Biomedical subjects

Steven Gillis

Publications and source records attributed to Steven Gillis.

6 recordsLinked to original sources

PubMed2006

Dutch plural inflection: the exception that proves the analogy.

We develop the view that inflection is driven partly by non-phonological analogy and that non-phonological information is of particular importance to the inflection of non-canonical roots, which in the view of [Marcus, G. F., Brinkmann, U., Clahsen, H., Wiese, R., & Pinker, S. (1995). German inflection: the exception that proves the rule. Cognitive Psychology, 29, 189-256.] are inflected by a symbolic rule process. We used the Dutch plural to evaluate these claims. An analysis of corpus data shows that a model using non-phonological information (orthography) produces significantly fewer errors on plurals of non-canonical Dutch nouns, in particular borrowings, than a model that includes only phonological information. Moreover, we show that a double default system, as proposed by Pinker [Pinker, S. (1999). Words and rules. London: Phoenix.], does not offer an advantage over the latter model. A second study, examining the use of orthography in an online plural production task, shows that, in Dutch, the chosen pseudoword plural is significantly affected by non-phonological information. A final simulation study confirms that these results are in line with a model of inflectional morphology that explains the inflection of non-canonical roots by non-phonological analogy instead of by a default rule process.

Humans↗

PubMed2006

Typological effects on spelling development: a crosslinguistic study of Hebrew and Dutch.

This study investigates the role of phonological and morphological information in children's developing orthographies in two languages with different linguistic typologies: Hebrew, a Semitic language with a highly synthetic morphology, and Dutch, a Germanic language with a sparse morphology. 192 Israeli and 192 Belgian monolingual schoolchildren in grades 1-6 (aged 6;0-12;0) were administered respective dictation tasks in which homophonous segments were the targets. In each language, these phonologically distinct segments are neutralized phonetically but are nevertheless represented orthographically. In both languages the target segments in the test words differed along two dimensions: (1) their morphological function as part of a stem or root versus as part of an affix; and (2) their morphophonological recoverability. The spelling tests in both languages consisted of four conditions which differed in the number and type of cues for retrieving the correct spelling of homophonous graphemes. The cues were of two types: morphological cues, which offer spellers clues to the correct spelling through consistent orthography/morphology mapping regularities; and morphophonological cues, which offer spellers clues to the correct spelling through the manipulation of orthography/morphophonology conversion procedures. A central finding of this study is the differential treatment of morphological cues by Dutch and Hebrew spelling learners. When faced with neutralized segments with and without morphological function, Hebrew-speaking children find morphology an enormously helpful tool. Dutch-speaking children, in contrast, do not find morphology a good cue provider. The impact of typology on the interface between spoken and written language is invoked as an explanation of the main findings.

Belgium↗

PubMed2005

Notes on Ingram's whole-word measures for phonological development.

In this note we discuss pMLU, a whole-word measure for phonological development that was proposed by Ingram (2002). Ingram's rules for calculating pMLU are analysed and we point at the crucial role of the level of transcription for making pMLU measurements comparable over different corpora. The main aim of the paper is an assessment of the reliability and the validity of pMLU. The assessment is accomplished using a computational tool for measuring pMLU on two large Dutch CHILDES corpora. We propose minimal sample sizes for reliable measurements relative to the stage of phonological development.

Child↗

PubMed2005

Diminutives in child-directed speech supplement metric with distributional word segmentation cues.

In two experiments, we explored whether diminutives (e.g., birdie, Patty, bootie), which are characteristic of child-directed speech in many languages, aid word segmentation by regularizing stress patterns and word endings. In an implicit learning task, adult native speakers of English were exposed to a continuous stream of synthesized Dutch nonsense input comprising 300 randomized repetitions of six bisyllabic target nonwords. After exposure, the participants were given a forced choice recognition test to judge which strings had been present in the input. Experiment 1 demonstrated that English speakers used trochaic stress to isolate strings, despite being unfamiliar with Dutch phonotactics. Experiment 2 showed benefits from invariance introduced by affricates, which are typically found at onsets of final syllables in Dutch diminutives. Together, the results demonstrate that diminutives contain prosodic and distributional features that are beneficial for word segmentation.

Adolescent↗

PubMed2004

Cochlear implantation between 5 and 20 months of age: the onset of babbling and the audiologic outcome.

OBJECTIVE: The objective of this study was to investigate the onset of prelexical babbling and the audiologic outcome of 10 deaf children who received a cochlear implant (CI) before the age of 20 months. STUDY DESIGN: A prospective longitudinal observation and analysis. PATIENTS: Ten congenitally deaf infants implanted at an age between 6 and 18 months. INTERVENTION: All children received a Nucleus-24 multichannel cochlear implant. MAIN OUTCOME MEASURES: 1) The onset of babbling defined as a) the first appearance of multiple articulatory movements and b) a canonical babbling ratio of.2 or higher; 2) the babbling spurt defined as a sudden increase of babbled utterances; 3) the audiologic outcome defined by the CAP score (Categories of Auditory Performance) and the results of the A[S]E (Auditory Speech Sound Evaluation). RESULTS: All children started babbling after a short interval of 1 to 4 months after activation of the device so that the onset of babbling in the youngest subjects occurred at a chronologic age comparable to that of normally hearing infants. The outcomes of the different babbling measures correlated significantly with the age of implantation: the earlier the implantation, the closer the results approached the outcomes of normally hearing infants. The children implanted in their first year of life showed a normal CAP development as early as 3 months after implantation. All CI children were able to discriminate phoneme pairs of the A[S]E immediately after the fitting of the device. CONCLUSIONS: The earlier the implantation took place, the smaller the delay was in comparison with normally hearing children with regard to the onset of prelexical babbling and with regard to auditory performance as measured by CAP.

Age Factors↗

PubMed2004

Normal hearing and language development in a deaf-born child.

BACKGROUND: Congenital deafness leads to major problems in speech, language, education, and social integration. Neonatal hearing screening and cochlear implantation now allow early hearing restoration. This article reports on a prospective longitudinal study of the first infant ever who received two cochlear implants in the prelexical period of her life. METHODS: The first deaf-born girl ever who received two implants at the ages of 5 and 15 months, respectively, was followed-up with repeated and detailed quantitative assessments from birth to 4 years of age. This consisted of 1) audiologic evaluation (audiometry, speech audiometry, and Categories of Auditory Performance score), 2) linguistic evaluation (monthly video analyses and tests of vocabulary, language skills, grammar, and intelligibility of the child's speech), and 3) descriptive assessment of the educational setting. RESULTS: All results lie within the 95% confidence interval of hearing peers. The audiologic performance lies at or above average from age 2 years onward. The child started babbling at the normal age of 8 months. Her linguistic skills increased from low percentiles before age 2 to above average from age 2 for comprehension and from age 3 for production. The grammar and intelligibility of the child's speech increased from low percentiles to average at age 4. The girl entered preschool at the normal age of 2.5 years, and this with only very limited special assistance. CONCLUSION: This case illustrates the fact that congenital deafness no longer has to lead to abnormal hearing and abnormal speech development. It opens the debate of the ethics of not implanting a deaf child in the first few months of life.

Audiometry, Pure-Tone↗