Autism Diagnostic Interview—Revised

African American English: A Linguistic Introduction by Lisa J. Green. Cambridge: Cambridge University Press, 2002, xii+285 pp. Reviewed by Jevon D. Hunter University of California, Los Angeles With a heartfelt analysis that encourages readers to re-examine their ideas Lisa Green presents a provocative discussion in her recent about language education glish: in general, of African American English (AAE) book, African American En- that A Linguistic Introduction. In this book, Green effectively argues AAE is it both systematic and rule-governed rather than a system of isolated features that historically have been characterized as bad English. Throughout the book be- comes quite clear that the author aligns herself with those researchers who advo- cate a level of legitimacy for AAE as a linguistic system. Green's approach suc- (i.e., cessfully blends the theoretical rigors of academia sociolinguistics, discourse analysis, lan- and historical emergence) with the pragmatic concerns of (i.e., guage education use). language acquisition, language assessment, and language Her end result is a text that argues for a re-thinking of teaching and learning methodologies to challenge current pedagogical approaches to language educa- tion. Therefore, the book is appropriate not only for courses that deal with lan- in teacher guage development, but also for students an interest in literacy. education programs who have Green's chapter breakdown demonstrates well the blending of theory and practice. Chapters through 4, for example, involve a discussion of the theoretical foundations of AAE study. Chapter One, Lexicons and Meaning, focuses on the lexicon and semantics of AAE, affording the author an opportunity to discuss as a system of different AAE is word selection and meaning. Green contends its that AAE lexicon from other English lexicons because of reliance on verbal markers as indicators of how a particular event or action occurs. Her distinction offers a con- venient segue into Chapter Two, Syntax Part Verbal Markers in AAE, which addresses the usage of verbal markers within AAE syntax. It is in this chapter that (e.g., Green provides a detailed discussion of auxiliary verbs markers (i.e., have, be, do), aspectual meaning that informs occurrence), and preverbal markers {e.g.,finna, steady, and come). Chapter Three, Syntax Part 2: Syntactic and Morphosyntactic Properties in AAE it and Chapter Four, Phonology of AAE, conclude Green's this point structural analysis of AAE. Green's analyses up to challenge critics of four AAE who view as an improper, ungrammatical language whose speakers sound, first generally speaking, inarticulate and unintelligent. Thus, by the end of the Issues in Applied Linguistics ISSN 1050-4273 Vol. 13 No. © 2002, Regents of the University of California

/pdf/african-american-english-a-linguistic-introduction-2r0qv1jsxz.pdf

African American English: A Linguistic Introduction

This paper mainly discusses the new research field of pragmatics-Experimental Pragmatics,which is based on the application of experiments in the pragmatics theory.Experiments,oriented in psycholinguistics,cognitive psychology,social psychology,etc.are used to test the pragmatic theories and hypothesis,making the pragmatics theories settled on the scientific framework and get rid of the vagueness brought by theoretical expounding.This paper also discusses the inevitability of experiments in the development of pragmatics,introduces the main fields of experimental pragmatics and finally the prospects and comments are also suggested.

On Experimental Pragmatics

The central problem for pragmatics is that sentence meaning vastly underdetermines speakers meaning. The goal of pragmatics is to explain how the gap between sentence meaning and speakers meaning is bridged. This paper defends the broadly Gricean view that pragmatic interpretation is ultimately an exercise in mind-reading, involving the inferential attribution of intentions. We argue, however, that the interpretation process does not simply consist in applying general mind-reading abilities to a particular (communicative) domain. Rather, it involves a dedicated comprehension module, with its own special principles and mechanisms. We show how such a metacommunicative module might have evolved, and what principles and mechanisms it might contain.

Pragmatics, Modularity and Mind-reading (To appear in Mind and Language)

Children with autism spectrum disorder (ASD) demonstrate impairments in social interaction and communication, and in repetitive/stereotypical behaviors. The degree to which children with ASD also manifest impairments in structural language-such as lexicon and grammar-is currently quite controversial. We reframe this controversy in terms of Naigles' (Naigles, Cognition 2002, 86: 157-199) 'form is easy, meaning is hard' thesis, and propose that the social difficulties of children with ASD will lead the meaning-related components of their language to be relatively more impaired than the form-related components. Our review of the extant literature supports this proposal, with studies (1) reporting that children with ASD demonstrate significant challenges in the areas of pragmatics and lexical/semantic organization and (2) highlighting their good performance on grammatical assessments ranging from wh-questions to reflexive pronouns. Studies on children with ASD who might have a co-morbid grammatical impairment are discussed in light of the absence of relevant lexical-semantic data from the same children. Most importantly, we present direct comparisons of assessments of lexical/semantic organization and grammatical knowledge from the same children from our laboratory, all of which find more children at a given age demonstrating grammatical knowledge than semantic organization. We conclude with a call for additional research in which in-depth grammatical knowledge and detailed semantic organization are assessed in the same children. WIREs Cogn Sci 2017, 8:e1438. doi: 10.1002/wcs.1438 This article is categorized under: Linguistics > Language Acquisition Linguistics > Language in Mind and Brain Neuroscience > Development.

‘Form is easy, meaning is hard’ revisited: (re) characterizing the strengths and weaknesses of language in children with autism spectrum disorder

Studies investigating the development of tense/aspect in children with developmental disorders have focused on production frequency and/or relied on short spontaneous speech samples. How children with developmental disorders use future forms/constructions is also unknown. The current study expands this literature by examining frequency, consistency, and productivity of past, present, and future usage, using the Speechome Recorder, which enables collection of dense, longitudinal audio-video recordings of children's speech. Samples were collected longitudinally in a child who was previously diagnosed with autism spectrum disorder, but at the time of the study exhibited only language delay [Audrey], and a typically developing child [Cleo]. While Audrey was comparable to Cleo in frequency and productivity of tense/aspect use, she was atypical in her consistency and production of an unattested future form. Examining additional measures of densely collected speech samples may reveal subtle atypicalities that are missed when relying on only few typical measures of acquisition.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/B73E1C1C0A1DA657EA0C79CE6E2BD260/S0305000916000696a.pdf/div-class-title-dense-home-based-recordings-reveal-typical-and-atypical-development-of-tense-aspect-in-a-child-with-delayed-language-development-a-href-fns01-ref-type-fn-a-div.pdf

Dense home-based recordings reveal typical and atypical development of tense/aspect in a child with delayed language development

/pdf/variability-in-pragmatic-abilities-in-children-with-autism-5eq937scfx.pdf

Variability in Pragmatic Abilities in Children with Autism Spectrum Disorder

Research on tense development has found that typically developing (TD) children are productive with tense morphology starting between two to two-and-a-half years old. Research findings on children with autism spectrum disorder (ASD), however, have been mixed. To better understand how tense development may differ between TD children and children with ASD, we examined the speech of two children, one TD [Cleo] and one that previously presented symptoms of ASD [Audrey]. This study is novel in its use of the Speechome Recorder, which collects dense audiovideo recordings of children’s speech in home environments. We found that both children were productive with present and past tense markers. Audrey, however, produced a future form, “I’m a verb,” at a much higher frequency compared to Cleo. Further analyses of Audrey’s production found that this frame may be a variant of “going to verb,” but reasons for its use while having access to a more canonical form are still unclear. Second, as Adolph et al. (2008) have demonstrated that developmental trajectories of motor skills can be misrepresented with large sampling intervals, a second set of analyses were conducted investigating whether similar sampling effects could be found in language development. Misrepresentations of developmental trajectories began to emerge when the sampling interval increased from daily to weekly sampling. Taken together we were able to demonstrate that a) children with past symptoms of ASD can be comparable to TD children in their tense productivity, and b) dense sampling is needed in order to accurately capture developmental change. TYPICAL AND ATYPICAL TENSE PRODUCTIVITY 4 Acknowledgement I would like to first thank our two families that participated in this study and who agreed to have the Speechome Recorder installed in their homes. I would also like to thank the members of the Child Language Lab, in particular Devin Rubin, Andrea Tovar, Emily Potrzeba, and Michelle Cheng who played an immeasurable role in collecting and transcribing the data. Special thanks also goes to Soroush Vosoughi, who gave wonderful insight into how to analyze our data. Further thanks go to my committee members Matthew Goodwin and Marie Coppola, who provided invaluable feedback and also a different point of view to my research. I would also like to thank William Snyder and members of Gradlab, from which I received valuable comments. Finally, I would like to thank my advisor Letitia Naigles immensely for her patience and guidance throughout this whole process. This research was funded by NIHDCD R01 2DC007428 and ARRA Supplement 3R01DC007428-0451. TYPICAL AND ATYPICAL TENSE PRODUCTIVITY 5 Introduction References to time are pervasive in discourse. While producing an utterance, we are not limited to conversing about only the present, but can refer to events that occurred in the past and that will occur in the future. When representing time in a linear fashion, we can reference both its location on a timeline as well as by its duration or completeness. How then exactly is time expressed? There generally appears to be three ways in which time is conveyed. The first is what Comrie (1985) refers to as lexically composite expressions, which involve the use of precise time expressions to further specify the temporal location or duration of an event (e.g., “8:30am,” “nanoseconds,” “quarter to 9:00am”). The second involves the use of lexical items that semantically encode for the location of time such as adverbials “after,” “now,” and “tomorrow.” The third is tense, the “grammaticalized expression of location in time” (Comrie, 1985, p. 9); it is commonly expressed with morphological markers. The focus of this thesis is on children’s development of tense marker use. More specifically, we investigate whether there are differences in the productive use of tense markers in typically and atypically developing children using a novel, dense data sampling method that has not been previously utilized to explore this topic. The Task of the Child When comparing typological differences in how tense is marked, it becomes clear that the task of acquiring and learning how to use tense markers is not an easy one. While some languages lack tense marking (e.g., Chinese), others specify time into past, present, and future categories. How each language marks for these temporal categories (e.g., on the auxiliary, on the main verb, etc.) may differ. For example, in English, the suffix “-ed” is attached to a regular verb to mark past tense. In French, however, markings on both the auxiliary (e.g., “avoir” or “être”) and the verb are required for past tense. The task of the child acquiring any language is therefore TYPICAL AND ATYPICAL TENSE PRODUCTIVITY 6 to discover a) how time is expressed specifically in their native language and b) if it is a language that utilizes tense, which morphemes express which tenses. A child acquiring English, in particular, must first learn that English is a tense language and that temporal locations of events are divided into broad categories of past and present. There is some debate as to whether the future is expressed with a grammatical form as opposed to a lexical form (Comrie, 1985; Salkie, 2010). This is due to the fact that the morpheme commonly associated with the future, “will,” has additional modal uses. However, other forms similarly have multiple uses (e.g., “-ed” morpheme marking for both past tense and past participle), yet are still considered tense markers. Therefore, we believe that not having a unique one-to-one mapping between the future morpheme “will” and future meaning should not be used as an exclusion criteria for future tense in English. As such, we treat future as a tense category of English in this thesis, with “will” as its canonical marker. The second task of a child acquiring English is to understand the correct morpheme to tense mappings. In English, references to present events can be expressed through the “-s” marker when the subject is third person singular (e.g., “She likes to sing”). The past can be expressed through the affix “-ed” (regular verb) or may involve a vowel change (e.g., “eat” and “ate”), suppletion (e.g., “go” and “went”), or null marking (e.g., “put” and “put”) for irregular verbs. Future events can be expressed through the aforementioned modal “will verb” (e.g., “I will graduate in three years”) and also commonly through the use of the “going to verb” frame (e.g., “I’m going to eat a large sandwich”). This is not to say, however, that these mappings are transparent in English. Listed below are examples that demonstrate the complicated relationship between tenses and their respective TYPICAL AND ATYPICAL TENSE PRODUCTIVITY 7 markers. Thus, if a child were to simply assume that tense is carried always and only by an affix on the verb, s/he will acquire English tense incorrectly. 1a) Present Indicative/Simple Present: “Mary orders a lot of food.” 1b) Present Progressive: “Mary is ordering a lot of food.” 1c) Past Indicative/Simple Past: “Mary ordered a lot of food.” 1d) Past Progressive: “Mary was ordering a lot of food.” 1e) Future Indicative: “Mary will order a lot of food.” 1f) Future Progressive: “Mary is going to order a lot of food.” For the simple past and simple present (1c and 1a, respectively), tense is marked by an affix on the main verb. For present progressive and past progressive (1b and 1d, respectively), however, tense is marked not on the main verb but on the auxiliary. The “-ing” marker is not marking for tense, but rather is referring to the duration or ongoing nature of the event. The concept of the completeness or ongoing characteristic of an event is what is referred to as “aspect.” In fact, we find, as presented in the examples above, that in English, tense is conflated with aspect (Wagner, 2012). For example, in 1c, the “-ed” morpheme is used to indicate not only that the event has taken place in the past, but also indicates that the event has been completed. To disentangle tense and aspect for the “-ed” marker, we can examine the following utterance: “Mary has ordered a lot of food.” Here, the “-ed” marker on “order” is used to indicate that the act of ordering is complete. The location of the event in time, on the other hand, is indicated by the present tense marking on the auxiliary “have.” Therefore, a child’s task of learning a tense language is not a simple one. For those acquiring English, the child needs to first parse the speech stream so as to distinguish morphemes used to mark tense. S/he then needs to learn mappings between morphological markers and their TYPICAL AND ATYPICAL TENSE PRODUCTIVITY 8 respective temporal concepts, despite a) markers can be conflated with aspect; b) marking for tense can be either on the auxiliary or main verb; and c) more than one marker can be used to indicate the same tense (e.g., marking past tense on regular compared to irregular verbs). Yet, typically developing (TD) children appear to acquire tense early in language acquisition. By the age of two and a half, children begin to comprehend and produce tense markers (Brown, 1973; Cazden, 1968; de Villers & de Villers, 1973; Honhenstein & Akhtar, 2007; Wagner, Swensen, & Naigles, 2009). In addition to age of acquisition, however, there are further questions that can be explored regarding children’s development of tense, such as the order in which tense markers are acquired (Brown, 1973; Cazden, 1968) or how the acquisition of tense and aspect relate to each other (Wagner, 2001). The focus of the current thesis is on the productive use of tense markers. Productivity is important in that it provides the ability to generate novel forms, rather than being limited to repeating the same forms heard in the input. Investigating how children come to be productive, through the types of rules and forms they entertain across development, can inform us about the nature of their language system, and how it may change 

/pdf/dense-recordings-reveal-typical-and-atypical-development-of-32jfyuvxy9.pdf

Dense Recordings Reveal Typical and Atypical Development of Tense Productivity in a Child Previously Diagnosed with ASD

<h3>Objective:</h3> To develop an algorithm to extract multiple sclerosis (MS) relapse events from clinical notes from the American Academy of Neurology Axon Registry, a neurology-specific patient registry that uses real-world electronic health record (EHR) data. <h3>Background:</h3> Relapse frequency is a key outcome measure for MS patients, indicating disease activity. MS relapses are often documented in unstructured clinical notes rather than structured fields in the EHR, and mechanisms to automatically extract this information will better enable real-world evidence (RWE) studies. <h3>Design/Methods:</h3> As of May 2022, 46,600 MS patients were identified using structured ICD codes and mention of MS in clinical notes from 3.2 million patients and their 24 million patient visits in the Axon Registry. A combined rule-based, deep learning (DL) approach was developed to classify, at a given encounter, the relapse status (current relapse, no relapse, discussion of past relapse only, or unknown) of these patients. A thousand notes were randomly sampled from MS patient notes containing relapse phrases, identified via string searches. These notes were labeled by a clinical expert for their relapse statuses to generate training, validation, and testing sets (70-15-15 split). Using the training and validation sets, a DL model was trained to classify notes into one of the relapse statuses. Performance was assessed on the test set. <h3>Results:</h3> The model had an overall accuracy of 0.88. For current relapse status, a sensitivity of 0.83 and specificity of 0.97 were achieved. Identified MS patients averaged 0.58+/−0.55 relapses/year and the proportion of patients with relapses decreased over time (2014: 14.74% vs. 2021: 9.86%), consistent with clinical expectations. <h3>Conclusions:</h3> We used a combined rule-based, DL methodology to extract relapses from clinical notes. Performance metrics and clinically consistent patterns found in the results provide confidence to support using this scalable algorithm for RWE studies. <b>Disclosure:</b> Dr. Chin has received personal compensation for serving as an employee of Verana Health. Dr. Moss has received personal compensation in the range of $10,000-$49,999 for serving as a Consultant for Twenty Twenty Therapeutics. Dr. Moss has received personal compensation in the range of $100,000-$499,999 for serving as a Consultant for Verana Health. Dr. Moss has received personal compensation in the range of $500-$4,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Medlink Inc. Dr. Moss has received personal compensation in the range of $10,000-$49,999 for serving as an Expert Witness for Legal Firms. The institution of Dr. Moss has received research support from NIH. The institution of Dr. Moss has received research support from Department of Defense. The institution of Dr. Moss has received research support from Research to Prevent Blindness. Dr. Moss has received personal compensation in the range of $0-$499 for serving as a grant review panel with NASA. Dr. Moss has received personal compensation in the range of $0-$499 for serving as a grant review panel with National Institutes of Health. Dr. Moss has a non-compensated relationship as a Board of Directors with North American Neuro-ophthalmology Society that is relevant to AAN interests or activities. Ms. Sands has received personal compensation for serving as an employee of Verana Health. Ms. Sands has received personal compensation for serving as an employee of Tempus Labs. Dr. Kocher has received personal compensation for serving as an employee of Verana Health. Mr. AKKAS has nothing to disclose. Dr. Torres has received personal compensation for serving as an employee of Verana Health. 

Identifying Multiple Sclerosis Relapses from Clinical Notes Using Combined Rule-based and Deep Learning Methodologies (P3-3.001)

The Cambridge Handbook of Child Language: Language in children with autism spectrum disorders

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