Chloe R Marshall
Dados Biográficos
| ID | 806759 |
|---|---|
| NOME | Chloe R Marshall |
| PRENOMES | Chloe R |
| SOBRENOME | Marshall |
| ASSINATURA | MARSHALL C R |
| AFILIAÇÕES | City, University of London |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 18 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2013 |
| ÍNDICE H | 2 |
Lexical organization in deaf children who use British Sign Language
We adapted the semantic fluency task into British Sign Language (BSL). In Study 1, we present data from twenty-two deaf signers aged four to fifteen. We show that the same ‘cognitive signatures’ that characterize this task in spoken languages are also present in deaf children, for example, the semantic clustering of responses. In Study 2, we present data from thirteen deaf children with Specific Language Impairment (SLI) in BSL, in comparison to …
Irregular past tense forms in English
Two cognitive models of inflectional morphology are widely debated in the literature-the Words and Rules model, whereby irregular forms are stored in the lexicon but regular forms are created by rule, and Single Mechanism models, whereby both regulars and irregulars form an associative network, with no rules. A newer model, the Computational Grammatical Complexity (CGC) model, recognises the contribution of hierarchical complexity in three compon…
Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI
Building an Assessment Use Argument for sign language
In this article, we adapt a concept designed to structure language testing more effectively, the Assessment Use Argument (AUA), as a framework for the development and/or use of sign language assessments for deaf children who are taught in a sign bilingual education setting. By drawing on data from a recent investigation of deaf children's nonsense sign repetition skills in British Sign Language, we demonstrate the steps of implementing the AUA in…
Effects of Word Position and Stress on Onset Cluster Production
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of w…
Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI
Effects of Word Position and Stress on Onset Cluster Production
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of w…
Irregular past tense forms in English
Two cognitive models of inflectional morphology are widely debated in the literature-the Words and Rules model, whereby irregular forms are stored in the lexicon but regular forms are created by rule, and Single Mechanism models, whereby both regulars and irregulars form an associative network, with no rules. A newer model, the Computational Grammatical Complexity (CGC) model, recognises the contribution of hierarchical complexity in three compon…
Effects of Word Position and Stress on Onset Cluster Production
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of w…
Building an Assessment Use Argument for sign language
In this article, we adapt a concept designed to structure language testing more effectively, the Assessment Use Argument (AUA), as a framework for the development and/or use of sign language assessments for deaf children who are taught in a sign bilingual education setting. By drawing on data from a recent investigation of deaf children's nonsense sign repetition skills in British Sign Language, we demonstrate the steps of implementing the AUA in…
Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI
Irregular past tense forms in English
Two cognitive models of inflectional morphology are widely debated in the literature-the Words and Rules model, whereby irregular forms are stored in the lexicon but regular forms are created by rule, and Single Mechanism models, whereby both regulars and irregulars form an associative network, with no rules. A newer model, the Computational Grammatical Complexity (CGC) model, recognises the contribution of hierarchical complexity in three compon…
Lexical organization in deaf children who use British Sign Language
We adapted the semantic fluency task into British Sign Language (BSL). In Study 1, we present data from twenty-two deaf signers aged four to fifteen. We show that the same ‘cognitive signatures’ that characterize this task in spoken languages are also present in deaf children, for example, the semantic clustering of responses. In Study 2, we present data from thirteen deaf children with Specific Language Impairment (SLI) in BSL, in comparison to …
Linguistics (5 obras) · Psychology (5 obras) · Cognitive psychology (3 obras) · Computer Science (3 obras) · Language Development and Disorders (3 obras) · Neurobiology of Language and Bilingualism (3 obras) · Reading and Literacy Development (3 obras) · Specific language impairment (3 obras) · Grammar (2 obras) · Hand Gesture Recognition Systems (2 obras)