Shula CHIAT
Biographic Data
| ID | 9285025 |
|---|---|
| NAME | Shula CHIAT |
| GIVEN NAMES | Shula |
| FAMILY NAME | CHIAT |
| SIGNATURE | CHIAT S |
| AFFILIATIONS | City, University of London |
| ORCID | 0000-0002-8981-8153 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Revisiting nonword repetition as a clinical marker of developmental language disorder
This study adds to evidence that nonword repetition is informative in Cantonese. • Nearly all NWR sets differentiated monolingual groups with and without DLD. • Typically developing bilinguals and monolinguals performed similarly on many NWR sets. • Findings depended on characteristics of nonwords and scoring method. • Findings support development of Cantonese NWR tests into assessment tools. Cross-linguistically, nonword repetition (NWR) tasks h…
Effects of semantic plausibility, syntactic complexity and n-gram frequency on children's sentence repetition
Theories of language processing differ with respect to the role of abstract syntax and semantics vs surface-level lexical co-occurrence (n-gram) frequency. The contribution of each of these factors has been demonstrated in previous studies of children and adults, but none have investigated them jointly. This study evaluated the role of all three factors in a sentence repetition task performed by children aged 4–7 and 11–12 years. It was found tha…
Sentence repetition
Understanding Children with Language Problems
When is it best to hear a verb? The effects of the timing and focus of verb models on children's learning of verbs
This paper explores the effects of certain aspects of verb input on verb acquisition. It has been observed that the timing of a verb model affects children's learning of the verb (Tomasello & Kruger, 1992). It has also been observed that the focus of the event to which the verb refers affects the argument structure children assign to the verb (Pinker, 1989). This experiment investigated the interaction between the timing of verb models and the fo…
If I were you and you were me
An investigation into the pronoun distribution of a pronoun-reversing child reveals inconsistencies both within production and between production and comprehension. This distribution is compatible with some analyses of normal pronoun development and pronoun reversal which have attributed non-adult person distinctions to the child. However, the data are also compatible with a quite distinct hypothesis which postulates that the child's pronouns are…
Context-specificity and generalization in the acquisition of pronominal distinctions
The pronoun system provides a fruitful area for investigating the conditions under which children make linguistic generalizations. Pronouns are defined by a complex of semantic, syntactic, and morphological distinctions whose interaction is only partially consistent. In the course of acquiring them, children often make systematic errors which reflect novel generalizations from the adult input. A distributional analysis was applied to the errors m…
Natural Phonology or Natural Memory? the Interaction Between Phonological Processes and Recall Mechanisms
An analysis of the attempts by 90 children between the ages of four and nine to learn a number of new words revealed that their recall errors were remarkably similar to the phonological deformations found in the speech of young children in the early stages of language development. Two complementary explanations are put forward to account for the observed similarities: phonological processes noted in the speech of young children may reflect recall…
Specificity in the development of language structure
Psycholinguistics without 'psychological reality
The role of the word in phonological development
Natural Phonology or Natural Memory? the Interaction Between Phonological Processes and Recall Mechanisms
An analysis of the attempts by 90 children between the ages of four and nine to learn a number of new words revealed that their recall errors were remarkably similar to the phonological deformations found in the speech of young children in the early stages of language development. Two complementary explanations are put forward to account for the observed similarities: phonological processes noted in the speech of young children may reflect recall…
Specificity in the development of language structure
Psycholinguistics without 'psychological reality
The role of the word in phonological development
The role of the word in phonological development
Context-specificity and generalization in the acquisition of pronominal distinctions
The pronoun system provides a fruitful area for investigating the conditions under which children make linguistic generalizations. Pronouns are defined by a complex of semantic, syntactic, and morphological distinctions whose interaction is only partially consistent. In the course of acquiring them, children often make systematic errors which reflect novel generalizations from the adult input. A distributional analysis was applied to the errors m…
Natural Phonology or Natural Memory? the Interaction Between Phonological Processes and Recall Mechanisms
An analysis of the attempts by 90 children between the ages of four and nine to learn a number of new words revealed that their recall errors were remarkably similar to the phonological deformations found in the speech of young children in the early stages of language development. Two complementary explanations are put forward to account for the observed similarities: phonological processes noted in the speech of young children may reflect recall…
Specificity in the development of language structure
Psycholinguistics without 'psychological reality
If I were you and you were me
An investigation into the pronoun distribution of a pronoun-reversing child reveals inconsistencies both within production and between production and comprehension. This distribution is compatible with some analyses of normal pronoun development and pronoun reversal which have attributed non-adult person distinctions to the child. However, the data are also compatible with a quite distinct hypothesis which postulates that the child's pronouns are…
When is it best to hear a verb? The effects of the timing and focus of verb models on children's learning of verbs
This paper explores the effects of certain aspects of verb input on verb acquisition. It has been observed that the timing of a verb model affects children's learning of the verb (Tomasello & Kruger, 1992). It has also been observed that the focus of the event to which the verb refers affects the argument structure children assign to the verb (Pinker, 1989). This experiment investigated the interaction between the timing of verb models and the fo…
Understanding Children with Language Problems
Sentence repetition
Effects of semantic plausibility, syntactic complexity and n-gram frequency on children's sentence repetition
Theories of language processing differ with respect to the role of abstract syntax and semantics vs surface-level lexical co-occurrence (n-gram) frequency. The contribution of each of these factors has been demonstrated in previous studies of children and adults, but none have investigated them jointly. This study evaluated the role of all three factors in a sentence repetition task performed by children aged 4–7 and 11–12 years. It was found tha…
Revisiting nonword repetition as a clinical marker of developmental language disorder
This study adds to evidence that nonword repetition is informative in Cantonese. • Nearly all NWR sets differentiated monolingual groups with and without DLD. • Typically developing bilinguals and monolinguals performed similarly on many NWR sets. • Findings depended on characteristics of nonwords and scoring method. • Findings support development of Cantonese NWR tests into assessment tools. Cross-linguistically, nonword repetition (NWR) tasks h…
Linguistics (11 works) · Psychology (11 works) · Language Development and Disorders (10 works) · Computer Science (6 works) · Philosophy (6 works) · Reading and Literacy Development (6 works) · Cognitive psychology (4 works) · Neuroscience (3 works) · Artificial Intelligence (2 works) · Cognition (2 works)