Amanda Owen Van Horne
Biographic Data
| ID | 4624333 |
|---|---|
| NAME | Amanda Owen Van Horne |
| GIVEN NAMES | Amanda Owen |
| FAMILY NAME | Van Horne |
| SIGNATURE | VAN HORNE A O |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0002-3517-5885 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Tense Morphology in Clinicians’ Input During Complex Syntax Intervention for Children’s Academic Discourse and Literacy Across Dialects
Across dialects of English, children with developmental language disorder demonstrate weaknesses in both tense morphology and complex syntax, yet intervention targets often address these domains separately. This study examined whether clinician input during a complex syntax intervention provides rich and varied models of tense morphology. Using a secondary analysis of data from 1 arm of a randomized controlled teletherapy trial, we analyzed clini…
Continuous effects of language ability and relative proficiency on bilingual children’s production of four advanced syntactic constructions
Current approaches to bilingualism and language learning ability obscure differences between capacity for learning (ability) and dominance (relative proficiency). Bilingual children with developmental language disorder (DLD) have persistent difficulties with complex syntax. The effects of language learning ability and relative proficiency on syntactic development in bilingual acquisition are not well described. This cross-sectional study examined…
Application of Recurrent Activation Models to Mechanistic Explanations of DLD
We respond to Riches’ article in which he puts forth the idea that exemplar-based learning is the underlying deficit in children with Developmental Language Disorder, grounded in Dell and Chang’s P-Chain model. We affirm the potential contributions of exemplar-based learning and explore other potential possibilities for mechanistic explanations of learning differences grounded in this model, including inhibitory control, working memory, extant kn…
The Feasibility of Remote Visual-World Eye-Tracking With Young Children
Visual-world eye-tracking has long been a useful tool for measuring young children’s real-time interpretation of words and sentences. Recently, researchers have extended this method to virtual platforms to reduce equipment costs and recruit more diverse participants. However, there is currently limited guidance on best practices, which require individual researchers to invent their own methodologies and may prevent broader adoption. Here, we pres…
Distributional learning aids linguistic category formation in school-age children
The goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artificial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that fit the grammar to sentences that were ungrammatical. Sentences could be distinguished only through the formation of c…
Development of interventions for language impairment
Although theories of specific language impairment grounded in Universal Grammar (UG) have advanced the description of SLI considerably, they provide limited utility as far as treatment is concerned. Because UG assumes deficits in language principles and parameter setting, remediation of the difficulty is not possible; rather, reliance on compensatory mechanisms is recommended. Compensatory mechanisms rely on the same learning principles as are ad…
Overcoming language barriers
This commentary highlights the advantages of examining the interactions between domains of language, the language environment, and the individual. The findings of these articles address questions of current interest in both linguistics and cognitive science but may find a broader audience if the value of innateness, modularity, and assumptions about the role of frequency and the input are more carefully questioned. The strengths of working at the…
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Overcoming language barriers
This commentary highlights the advantages of examining the interactions between domains of language, the language environment, and the individual. The findings of these articles address questions of current interest in both linguistics and cognitive science but may find a broader audience if the value of innateness, modularity, and assumptions about the role of frequency and the input are more carefully questioned. The strengths of working at the…
Development of interventions for language impairment
Although theories of specific language impairment grounded in Universal Grammar (UG) have advanced the description of SLI considerably, they provide limited utility as far as treatment is concerned. Because UG assumes deficits in language principles and parameter setting, remediation of the difficulty is not possible; rather, reliance on compensatory mechanisms is recommended. Compensatory mechanisms rely on the same learning principles as are ad…
Distributional learning aids linguistic category formation in school-age children
The goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artificial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that fit the grammar to sentences that were ungrammatical. Sentences could be distinguished only through the formation of c…
The Feasibility of Remote Visual-World Eye-Tracking With Young Children
Visual-world eye-tracking has long been a useful tool for measuring young children’s real-time interpretation of words and sentences. Recently, researchers have extended this method to virtual platforms to reduce equipment costs and recruit more diverse participants. However, there is currently limited guidance on best practices, which require individual researchers to invent their own methodologies and may prevent broader adoption. Here, we pres…
Tense Morphology in Clinicians’ Input During Complex Syntax Intervention for Children’s Academic Discourse and Literacy Across Dialects
Across dialects of English, children with developmental language disorder demonstrate weaknesses in both tense morphology and complex syntax, yet intervention targets often address these domains separately. This study examined whether clinician input during a complex syntax intervention provides rich and varied models of tense morphology. Using a secondary analysis of data from 1 arm of a randomized controlled teletherapy trial, we analyzed clini…
Continuous effects of language ability and relative proficiency on bilingual children’s production of four advanced syntactic constructions
Current approaches to bilingualism and language learning ability obscure differences between capacity for learning (ability) and dominance (relative proficiency). Bilingual children with developmental language disorder (DLD) have persistent difficulties with complex syntax. The effects of language learning ability and relative proficiency on syntactic development in bilingual acquisition are not well described. This cross-sectional study examined…
Application of Recurrent Activation Models to Mechanistic Explanations of DLD
We respond to Riches’ article in which he puts forth the idea that exemplar-based learning is the underlying deficit in children with Developmental Language Disorder, grounded in Dell and Chang’s P-Chain model. We affirm the potential contributions of exemplar-based learning and explore other potential possibilities for mechanistic explanations of learning differences grounded in this model, including inhibitory control, working memory, extant kn…
Language Development and Disorders (6 works) · Neurobiology of Language and Bilingualism (5 works) · Psychology (4 works) · Computer Science (3 works) · Grammar (3 works) · Linguistics (3 works) · Reading and Literacy Development (3 works) · Cognitive psychology (2 works) · Cognitive science (2 works) · Language acquisition (2 works)