Biomedical subjects

Lisa M Bedore

Publications and source records attributed to Lisa M Bedore.

4 recordsLinked to original sources

PubMed2006

English language narratives of Filipino children.

PURPOSE: The current study focuses on describing the English language narrative skills of children who have been exposed to the Filipino language. METHOD: Eight children between the ages of 6;0 (years;months) and 7;7 who spoke primarily English but who were exposed to the Filipino language at home participated. Each child produced three narrative samples based on wordless picture books. Samples were analyzed for narrative complexity as well as measures of productivity and grammaticality. RESULTS: The complexity of children's narratives was comparable to that reported in the literature for monolingual English-speaking children. Grammaticality measures show use of an average of 16.55% Filipino-influenced English forms across three stories. The observed patterns of Filipino-influenced English were predictable based on the comparison of English and Filipino structures. Variability in maze use was related to the amount of exposure to Filipino. CLINICAL IMPLICATIONS: Care should be taken to evaluate grammaticality with respect to nonstandard English forms predicted by the rules of the language in contact with English. Further, maze use may be related to level of exposure to another language and should be further explored when using such information in language evaluation.

Child↗

PubMed2005

Conceptual versus monolingual scoring: when does it make a difference?

PURPOSE: This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development of typically developing (TD) bilingual children. METHOD: In Study 1, 55 TD children (ages 4;0 [years;months] to 7;11) from bilingual backgrounds named characteristic properties of familiar items. The extent to which children produced overlapping responses in each of their languages and their errors were examined. In Study 2, 40 TD children (ages 5;0 to 6;1), group matched for age and bilingual language exposure, responded to the Phase 2 version of the Bilingual English Spanish Assessment (BESA; E. D. Peña, V. Gutierrez-Clellen, A. Iglesias, B. A. Goldstein, and L. M. Bedore, in development). Conceptual and monolingual scores were compared to determine the extent to which were comparable for groups of children. RESULTS: The results of Study 1 indicated that TD children from bilingual backgrounds are more likely to produce unique than overlapping responses when they respond to test items. Children were more likely to code switch when tested in Spanish than in English, but they were more likely to produce errors in English. In Study 2, monolingual and bilingual children achieved comparable conceptual scores. For Spanish-speaking bilingual children, the conceptual score was more likely to be in the average range of the monolingual children than was their monolingual score. For testing in English, monolingual and conceptual scores were similar. CLINICAL IMPLICATIONS: Bilingual children will benefit from conceptual scoring, especially when they are tested in Spanish.

Analysis of Variance↗

PubMed2002

Category-generation performance of bilingual children: the influence of condition, category, and language.

Research suggests that young children use a script-based slot-filler strategy to develop categories. Children are reported to develop a taxonomic strategy by about age 8. The purpose of this study was to examine how bilingual (Spanish-English) children used taxonomic versus slot-filler strategies in a category-generation task presented in each language. Results indicated that although younger bilingual children (M age = 5;1) generated approximately equal numbers of items in both conditions, older bilingual children (M age = 6;5) were beginning to demonstrate a taxonomic bias. Furthermore, although bilingual children tended to generate similar numbers of items in each language under the different conditions, comparisons between the two languages indicated that a large proportion (68.40%) of items was unique to either language.

Child↗

PubMedDate not supplied

Fast mapping of verbs by children with specific language impairment.

Two studies examined preschoolers' ability to assign verb interpretations to nonsense words encountered in conjunction with novel actions. Experiment 1 examined the ability of children with specific language impairment (SLI) and younger, normally developing peers to glean a very interpretation when the name of the figure performing the novel action was already known. The two groups of children performed in a similar, accurate fashion. Experiment 2 required preschoolers to rely exclusively on morphosyntactic information to determine whether the novel word represented an object or action. When provided with redundant morphosyntactic cues, children with SLI and language- and age-matched peers succeeded in identifying the novel words that referred to objects but not those that referred to actions. Only the age-matched normal peers were above chance levels when a noun interpretation depended on a single grammatical morpheme (e.g., 'We want the koob' versus 'We want to koob'). The findings suggest that preschoolers, whether or not they have language impairment, have difficulty using morphosyntactic information to bootstrap verbs. Furthermore, redundant but not single morphosyntactic cues facilitate the bootstrapping of nouns.

Child↗