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<p class="MsoNormal"><span style="color:#1F497D">A colleague and I found VOCD to correlate with standardized vocabulary profiles much better than TTR did:<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D">Silverman, S (Now Stacy Wagovich). and Ratner, N. (2002). Measuring lexical diversity in children who stutter: application of vocd.
<i>Journal of Fluency Disorders, 27</i> (4), 1-16.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D">In our ongoing work, with adults who stutter, multiple aspects of expressive language use differ from that seen in typically fluent speakers; TTR does not reveal anything, but our adults who stutter speak much
less. VOCD is showing statistical differences between the groups. Amanda is right, VOCD is impacted by sample size, but not as much. It will be interesting to see how MATTR compares, especially for use with child language or smaller samples. Has anyone out
there tried it for child samples?<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D">It will be interesting to try to derive ‘norms” for VOCD, since it is essentially an estimate, and you won’t get EXACTLY the same value twice. In fact, that’s how I know if my students are doing their own CLAN
assignments </span><span style="font-family:Wingdings;color:#1F497D">J</span><span style="color:#1F497D"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D">N<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">Nan Bernstein Ratner, Fellow, ASHA; Fellow, AAAS<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">Board Certified Specialist-Child Language<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">Professor
<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">Department of Hearing and Speech Sciences<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">University of Maryland<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">0100 Lefrak Hall<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">College Park, MD 20742<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">301-405-4217, 301-314-2023 (fax)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D"><a href="mailto:nratner@umd.edu"><span style="color:#0563C1">nratner@umd.edu</span></a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D"><a href="http://hesp.umd.edu/facultyprofile/Bernstein%20Ratner/Nan"><span style="color:#0563C1">http://hesp.umd.edu/facultyprofile/Bernstein%20Ratner/Nan</span></a>
<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">Director, University of Maryland Autism Research Consortium (UMARC)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">Participating Faculty, Neuroscience and Cognitive Science (NACS)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">Research Faculty, Maryland Language Science Center<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri",sans-serif;color:#1F497D">Participating Faculty, Developmental Science<o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-size:11.0pt;font-family:"Calibri",sans-serif">From:</span></b><span style="font-size:11.0pt;font-family:"Calibri",sans-serif"> chibolts@googlegroups.com [mailto:chibolts@googlegroups.com]
<b>On Behalf Of </b>Amanda Owen Van Horne<br>
<b>Sent:</b> Thursday, August 20, 2015 9:31 AM<br>
<b>To:</b> chibolts <chibolts@googlegroups.com><br>
<b>Subject:</b> Re: VOCD manual<o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal">Also see <o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><span style="font-family:"Arial",sans-serif">Owen, A. J., & Leonard, L. B. (2002). Lexical Diversity in the Spontaneous Speech of Children With Specific Language ImpairmentApplication of D.<i>Journal of Speech, Language, and Hearing Research</i>, <i>45</i>(5),
927-937. </span><o:p></o:p></p>
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<p class="MsoNormal"><span style="font-family:"Arial",sans-serif">Bottom line is that VOCD is better than TTR, but less transparent. It does still vary with sample size, but to a lesser degree. </span><o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><span style="font-family:"Arial",sans-serif">McCarthy, P. M., & Jarvis, S. (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. <i>Behavior research methods</i>, <i>42</i>(2), 381-392.</span><o:p></o:p></p>
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<p class="MsoNormal"><span style="font-family:"Arial",sans-serif">Compares various methods of computing D. Recommends a variety of measures. </span><o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><span style="font-family:"Arial",sans-serif">Koizumi, R. (2012). Relationships between text length and lexical diversity measures: can we use short texts of less than 100 tokens. <i>Vocabulary Learning and Instruction</i>, <i>1</i>(1),
60-69.</span><o:p></o:p></p>
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<p class="MsoNormal"><span style="font-family:"Arial",sans-serif">Recommends MLTD</span><o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><span style="font-family:"Arial",sans-serif"><br>
</span><br>
On Wednesday, August 19, 2015 at 9:46:58 AM UTC-5, Amber wrote:<o:p></o:p></p>
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<p class="MsoNormal">In fact, perhaps I should just post my question on here. The CHAT manual talks about calculating D and states that it can be done on samples as small as 50 tokens. However, reliability is less good for small samples. Could anyone advise
me on whether VOCD is still a more valid measure than TTR, even for small transcripts (e.g., during a shared-book reading session)? I assume that as long as the sample is large enough for KIDEVAL to be able to give me VOCD values then it is OK?<br>
Thanks<br>
Amber<br>
<br>
On Wednesday, 19 August 2015 15:36:05 UTC+1, Amber wrote:<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">Dear all<br>
<br>
The CLAN manual contains the following link, which no longer appears to work. <br>
<br>
<a href="http://childes.psy.cmu.edu/manuals/vocd.doc" target="_blank">http://childes.psy.cmu.edu/manuals/vocd.doc</a><br>
<br>
Is there a new link to the VOCD manual/another similar article? <br>
<br>
Many thanks<br>
Amber<o:p></o:p></p>
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