Nelson update on Idiom comprehension in child language

Fri Jun 6 13:34:51 UTC 2014

HI all.    Here is the specific reference on the the intervention study
(also discussed in  the JSLHR research paper) with ASD children for
idioms.   Best regards,  Keith N

*Whyte, E. M., Nelson, K. E, & Khan, K. S. (2013). Learning of idiomatic
language expressions                          in a group intervention for
children with autism, Autism, 17, 449-464.*

---------- Forwarded message ----------
From: Keith Nelson <k1n at psu.edu>
Date: Thu, Jun 5, 2014 at 11:44 AM
Subject: Re: Idiom comprehension in child language
To: info-childes at googlegroups.com, Keith Nelson <keithnelsonart at gmail.com>

Hi all.   I m attaching a JSLHR  paper just out from our lab that reviews
lit and presents an intervention study on idiom comprehension.   Cheers,
Keith

On Thu, Jun 5, 2014 at 9:44 AM, Tom Roeper <roeper at linguist.umass.edu>
wrote:

> Hi folks--
>
> just to mention a couple of things--an example I just heard:
>      "I know a shortcut"
>      "well, I know a shorter cut"
> and cases like "you're a slowpoke, but I'm a fastpoke".
>
> I wrote a paper on idioms with Zvi Penner that appears
> in the volume for Jüregen Weisenborn by Mouton--it
> relates to complex sentences.
>
>   Work by Ellen Winner on Metaphor seems pertinent
> to children's comprehension of them.  A child with
> a stomache who said"
>        "there's a fireengine in my stomach"
> or a child with a stuffed nose who said:
>         "there's paint in my nose".
>
> Deviations from compositionality can still be logically
> motivated.
>
> Tom Roeper
>
>
> On Thu, Jun 5, 2014 at 5:09 AM, Mehmet ÖZCAN <mehozcan20 at gmail.com> wrote:
>
>> Dear Hüseyin,
>>
>> (I answer all of the questions you posed me personally here thinking that
>> other colleagues might want to comment on them as well)
>>
>> ·         (Concerning your question about the location of data collection)
>> The location you are going to collect the data depends totally on the
>> location of the study carried out by Gokmen and her student (as you
>> mentioned) to find out the words determined as “prototype words”;
>> watermelon which is found to be 8th item on the list in Ankara may be
>> the first or third in Urfa or Adana; or orange the first in Mediterranean
>> Region, if you are going to construct your  sentences depending on their
>> list. In a nutshell, prototypicality is idiosyncratic and a common sense of
>> prototypicality occurs when the personal senses of prototypicalities
>> overlap to the sufficient extent.
>>
>> ·         One problem with the hypothesis: As far as I understood, you
>> assume that idiomatic expressions are processed within the framework of
>> compositionality theory: the meaning of a phrase or a larger linguistic
>> unit can be grasped by knowing the meaning/function of each element the
>> whole unit contains. This may be the case in most cases, especially when it
>> comes to accessing the literal meaning. As you know, Compositionality
>> Theory has been criticized for not being able to explain the processing of
>> pragmatics in the expressions. Thus, you may revise your assumptions.
>>
>> ·         Another thing to concentrate on may be the prototypicality of
>> the idiomatic expression (among other idiomatic expressions) itself rather
>> than the expressions’ containing prototypical elements. You know, *some
>> birds are birder than other birds*. Some idiomatic expressions may have
>> some prototypical features structurally or regarding other qualities.
>>
>> ·         Integrating infant directed speech to this study would be too
>> much to my understanding. You will have to carry out longitudinal
>> observations to measure the exposition of a child to idiomatic expressions
>> or the words in the list determined by the previous studies.
>>
>> I am looking forward to hearing about the findings of your demanding
>> study. Good luck in all ways.
>>
>>
>>
>> On Tuesday, May 20, 2014 12:56:54 AM UTC+3, huy... at gmail.com wrote:
>>>
>>> Dear all,
>>>
>>> First of all, I would like to express my excitement about posting my
>>> first question in this group (Of course, after reading the older posts).
>>>
>>> I have been reading about Prototype Theory of Eleanor Rosch, which is
>>> the point of departure for my M.A thesis, within the frame of child
>>> language development. Then I suddenly found myself trying to design steps
>>> for (an) experiment(s) in idiom comprehension. I am partly aware of the
>>> literature in figurative language processing (thanks to the comprehensive
>>> chapter by Gibbs and Colston in http://www.sciencedirect.com/
>>> science/book/9780123693747). So my questions are as follows:
>>>
>>>    - What is the direction of research in idiom comprehension in child
>>>    language?
>>>    - Could you suggest me some seminal works in idiom comprehension, or
>>>    more generally figurative language?
>>>    - Is there anyone to help me revise my experimental design?
>>>    - What kind of an effect could prototypicality of concepts in idioms
>>>    have on children's comprehension? (Feel free to share your criticism or
>>>    advice, if you prefer to look at this research question from another
>>>    perspective.)
>>>    - A third research field having just popped into my mind is child
>>>    directed speech. In what way can I integrate it into my research?
>>>
>>> Thanks,
>>> Huseyin
>>>
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>
>
>
> --
> Tom Roeper
> Dept of Lingiustics
> UMass South College
> Amherst, Mass. 01003 ISA
> 413 256 0390
>
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