Dorothy V M Bishop
Biographic Data
| ID | 1661430 |
|---|---|
| NAME | Dorothy V M Bishop |
| GIVEN NAMES | Dorothy V M |
| FAMILY NAME | Bishop |
| SIGNATURE | BISHOP D V M |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0002-2448-4033 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 190 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
A review of annual statements on research integrity from U.K. institutions in 2023–2024, with a focus on research fraud
Estimates of the frequency of research misconduct appear much higher in self-report surveys than would be expected from numbers of institutional investigations, but there is little hard data on this topic. U.K. universities produce annual statements on research integrity. The most recent statements were analyzed and compared with evidence of fabrication/falsification of data from reports on the PubPeer website. In 117 institutional statements wit…
How reliable is assessment of children’s sentence comprehension using a self-directed app? A comparison of supported versus independent use
This study reports on the feasibility of using the Test of Complex Syntax- Electronic (TECS-E), as a self-directed app, to measure sentence comprehension in children aged 4 to 5 1⁄2 years old; how testing apps might be adapted for effective independent use; and agreement levels between face-to-face supported computerized and independent computerized testing with this cohort. A pilot phase was completed with 4 to 4;06-year-old children, to determi…
Language and reading impairments are associated with increased prevalence of non-right-handedness
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–…
A novel online assessment of pragmatic and core language skills
It remains unclear whether pragmatic language skills and core language skills (grammar and vocabulary) are distinct language domains. The present work aimed to tease apart these domains using a novel online assessment battery administered to almost 400 children aged 7 to 13 years. Confirmatory factor analysis indicated that pragmatic and core language domains could be measured separately, but that both domains were highly related ( r = .79). Howe…
Assessing Children's Understanding of Complex Syntax
We examined the effect of two methods of assessment-multiple-choice sentence-picture matching and an animated sentence-verification task-on typically developing children's understanding of relative clauses. A sample of children between the ages of 3 years 6 months and 4 years 11 months took part in the study (N = 103). Results indicated that (a) participants performed better on the sentence-verification than on the multiple-choice task independen…
Growth in syntactic complexity between four years and adulthood
Studies examining productive syntax have used varying elicitation methods and have tended to focus on either young children or adolescents/adults, so we lack an account of syntactic development throughout middle childhood. We describe here the results of an analysis of clause complexity in narratives produced by 354 speakers aged from four years to adulthood using the Expressive, Receptive, and Recall of Narrative Instrument (ERRNI). We show that…
Assessing understanding of relative clauses
Although sentence repetition is considered a reliable measure of children's grammatical knowledge, few studies have directly compared children's sentence repetition performance with their understanding of grammatical structures. The current study aimed to compare children's performance on these two assessment measures, using a multiple-choice picture-matching sentence comprehension task and a sentence repetition task. Thirty-three typically devel…
The effect of recall, reproduction, and restudy on word learning
Our primary hypothesis about training conditions conferring specific advantages for production of novel words presented aurally, especially over long intervals, was not supported by this data. Although there may be practical reasons for preferring a particular method for training expressive vocabulary, no difference in effectiveness was detected when presenting words aurally: reproducing, recalling or restudying a word led to the same production …
Perception of Native English Reduced Forms in Chinese Learners
Previous research has shown that learners of English as a second language have difficulties in understanding connected speech spoken by native English speakers. This study examines the role of the perception of reduced forms (e.g., contraction, elision, assimilation) of English words in connected speech comprehension and the phonological skills underpinning reduced forms perception. Sixty Chinese-speaking undergraduate students were tested with a…
Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal
Associations between home literacy environment and children's reading ability are often assumed to reflect a direct influence. However, heritability could account for the association between parent and child literacy‐related measures. We used data from 101 mother/father/child triads to consider the extent to which associations between home literacy and children's reading fluency could be accounted for by parental reading fluency. Although home li…
Phase 2 of Catalise
Background Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods The Delphi method is an iterative process in which an initial set of statements is rated …
A manifesto for reproducible science
Improving the reliability and efficiency of scientific research will increase the credibility of the published scientific literature and accelerate discovery. Here we argue for the adoption of measures to optimize key elements of the scientific process: methods, reporting and dissemination, reproducibility, evaluation and incentives. There is some evidence from both simulations and empirical studies supporting the likely effectiveness of these me…
Catalise
Delayed or impaired language development is a common developmental concern, yet there is little agreement about the criteria used to identify and classify language impairments in children. Children's language difficulties are at the interface between education, medicine and the allied professions, who may all adopt different approaches to conceptualising them. Our goal in this study was to use an online Delphi technique to see whether it was poss…
The declarative system in children with specific language impairment
These results are consistent with the Procedural Deficit Hypothesis of SLI, in finding spared declarative learning on a nonverbal auditory-visual paired associate task. On the verbal version of the task, the SLI group had a deficit in learning relative to age-matched controls, which was evident on the first block in the first session. However, the subsequent rate of learning was consistent across all three groups. Problems in vocabulary learning …
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a m…
Pragmatic tolerance
Recent investigations of the acquisition of scalar implicature report that young children do not reliably reject a sentence with a weak scalar term, e.g. 'some of the books are red', when it is used as a description of a situation where a stronger statement is true, e.g. where all the books are red. This is taken as evidence that children do not interpret the sentence with the implicature that the stronger statement does not hold. We propose that…
Grammatical Difficulties in Children with Specific Language Impairment
Theoretical accounts of grammatical limitations in specific language impairment (SLI) have been polarized between those that postulate problems with domain-specific grammatical knowledge, and those that regard grammatical deficits as downstream consequences of perceptual or memory limitations. Here we consider an alternative view that grammatical deficits arise when the learning system is biased towards memorization of exemplars, and is poor at e…
Relations Among Speech, Language, and Reading Disorders
In this article, we critically review the evidence for overlap among three developmental disorders, namely speech sound disorder (SSD), language impairment (LI), and reading disability (RD), at three levels of analysis: diagnostic, cognitive, and etiological. We find that while overlap exists at all three levels, it varies by comorbidity subtype, and the relations among these three disorders are complex and not fully understood. We evaluate which…
Vocabulary Is Important for Some, but Not All Reading Skills
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, dec…
Using mismatch negativity to study central auditory processing in developmental language and literacy impairments
A popular theoretical account of developmental language and literacy disorders implicates poor auditory temporal processing in their etiology, but evidence from studies using behavioral measures has yielded inconsistent results. The mismatch negativity (MMN) component of the auditory event-related potential has been recommended as an alternative, relatively objective, measure of the brain's ability to discriminate sounds that is suitable for chil…
Common aetiology for diverse language skills in 41/2-year-old twins
Multivariate genetic analysis was used to examine the genetic and environmental aetiology of the interrelationships of diverse linguistic skills. This study used data from a large sample of 41⁄2-year-old twins who were tested on measures assessing articulation, phonology, grammar, vocabulary, and verbal memory. Phenotypic analysis suggested two latent factors: articulation (2 measures) and general language (the remaining 7), and a genetic model i…
Developmental Dyslexia and Specific Language Impairment
Developmental dyslexia and specific language impairment (SLI) were for many years treated as distinct disorders but are now often regarded as different manifestations of the same underlying problem, differing only in severity or developmental stage. The merging of these categories has been motivated by the reconceptualization of dyslexia as a language disorder in which phonological processing is deficient. The authors argue that this focus undere…
Narrative skills of children with communication impairments
Background : Narrative assessment is sensitive to the communication impairments of children with specific language impairment and those with autistic spectrum disorders. Although both groups of children tend to show deficits in narrative, it is unclear whether these deficits are qualitatively different and how language and pragmatic ability may impact on narrative competence. Comparing these two groups of children with children who exhibit pragma…
The structure of language abilities at 4 years
Normal language development was studied in 3 10 pairs of 4-year-old twins born in the United Kingdom in 1994. Twins were assessed individually in their homes on a diverse battery of language and nonverbal measures. Rotated factor analyses indicated the presence of a general Language factor (L) as well as a general Nonverbal (NV) factor. Moderate genetic influence was found for both L and NV abilities. Bivariate genetic analysis estimated a geneti…
Genetic and environmental origins of verbal and performance components of cognitive delay in 2-year-olds
The authors investigated the etiology of several measures of cognitive delay. Verbal (V) and performance (P) abilities were assessed in over 3,000 pairs of 2-year-old twins. Group-differences heritability for general delay (the lowest 5% of the V and P composite) was 35%. However, V and P delays considered independently showed large differences in group heritability (77% for V vs. 40% for P). Specific delays with comorbid cases eliminated showed …
A manifesto for reproducible science
Improving the reliability and efficiency of scientific research will increase the credibility of the published scientific literature and accelerate discovery. Here we argue for the adoption of measures to optimize key elements of the scientific process: methods, reporting and dissemination, reproducibility, evaluation and incentives. There is some evidence from both simulations and empirical studies supporting the likely effectiveness of these me…
Developmental Dyslexia and Specific Language Impairment
Developmental dyslexia and specific language impairment (SLI) were for many years treated as distinct disorders but are now often regarded as different manifestations of the same underlying problem, differing only in severity or developmental stage. The merging of these categories has been motivated by the reconceptualization of dyslexia as a language disorder in which phonological processing is deficient. The authors argue that this focus undere…
Relations Among Speech, Language, and Reading Disorders
In this article, we critically review the evidence for overlap among three developmental disorders, namely speech sound disorder (SSD), language impairment (LI), and reading disability (RD), at three levels of analysis: diagnostic, cognitive, and etiological. We find that while overlap exists at all three levels, it varies by comorbidity subtype, and the relations among these three disorders are complex and not fully understood. We evaluate which…
Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal
Associations between home literacy environment and children's reading ability are often assumed to reflect a direct influence. However, heritability could account for the association between parent and child literacy‐related measures. We used data from 101 mother/father/child triads to consider the extent to which associations between home literacy and children's reading fluency could be accounted for by parental reading fluency. Although home li…
Changing fruit and vegetable consumption among children
OBJECTIVES: A randomized school based trial sought to increase fruit and vegetable consumption among children using a multicomponent approach. METHODS: The intervention, conducted in 20 elementary schools in St. Paul, targeted a multiethnic group of children who were in the fourth grade in spring 1995 and the fifth grade in fall 1995. The intervention consisted of behavioral curricula in classrooms, parental involvement, school food service chang…
The structure of language abilities at 4 years
Normal language development was studied in 3 10 pairs of 4-year-old twins born in the United Kingdom in 1994. Twins were assessed individually in their homes on a diverse battery of language and nonverbal measures. Rotated factor analyses indicated the presence of a general Language factor (L) as well as a general Nonverbal (NV) factor. Moderate genetic influence was found for both L and NV abilities. Bivariate genetic analysis estimated a geneti…
The measurement of hand preference
Three groups of right-handers were identified using the Edinburgh Handedness Inventory. Exclusive strong right-handers (Rs: N = 18) reported that they always used the right hand for eight or more of the 10 activities, and usually used the right hand for the remainder. Exclusive weak right-handers (Rw: N = 15) usually used the right hand for three or more activities, and always used the right hand for the remainder. Predominant right-handers (Rp: …
Perception of Native English Reduced Forms in Chinese Learners
Previous research has shown that learners of English as a second language have difficulties in understanding connected speech spoken by native English speakers. This study examines the role of the perception of reduced forms (e.g., contraction, elision, assimilation) of English words in connected speech comprehension and the phonological skills underpinning reduced forms perception. Sixty Chinese-speaking undergraduate students were tested with a…
Using mismatch negativity to study central auditory processing in developmental language and literacy impairments
A popular theoretical account of developmental language and literacy disorders implicates poor auditory temporal processing in their etiology, but evidence from studies using behavioral measures has yielded inconsistent results. The mismatch negativity (MMN) component of the auditory event-related potential has been recommended as an alternative, relatively objective, measure of the brain's ability to discriminate sounds that is suitable for chil…
Assessing Children's Understanding of Complex Syntax
We examined the effect of two methods of assessment-multiple-choice sentence-picture matching and an animated sentence-verification task-on typically developing children's understanding of relative clauses. A sample of children between the ages of 3 years 6 months and 4 years 11 months took part in the study (N = 103). Results indicated that (a) participants performed better on the sentence-verification than on the multiple-choice task independen…
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a m…
A Longitudinal Study Using the Wppsi and Wisc‐r With an English Sample
S ummary . An unselected sample of 139 English children from a rural area completed the WPPSI at the age of 41⁄2 years and the WISC‐R four years later. Comparison of WISC‐R results for this sample and Wechsler's standardisation sample indicated that although this test yields IQ scores close to expected values, distributions of scores on some subtests, especially Similarities and Coding, are less satisfactory. Significant sex differences, in keepi…
Is otitis media a major cause of specific developmental language disorders
Development of 'inner speech' and receptive language in children who are physically unable to speak
Does hand proficiency determine hand preference
There is debate in the handedness literature over whether proficiency and preference measures are indicators of common underlying factors, or separate dimensions of behaviour with different causes. It has been argued that hand preference has different origins from hand proficiency on the grounds that (i) the two types of measure are imperfectly correlated and (ii) distributions of relative hand proficiency are normal or nearly so, whereas distrib…
Accurate non‐word spelling despite congenital inability to speak
Previous work has shown that children with motor speech disorders (dysarthria) have no particular difficulty in spelling non‐words containing sounds that they cannot produce accurately in their own speech. This suggests that subvocal articulation is not implicated in generating a graphemic representation from a phonological string. However, it could be argued that, although severely unintelligible, dysarthric individuals may be able to use their …
What do referential communication tasks measure? A study of children with specific language impairment
A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation
Language and literacy skills were assessed in 83 8 1/2 -year olds whose language development had been impaired at 4 years of age. Provided that language problems had resolved by age 5 1/2 years, literacy development was normal, but many of the children who still had verbal deficits at 5 1/2 years of age did have reading difficulties and persisting oral language impairments later on. In these children, reading comprehension tended to be poor relat…
The measurement of hand preference
Three groups of right-handers were identified using the Edinburgh Handedness Inventory. Exclusive strong right-handers (Rs: N = 18) reported that they always used the right hand for eight or more of the 10 activities, and usually used the right hand for the remainder. Exclusive weak right-handers (Rw: N = 15) usually used the right hand for three or more activities, and always used the right hand for the remainder. Predominant right-handers (Rp: …
Changing fruit and vegetable consumption among children
OBJECTIVES: A randomized school based trial sought to increase fruit and vegetable consumption among children using a multicomponent approach. METHODS: The intervention, conducted in 20 elementary schools in St. Paul, targeted a multiethnic group of children who were in the fourth grade in spring 1995 and the fifth grade in fall 1995. The intervention consisted of behavioral curricula in classrooms, parental involvement, school food service chang…
Genetic and environmental origins of verbal and performance components of cognitive delay in 2-year-olds
The authors investigated the etiology of several measures of cognitive delay. Verbal (V) and performance (P) abilities were assessed in over 3,000 pairs of 2-year-old twins. Group-differences heritability for general delay (the lowest 5% of the V and P composite) was 35%. However, V and P delays considered independently showed large differences in group heritability (77% for V vs. 40% for P). Specific delays with comorbid cases eliminated showed …
The structure of language abilities at 4 years
Normal language development was studied in 3 10 pairs of 4-year-old twins born in the United Kingdom in 1994. Twins were assessed individually in their homes on a diverse battery of language and nonverbal measures. Rotated factor analyses indicated the presence of a general Language factor (L) as well as a general Nonverbal (NV) factor. Moderate genetic influence was found for both L and NV abilities. Bivariate genetic analysis estimated a geneti…
Narrative skills of children with communication impairments
Background : Narrative assessment is sensitive to the communication impairments of children with specific language impairment and those with autistic spectrum disorders. Although both groups of children tend to show deficits in narrative, it is unclear whether these deficits are qualitatively different and how language and pragmatic ability may impact on narrative competence. Comparing these two groups of children with children who exhibit pragma…
Developmental Dyslexia and Specific Language Impairment
Developmental dyslexia and specific language impairment (SLI) were for many years treated as distinct disorders but are now often regarded as different manifestations of the same underlying problem, differing only in severity or developmental stage. The merging of these categories has been motivated by the reconceptualization of dyslexia as a language disorder in which phonological processing is deficient. The authors argue that this focus undere…
Common aetiology for diverse language skills in 41/2-year-old twins
Multivariate genetic analysis was used to examine the genetic and environmental aetiology of the interrelationships of diverse linguistic skills. This study used data from a large sample of 41⁄2-year-old twins who were tested on measures assessing articulation, phonology, grammar, vocabulary, and verbal memory. Phenotypic analysis suggested two latent factors: articulation (2 measures) and general language (the remaining 7), and a genetic model i…
Vocabulary Is Important for Some, but Not All Reading Skills
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, dec…
Using mismatch negativity to study central auditory processing in developmental language and literacy impairments
A popular theoretical account of developmental language and literacy disorders implicates poor auditory temporal processing in their etiology, but evidence from studies using behavioral measures has yielded inconsistent results. The mismatch negativity (MMN) component of the auditory event-related potential has been recommended as an alternative, relatively objective, measure of the brain's ability to discriminate sounds that is suitable for chil…
Relations Among Speech, Language, and Reading Disorders
In this article, we critically review the evidence for overlap among three developmental disorders, namely speech sound disorder (SSD), language impairment (LI), and reading disability (RD), at three levels of analysis: diagnostic, cognitive, and etiological. We find that while overlap exists at all three levels, it varies by comorbidity subtype, and the relations among these three disorders are complex and not fully understood. We evaluate which…
Grammatical Difficulties in Children with Specific Language Impairment
Theoretical accounts of grammatical limitations in specific language impairment (SLI) have been polarized between those that postulate problems with domain-specific grammatical knowledge, and those that regard grammatical deficits as downstream consequences of perceptual or memory limitations. Here we consider an alternative view that grammatical deficits arise when the learning system is biased towards memorization of exemplars, and is poor at e…
Pragmatic tolerance
Recent investigations of the acquisition of scalar implicature report that young children do not reliably reject a sentence with a weak scalar term, e.g. 'some of the books are red', when it is used as a description of a situation where a stronger statement is true, e.g. where all the books are red. This is taken as evidence that children do not interpret the sentence with the implicature that the stronger statement does not hold. We propose that…
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a m…
The declarative system in children with specific language impairment
These results are consistent with the Procedural Deficit Hypothesis of SLI, in finding spared declarative learning on a nonverbal auditory-visual paired associate task. On the verbal version of the task, the SLI group had a deficit in learning relative to age-matched controls, which was evident on the first block in the first session. However, the subsequent rate of learning was consistent across all three groups. Problems in vocabulary learning …
Catalise
Delayed or impaired language development is a common developmental concern, yet there is little agreement about the criteria used to identify and classify language impairments in children. Children's language difficulties are at the interface between education, medicine and the allied professions, who may all adopt different approaches to conceptualising them. Our goal in this study was to use an online Delphi technique to see whether it was poss…
Assessing understanding of relative clauses
Although sentence repetition is considered a reliable measure of children's grammatical knowledge, few studies have directly compared children's sentence repetition performance with their understanding of grammatical structures. The current study aimed to compare children's performance on these two assessment measures, using a multiple-choice picture-matching sentence comprehension task and a sentence repetition task. Thirty-three typically devel…
The effect of recall, reproduction, and restudy on word learning
Our primary hypothesis about training conditions conferring specific advantages for production of novel words presented aurally, especially over long intervals, was not supported by this data. Although there may be practical reasons for preferring a particular method for training expressive vocabulary, no difference in effectiveness was detected when presenting words aurally: reproducing, recalling or restudying a word led to the same production …
Perception of Native English Reduced Forms in Chinese Learners
Previous research has shown that learners of English as a second language have difficulties in understanding connected speech spoken by native English speakers. This study examines the role of the perception of reduced forms (e.g., contraction, elision, assimilation) of English words in connected speech comprehension and the phonological skills underpinning reduced forms perception. Sixty Chinese-speaking undergraduate students were tested with a…
Psychology (27 works) · Language Development and Disorders (21 works) · Cognitive psychology (20 works) · Linguistics (18 works) · Developmental psychology (17 works) · Reading and Literacy Development (17 works) · Computer Science (10 works) · Cognition (9 works) · Medicine (7 works) · Neurobiology of Language and Bilingualism (7 works)