPs are significantly larger for false compared to true affirmative sentences, whereas the effect for negative sentences shows a reversed, though not significant, trend. Overall, the ERP-data suggest that the integration of a negation with the information in its scope is neither fully incremental nor fully delayed, which might be linked to the use of cohyponyms and to the increased feature overlap between alternatives (e.g., actor, singer). Additionally, questionnaire-based rating data show that affirmative sentences are perceived as more natural than negative sentences, and, moreover, that true sentences are perceived as more natural than false sentences, independent of their polarity.

Project description:IntroductionInfection prevention and speaking up on errors are core qualities of health care providers. Heuristic effects (e.g. overconfidence) may impair behavior in daily routine, while speaking up can be inhibited by hierarchical barriers and medical team factors. Aim of this investigation was to determine, how medical students experience these difficulties for hand hygiene in daily routine.MethodsOn the base of prior investigations we developed a questionnaire with 5-point Likert ordinal scaled items and free text entries. This was tested for validity and reliability (Cronbach's Alpha 0.89). Accredited German, Swiss and Austrian universities were contacted and medical students asked to participated in the anonymous online survey. Quantitative statistics used parametric and non-parametric tests and effect size calculations according to Lakens. Qualitative data was coded according to Janesick.Results1042 undergraduates of 12 universities participated. All rated their capabilities in hand hygiene and feedback reception higher than those of fellow students, nurses and physicians (p<0.001). Half of the participants rating themselves to be best educated, realized that faulty hand hygiene can be of lethal effect. Findings were independent from age, sex, academic course and university. Speaking-up in case of omitted hand hygiene was rated to be done seldomly and most rare on persons of higher hierarchic levels. Qualitative results of 164 entries showed four main themes: 1) Education methods in hand hygiene are insufficient, 2) Hierarchy barriers impair constructive work place culture 3) Hygiene and feedback are linked to medical ethics and 4) There is no consequence for breaking hygiene rules.DiscussionAlthough partially limited by the selection bias, this study confirms the overconfidence-effects demonstrated in post-graduates in other settings and different professions. The independence from study progress suggests, that the effect occurs before start of the academic course with need for educational intervention at the very beginning. Qualitative data showed that used methods are insufficient and contradictory work place behavior in hospitals are frustrating. Even 20 years after "To err is human", work place culture still is far away from the desirable.

Project description:Background: The purpose of this study was twofold: to assess the status of undergraduate medical ultrasound (US) education in the German-speaking area and to suggest a possible framework for a longitudinal undergraduate medical US curriculum based on the study results and a literature review. Methods: The survey included 44 medical faculties in the German-speaking area: 37 in Germany, four in Austria and three in German-speaking Switzerland. A standardized questionnaire focused on the following aspects of undergraduate medical US education: general information, organization, resources, assessment methods and evaluation. Results: Data from 28 medical faculties were analysed. 26 out of 28 medical faculties offered US courses, 21 offered compulsory as well as elective courses, four offered compulsory and one elective courses only. 27 medical faculties supported US skills implementation. Abdominal US (n=25) was most common in teaching basic US skills. A learning objective catalogue was provided at 15 medical faculties. At 22 medical faculties, medical specialists were involved in undergraduate medical US education. 24 out of 26 medical faculties thought that peer-teaching is important to convey US skills. Medical faculties used the following methods to assess US skills: objective structured clinical examination (OSCE, n=7), non-standardized practical exams (n=4), non-standardized combined oral-practical exams (n=2) or direct observation of procedural skills (DOPS, n=1). 25 out of 26 medical faculties evaluated their US courses and 19 made suggestions for improvements in undergraduate medical US education. Conclusion: Medical faculty members in the German-speaking area have recognized the relevance of undergraduate medical US education. So far, courses are offered heterogeneously with rather short hands-on scanning time and high student-instructor ratio. Based on the results of this study and a literature review we suggest a possible framework and milestones on the way to a longitudinal undergraduate medical US curriculum.

Dataset Information

The Peaceful Co-existence of Input Frequency and Structural Intervention Effects on the Comprehension of Complex Sentences in German-Speaking Children.

Publications

The Peaceful Co-existence of Input Frequency and Structural Intervention Effects on the Comprehension of Complex Sentences in German-Speaking Children.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets