Stephen Camarata
Biographic Data
| ID | 1719705 |
|---|---|
| NAME | Stephen Camarata |
| GIVEN NAMES | Stephen |
| FAMILY NAME | Camarata |
| SIGNATURE | CAMARATA S |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0002-3342-1747 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Perception and Interpretation of Contrastive Pitch Accent During Spoken Language Processing in Autistic Children
Although prosodic differences in autistic individuals have been widely documented, little is known about their ability to perceive and interpret specific prosodic features, such as contrastive pitch accent-a prosodic signal that places emphasis and helps listeners distinguish between competing referents in discourse. This study addresses that gap by investigating the extent to which autistic children can (1) perceive contrastive pitch accent (i.e…
Bilingual Versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss
Effective vocabulary interventions for children with hearing loss, including children who are bilingual, are needed because of persistent vocabulary deficits in this population. Current instructional practices for children with hearing loss who are bilingual vary in the degree to which they incorporate the language the child uses at home. Unfortunately, there is little direct evidence as to whether bilingual or monolingual instructional practices…
Comparing Auditory-Only and Audiovisual Word Learning for Children With Hearing Loss
Although reducing visual input to emphasize auditory cues is a common practice in pediatric auditory (re)habilitation, the extant literature offers minimal empirical evidence for whether unisensory auditory-only (AO) or multisensory audiovisual (AV) input is more beneficial to children with hearing loss for developing spoken language skills. Using an adapted alternating treatments single case research design, we evaluated the effectiveness and ef…
Incidental receptive language growth associated with expressive grammar intervention in SLI
Children with SLI (Specific Language Impairment) display language deficits in the absence of frank neurological lesions, global cognitive deficits or significant clinical hearing loss. Although these children can display disruptions in both receptive and expressive grammar, the intervention literature has been largely focused on expressive deficits. Thus, there are numerous reports in the literature suggesting that expressive language skills can …
Factors accounting for the ability of children with SLI to learn agreement morphemes in intervention
The aim of this study was to uncover factors accounting for the ability of children with specific language impairment (SLI) to learn agreement morphemes in intervention. Twenty-five children with SLI who participated in a six-month intervention program focused on teaching third person singular - s or auxiliary is/are/was showed a wide range of use of the target morpheme after intervention. Regression analyses showed that age and two factors expec…
Measurement and the Diagnosis and Treatment of Language Disorders in Children
The accurate diagnosis of clinical conditions that include language disorders (e.g., developmental disabilities, autism, and specific language impairment) rests squarely on the accurate measurement of language and related abilities. In addition, because the goal of any treatment program is to generate measurable progress in language function, it is essential that treatment programs be designed within the context of state-of-the-art measurement. T…
Narrative Discourse of African American Children
Oral narratives are increasingly used in speech and language evaluations for measuring language skills, and to measure children's organizational skill within a broader communicative context. Because of this, oral-narrative analyses are applied to diverse age ranges and populations. However, there are few studies examining the production of narratives of child speakers of African American English (AAE), and these previous studies offer conflicting…
Young children pronounce object words more accurately than action words
Young children's productions of novel words serving as names of objects and actions were compared. Although the object and action names were matched according to consonant and syllable structure, accurate production of newly emerging consonants was greater for the object words for each of the measures used: spontaneous production and unsolicited imitation during the word exposure sessions, and responses to production probes administered during an…
Examining relationships between input and language development
With various descriptions of adults' speech to children in hand, investigators have turned their attention to questions concerning the specific nature and extent of relationships between aspects of input and language development. Answering such questions requires some conceptualization of the potential relationships that may exist. Equally important, though, are the statistical and design issues surrounding the inference of these relationships. A…
Evidence for the feature [diffuse]
No prominent works on this page.
Examining relationships between input and language development
With various descriptions of adults' speech to children in hand, investigators have turned their attention to questions concerning the specific nature and extent of relationships between aspects of input and language development. Answering such questions requires some conceptualization of the potential relationships that may exist. Equally important, though, are the statistical and design issues surrounding the inference of these relationships. A…
Evidence for the feature [diffuse]
Young children pronounce object words more accurately than action words
Young children's productions of novel words serving as names of objects and actions were compared. Although the object and action names were matched according to consonant and syllable structure, accurate production of newly emerging consonants was greater for the object words for each of the measures used: spontaneous production and unsolicited imitation during the word exposure sessions, and responses to production probes administered during an…
Narrative Discourse of African American Children
Oral narratives are increasingly used in speech and language evaluations for measuring language skills, and to measure children's organizational skill within a broader communicative context. Because of this, oral-narrative analyses are applied to diverse age ranges and populations. However, there are few studies examining the production of narratives of child speakers of African American English (AAE), and these previous studies offer conflicting…
Measurement and the Diagnosis and Treatment of Language Disorders in Children
The accurate diagnosis of clinical conditions that include language disorders (e.g., developmental disabilities, autism, and specific language impairment) rests squarely on the accurate measurement of language and related abilities. In addition, because the goal of any treatment program is to generate measurable progress in language function, it is essential that treatment programs be designed within the context of state-of-the-art measurement. T…
Factors accounting for the ability of children with SLI to learn agreement morphemes in intervention
The aim of this study was to uncover factors accounting for the ability of children with specific language impairment (SLI) to learn agreement morphemes in intervention. Twenty-five children with SLI who participated in a six-month intervention program focused on teaching third person singular - s or auxiliary is/are/was showed a wide range of use of the target morpheme after intervention. Regression analyses showed that age and two factors expec…
Incidental receptive language growth associated with expressive grammar intervention in SLI
Children with SLI (Specific Language Impairment) display language deficits in the absence of frank neurological lesions, global cognitive deficits or significant clinical hearing loss. Although these children can display disruptions in both receptive and expressive grammar, the intervention literature has been largely focused on expressive deficits. Thus, there are numerous reports in the literature suggesting that expressive language skills can …
Bilingual Versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss
Effective vocabulary interventions for children with hearing loss, including children who are bilingual, are needed because of persistent vocabulary deficits in this population. Current instructional practices for children with hearing loss who are bilingual vary in the degree to which they incorporate the language the child uses at home. Unfortunately, there is little direct evidence as to whether bilingual or monolingual instructional practices…
Comparing Auditory-Only and Audiovisual Word Learning for Children With Hearing Loss
Although reducing visual input to emphasize auditory cues is a common practice in pediatric auditory (re)habilitation, the extant literature offers minimal empirical evidence for whether unisensory auditory-only (AO) or multisensory audiovisual (AV) input is more beneficial to children with hearing loss for developing spoken language skills. Using an adapted alternating treatments single case research design, we evaluated the effectiveness and ef…
Perception and Interpretation of Contrastive Pitch Accent During Spoken Language Processing in Autistic Children
Although prosodic differences in autistic individuals have been widely documented, little is known about their ability to perceive and interpret specific prosodic features, such as contrastive pitch accent-a prosodic signal that places emphasis and helps listeners distinguish between competing referents in discourse. This study addresses that gap by investigating the extent to which autistic children can (1) perceive contrastive pitch accent (i.e…
Psychology (9 works) · Developmental psychology (8 works) · Language Development and Disorders (8 works) · Linguistics (7 works) · Cognitive psychology (5 works) · Reading and Literacy Development (5 works) · Neurobiology of Language and Bilingualism (4 works) · Computer Science (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works)