Sex differences in past tense overregularization

Hartshorne and Ullman (2006) presented naturalistic language data from 25 children (15 boys, 10 girls) and showed that girls produced more past tense overregularization errors than did boys. In particular, girls were more likely to overregularize irregular verbs whose stems share phonological similarities with regular verbs. It was argued that the result supported the Declarative/Procedural model of language, a neuropsychological analogue of the dual-route approach to language. In the current study we present experimental data that are inconsistent with these naturalistic data. Eighty children (40 males, 40 females) aged 5;0–6;9 completed a past tense elicitation task, a test of declarative memory, and a test of non-verbal intelligence. The results revealed no sex differences on any of the measures. Instead, the best predictors of overregularization rates were item-level features of the test verbs. We discuss the results within the context of dual versus single route debate on past tense acquisition.

The PTT-20 : UK normative data for 5-11 year olds on a 20 item past tnese taskThe PTT-20: UK normative data for 5- to 11-year-olds on a 20-item past-tense task

Background: Grammatical morphology, particularly the use of the past tense in English, has been identified as a behavioural marker for specific language impairment. However, there is a dearth of instruments that assess key verb features, are short and easy to administer for clinical use, and have normative data for the UK population.

Aims: The present study aimed to develop a short version of a past-tense task (named the PTT-20) and to provide UK normative data for a large control sample of primary school-age children.

Methods & Procedures: The task consisted of 20 items taken from a well-known 52-item task developed by Marchman, Wulfeck, and Ellis Weismer in 1999, retaining the key features and variety of verbs of the original design. It was administered to 424 typically developing children aged 5;0 to 11;6 years.

Outcomes & Results: The short version reduced administration time by two-thirds to around 5–8 minutes. Normative data revealed developmental progression in performance throughout the primary school years, with the task exhibiting ceiling effects in 29% of children by age 11 years. Expected and impaired performance indicators are presented by age band, that is, 5, 6, 7, 8, 9, 10, and 11 years. Comparisons between identified children with specific language impairment and typically developing children revealed significant differences in performance. The PTT-20 correlated highly with the full 52-item task and had good internal consistency.

Conclusions & Implications: The PTT-20 can be a useful tool in the identification and assessment of young school-age children with suspected language difficulties. It can also be used in research and practice as a benchmark against which to compare the ability of children with identified language impairments.

An examination of the associations among multiple memory systems, past tense, and vocabulary in typically developing 5 year old children

Purpose: Considerable research has investigated the role of verbal working memory in language development in children with and without language problems. Much less is currently known about the relationship between language and the declarative and procedural memory systems. This study examined whether these 2 memory systems were related to typically developing children's past tense and lexical knowledge.

Method: Fifty-eight typically developing children approximately 5 years of age completed a battery of linguistic and nonlinguistic tasks, including tests of vocabulary, past tense production, and procedural and declarative memory.

Results: The results showed that declarative and procedural memory were not correlated with either regular or irregular past tense use. A significant correlation was observed between declarative memory and vocabulary.

Conclusions: The results of the study were not consistent with the view that the declarative and procedural memory systems support children's use of the regular and irregular past tense. However, evidence was found suggesting that declarative memory supports vocabulary in this age group.

The China threat : perceptions, myths and reality

"Since the end of the Cold War, one of the most significant debates in international relations has been the question of whether the rise of China as a major economic, political and military power will be a force for stability or instability in the international system and the East Asian region. Forceful arguments have been put forward on both sides."
"This book examines perceptions of the 'China Threat', and governments' policies in response to the perceived threat in a wide range of countries, including the United States, Russia, Europe, Japan, South Asia, South-East Asia and the Middle East, as well as the perceptions of the Chinese themselves. For each country current security concerns and policies, especially the policy of engagement, are examined in detail, and future prospects for relations with China are assessed. As the Bush administration in Washington increasingly focuses on China as a 'strategic competitor' and Sino-US-relations become increasingly tense, the 'China Threat' issue has come to dominate the security agenda in the Asia-Pacific region, and now poses the biggest foreign policy challenge of the twenty-first century."

An exploratory study on internal audit independence in Australia

This study draws on agency and institutional theory to examine the issue of internal audit’s independence through its relationship with components of corporate governance.

The internal audit function is actively considered as one of the four components of corporate governance, along with the board, management and external auditors. It serves this purpose by providing a range of services in its capacity of monitoring and consulting which is actively sought by the other components of corporate governance to satisfy their extended accountability requirements. The integrity of these services is, however, only assured if internal audit maintains its independent status. As such there is a “tension” resulting from the pressure to provide these value added services as perceived by the parties involved and maintaining its independence status.

Based on an extended survey with organisations in the Australian corporate sector, this study critically examines the results of the survey against existing literature and best practice guidelines to determine if internal audit functions operating under this tense environment are operating independently.

The results indicate an interesting analysis. While it indicates a somewhat trend in complying with best practice guidelines for maintaining independence, it also indicates that this is not consistently adhered to as organisations are able to operate in an environment that compromises internal audit independence. A main reason for this appears to be a mix of internal audit structural set ups brought about by a lack of statutory backing to provide for consistency in implementation of best practice guidelines for maintaining independence. This is exacerbated by internal audit being viewed as partner by these parties thus widening the “tension” gap between its advisory role and its independent status. A wider question emerges which questions the ability to maintain this independence concept under a partnership management environment. The concept of internal audit being an independent function as promulgated by the Institute of Internal Auditors through its definition of internal audit is seriously questioned under the totality of this environment.

The effects of phonological and morphological training on speech perception scores and grammatical judgments in deaf and hard-of-hearing children

Seventeen primary school deaf and hard-of-hearing children were given two types of training for 9 weeks each. Phonological training involved practice of /s, z, t, d/ in word final position in monomorphemic words. Morphological training involved learning and practicing the rules for forming third-person singular, present tense, past tense, and plurals. The words used in the two training types were different (monomorphemic or polymorphemic) but both involved word final /s, z, t, d/. Grammatical judgments were tested before and after training using short sentences that were read aloud by the child (or by the presenter if the child was unable to read them). Perception was tested with 150 key words in sentences using the trained morphemes and phonemes in word final position. Grammatical judgments for sentences involving the trained morphemes improved significantly after each type of training. Both types of training needed to be completed before a significant improvement was found for speech perception scores. The results suggest that both phonological and morphological training are beneficial in improving speech perception and grammatical performance of deaf and hard-of-hearing children and that both types of training were required to obtain the maximum benefit.

Social identities and law students' writing

This paper argues that social identities, discursively speaking, consist of ‘positions’ that are individuated by distinctive linguistic features. These include distinctive patterns of representation indicated by clause structure and type, a set of priorities for attending to what is important indicated by thematic structure, and an orientation to the represented world and to self as indicated by modality, propositional attitudes and tense. A social identity comprises an array of these often contradictory ‘positions’ associated with a social or professional role. A person’s identity is constituted dynamically by the way they ‘reconcile’ the various positions that make up the social identity, and also, as Archer and Ivanic argue, by the way they reconcile a social with a personal or autobiographical identity. It is argued that this process of reconciliation gives clues about identity formation in the traces it leaves in grammatical texture.

This paper uses a simulated letter of advice to a client written by a group of first year law students to explore the discursive construction of social or professional identity. This letter is poorly written and full of grammatical mistakes and infelicities. It is argued that the mistakes provide a linguistic trace of the students’ struggle to reconcile the conflicting roles and positions they occupy as authors of the letter. In particular the students’ problems result from a struggle to reconcile their multiple positions as: students writing for assessment by a tutor about a legal problem, as a simulated firm of solicitors advising to a client, and as potential litigators anticipating the future course of events in their simulated moot court appearance.

Will it be me? Identity, concern, and perspective

Self-reflexive or egocentric concern has been taken to present a serious problem for reductionist and eliminativist metaphysical accounts of personal identity. Philosophers have tended to respond in one of three ways: by continuing the search for a metaphysical account of identity that (prudentially if not morally) justifies egocentric concern; by accepting that egocentric concern can hold between persons who are not numerically identical; or by advocating the abandonment of egocentric concern altogether. All these approaches, however, distinguish between metaphysical ‘facts’ and affective responses to them. Exploring a well-known example from Bernard Williams, I argue that egocentric concern presents itself as irreducibly first-personal and as making its own set of numerical personal identity claims on the phenomenal level. Williams' example also points to the need to complicate the first/third person schema by factoring in a further distinction between present-tense and implicitly atemporal perspectives on the self. Once this move is made, we can see that the identity claims figured in first-person present-tense experience and those arrived at through metaphysical deliberation need to be distinguished. We should resist the temptation to privilege one perspective over the other in all instances, or to collapse them into a unitary account of selfhood.

Development amidst communal conflict: case study of a Christian FBO in a Buddhist–Muslim conflict region in Myanmar

Faith can be a powerful force for positive development and social change, but as James (2011) notes, it is a highly flammable fuel that can also easily result in negative outcomes. The pervasive influence of religion in the lives of many gives it a unique ability to shape both individual and communal identities (perceptions of self and others). While religious identities can be an extremely positive force, they can also be used as a source for exclusive and intolerant attitudes, with a potential to feed nationalisms that become motivators or justifications for conflict. This is particularly true in tense multi-religious contexts where competing ethnoreligious nationalistic identities and historical claims are forced to coexist – especially for faith-based development agencies that relate to one of those identities.This chapter explores the work of a small local Christian faith-based organisation (FBO) working in Buddhist communities in a region of significant Buddhist–Muslim tension and recent violent communal conflict, as a case study of development across complex faith boundaries. Local FBO Bethel works in partnership with the international FBO GraceWorks Myanmar (GWM). Making this case particularly interesting, Bethel has evolved out of a related religious organisation that still maintains a mandate for preaching a contextual Christian message to Buddhists, and most of the local workers are converts from Buddhism. Given the most inflammatory religious sparks for worsening conflicts are widely regarded to be discriminatory practices and proselytism – or perceptions of proselytism (e.g. Clarke and Jennings 2008; Flanigan 2010) – this case study is interesting for the way these issues are handled. This chapter includes new research examining whether and how this FBO has been able to avoid inflaming tensions and has been broadly granted a social mandate to operate in Buddhist communities, even though it constitutes a third religious actor in a context of vitriolic interreligious conflict.