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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...8 Hits 1 – 20 of 151 1 Treatment for Anomia in Bilingual Speakers with Progressive Aphasia Grasso, Stephanie M.; Peña, Elizabeth D.; Kazemi, Nina... In: Brain Sci (2021) BASE Show details 2 Insights Into Category Sorting Flexibility in Bilingual Children: Results of a Cognitive Lab Study Simon-Cereijido, Gabriela; Bedore, Lisa M.; Peña, Elizabeth D.... In: Am J Speech Lang Pathol (2020) BASE Show details 3 Language and Literacy Together: Supporting Grammatical Development in Dual Language Learners With Risk for Language and Learning Difficulties Bedore, Lisa M.; Peña, Elizabeth D.; Fiestas, Christine... In: Lang Speech Hear Serv Sch (2020) BASE Show details 4 Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners Castilla-Earls, Anny; Bedore, Lisa; Rojas, Raúl... In: Am J Speech Lang Pathol (2020) BASE Show details 5 “Did I Say Cherry?” Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder McMillen, Stephanie; Griffin, Zenzi M.; Peña, Elizabeth D.... In: J Speech Lang Hear Res (2020) BASE Show details 6 The Utility of an English Semantics Measure for Identifying Developmental Language Disorder in Spanish–English Bilinguals Jasso, Javier; McMillen, Stephanie; Anaya, Jissel B.... In: Am J Speech Lang Pathol (2020) BASE Show details 7 The influence of proficiency and language combination on bilingual lexical access. Kastenbaum, Jessica G; Bedore, Lisa M; Peña, Elizabeth D... In: Kastenbaum, Jessica G; Bedore, Lisa M; Peña, Elizabeth D; Sheng, Li; Mavis, Ilknur; Sebastian-Vaytadden, Rajani; et al.(2019). The influence of proficiency and language combination on bilingual lexical access. Bilingualism (Cambridge, England), 22(2), 300 - 330. doi:10.1017/s1366728918000366. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/1d72d0gz (2019) BASE Show details 8 The influence of proficiency and language combination on bilingual lexical access. Kastenbaum, Jessica G; Bedore, Lisa M; Peña, Elizabeth D... In: Bilingualism (Cambridge, England), vol 22, iss 2 (2019) BASE Show details 9 Semantic categories of bilingual DLD (Shivabasappa et al., 2019) ... Prarthana Shivabasappa; Peña, Elizabeth D.; Bedore, Lisa M.. - : ASHA journals, 2019 BASE Show details 10 Semantic categories of bilingual DLD (Shivabasappa et al., 2019) ... Prarthana Shivabasappa; Peña, Elizabeth D.; Bedore, Lisa M.. - : ASHA journals, 2019 BASE Show details 11 Video-Implemented Script Training in a Bilingual Spanish–English Speaker With Aphasia Grasso, Stephanie M.; Cruz, Diana F.; Benavidez, Rosa. - : American Speech-Language-Hearing Association, 2019 BASE Show details 12 Semantic Category Convergence in Spanish–English Bilingual Children With and Without Developmental Language Disorder Shivabasappa, Prarthana; Peña, Elizabeth D.; Bedore, Lisa M.. - : American Speech-Language-Hearing Association, 2019 BASE Show details 13 Not All Nonverbal Tasks Are Equally Nonverbal: Comparing Two Tasks in Bilingual Kindergartners With and Without Developmental Language Disorder Durant, Kathleen; Peña, Elizabeth; Peña, Anna. - : American Speech-Language-Hearing Association, 2019 BASE Show details 14 Cross-language treatment of speech sounds disorders in bilingual children Nye, Carlos David. - 2019 BASE Show details 15 How do Mandarin-speaking children learn shape classifiers? Hao, Ying, Ph. D.. - 2019 Abstract: Mandarin is a classifier language. A classifier is inserted between a number and a noun for the purpose of quantification (e.g., 一条绳子 one tiáo rope). Each classifier marks semantic characteristics of the noun with which it co-occurs (e.g., 条 tiáo is typically paired with long, narrow and flexible objects). The semantic system of classifiers is complex, and classifier production is a vulnerable area for Mandarin-speaking children (e.g., Hao et al., 2018). However, it is unclear what learning mechanisms drive the acquisition of classifiers in Mandarin-speaking children. In the present study, we explored potential predictors, namely classifier-based semantic categorization and input frequency of classifiers. In addition, we hypothesized that existing vocabulary knowledge would be related to classifier learning. Sixty-four typically-developing monolingual Mandarin-speaking children between 4;1 (year;month) and 6;5 completed two background tasks and two experimental tasks. The background tasks consisted of an object categorization task to index semantic categorization strategy, and a picture selection task and a picture naming task to measure vocabulary knowledge. In experiment 1, we implemented a comprehension and a production task for six real classifiers that emphasize shape. In experiment 2, we administered a learning task for two novel classifiers which encoded different semantic properties (i.e., curly-haired vs. broken). Frequency of classifier input was manipulated using a between-subject design. We analyzed contributions of classifier-based semantic categorization, input frequency of classifiers, and vocabulary knowledge to classifier comprehension and production. Even though children preferred to categorize objects by shared classifier than by other semantic links in the object categorization task, this preference did not significantly predict real classifier comprehension and production in experiment 1. At the same time, vocabulary knowledge was a significant predictor for both. Children may find that the semantic system of real Mandarin classifiers is opaque, and they rely more heavily on an item-by-item learning approach that is used in vocabulary learning (i.e., idiosyncratic learning of individual words). In addition, children showed varied accuracy on different classifier-noun pairs for the same classifier, providing more evidence for item-based learning. For novel classifier learning in experiment 2, classifier-based object categorization was a marginally significant predictor for comprehension. The higher frequency group did not outperform the lower frequency group, and vocabulary knowledge was a significant predictor for neither comprehension nor production. These findings suggest that children mainly took a rule-based approach to learn novel classifiers with transparent semantic categorization. Overall, results from the two experiments showed that the learning approach children primarily use to learn classifiers depend on the transparency of the classifier system. ; Communication Sciences and Disorders Keyword: Classifier acquisition; Item-based learning; Mandarin-speaking children URL: https://hdl.handle.net/2152/78805 https://doi.org/10.26153/tsw/5860 BASE Hide details 16 Using argument structure to teach new verbs in Spanish-speaking English language learners Boerger, Karin Margaret. - 2019 BASE Show details 17 Language ability assessment of Spanish-English bilinguals: Future directions Kester, Ellen Stubbe; Peña, Elizabeth D. In: Practical Assessment, Research, and Evaluation (2019) BASE Show details 18 Core vocabulary in the narratives of bilingual children with and without language impairment. Shivabasappa, Prarthana; Peña, Elizabeth D; Bedore, Lisa M In: Shivabasappa, Prarthana; Peña, Elizabeth D; & Bedore, Lisa M. (2018). Core vocabulary in the narratives of bilingual children with and without language impairment. International journal of speech-language pathology, 20(7), 790 - 801. doi:10.1080/17549507.2017.1374462. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/3zv737dd (2018) BASE Show details 19 Core vocabulary in the narratives of bilingual children with and without language impairment. Shivabasappa, Prarthana; Peña, Elizabeth D; Bedore, Lisa M In: International journal of speech-language pathology, vol 20, iss 7 (2018) BASE Show details 20 The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children With and Without Language Impairment. Gibson, Todd A; Peña, Elizabeth D; Bedore, Lisa M In: Journal of speech, language, and hearing research : JSLHR, vol 61, iss 6 (2018) BASE Show details Page: 1 2 3 4 5...8

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