PLID74H3 Lecture Notes - Language Change, Silent Generation, Baby Boomers

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monicalin999

13 Apr 2023

School

UTSC

Department

Linguistics

Course

PLID74H3

Professor

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Previously considered adults ages 85+ (suzman & riley, 1985) Now considered adults ages 90 + (he & muenchrath, 2011) This change implies that pplare living longer, and more individuals are reaching advanced ages. Average projected life expectancy about 79. 5 years (organisation for economic cooperation and. Ppl are living longer and will experience age-related changes, including changes in language. 1 in 50 females in low-mortality nations will reach 100 (national institute on aging, 2011) Heterogeneity in advanced age and diversity in outcomes . The oldest old population is a heterogenous group w a range of outcomes. E. g. , some may maintain their language skills, while others may experience declines. Nned to consider individual differences when assessing language changes in the oldest old. Assessing language changes in the oldest old population can be challenging due to physical, cognitive, and sensory changes that may affect communication. Need to use proper assessmnet tools and consider environmental factors when evaluating language abilities.

Related Questions

I need help solving these questions for my software class:

12. Match each term with its definition

Word list: documentation, evolutionary prototype, GUIs, fourth generation, information gathering prototype, libraries, Lips and Prolog (5GLs), prototype, prototyping approach, short-term solution

Term Definition

	Programming languages often used in information gathering prototype development
	Usually involves only a small team of programmers and one or more users
	Type where the prototype becomes the full working program
	Term used to describe the scale and budget for most prototyping projects
libraries	Collections of reusable code often used to speed up prototype development
Lips and Prolog (5GLs)	Languages often used in the development of prototypes of both kinds
GUIs	Favoured interface for prototype development
information gathering prototype	Prototypes developed to gather information that can be used in another development
documentation	Stores critical information for future maintenance
prototype	A working model that can be evaluated by users

14. Complete the Methods of Implementation table, using the information provided below.

One section of the organisation uses the new program and all other sections continue with the old program until a decision is made to put the new program into place across the whole organisation	One or more tasks of the new program are gradually implemented until the new program takes over all tasks of the old program
The old and the new program work together	The new program immediately replaces the old program

Method	Description	Diagram (draw it yourself)
Direct Cut Over	The new program immediately replaces the old program
Parallel Implementation	The old and the new program work together for a period of time
Phrased Implementation	One or more tasks of the new program are gradually implemented until the new program takes over all tasks of the old program
Pilot Implementation	One section of the organisation uses the new program and all other sections continue with the old program until a decision is made to put the new program into place across the whole organisation

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What are considered to be the strengths of new media art compared to more traditional media art?

Select all that apply.

A displayed on the Internet instead of in art institutions

B allows the artist to combine virtual and physical worlds to make the art interactive

C. changes with new technology

D easy to update or make corrections

Which of the artworks described below are examples of interactive art?

Select all that apply.

A hundreds of used tires in a garden that visitors have to traverse, like a maze

B surrealist, three-dimensional portrait in a museum gallery

C experimental beach project featuring a life-sized ball pit for visitors to "swim" in

D. walls of electric cubes, screens, and pixels that require human touch to activate

Analyze and write about the results of a visual and an auditory lexical decision task. Analyze a large data set that includes students’ responses for both the visual and auditory modality. Lab is a write-up of these findings.

One large data file that includes all experimental trial responses for both the Visual and Auditory modality tasks. Note that the sample size for the visual experiment is 16 and for the auditory experiment is 15.

Presentedz with visual words and pseudo-words in one experiment and auditory words and pseudo-words in a second experiment. Respond whether you saw/heard a real word of English or not. In the visual task, remained fixated on a cross (i.e., ‘+’) presented in the centre of the screen, while the stimulus was visually presented either to the left or right of the fixation point. In the auditory experiment, you heard words and pseudo-words presented either to your left or right ear.

Words Pseudo-words Number 60 60 Pronounceable N/A Yes Hemi-field/Ear Presentation 30 left/30 right 30 left/30 right String Length

Range: 5-7

Mean: 6.01 (SD = 0.71)

Range: 5-7

Mean: 5.85 (SD = 0.78)

Phoneme Length

Range: 5-7

Mean: 5.45 (SD = 0.59)

Range: 3-6

Mean: 4.58 (SD = 0.87)

Number of Morphemes 1 N/A

In each experiment, there were 60 words and 60 pseudo-words. It was the same 120 items presented in each experiment. Only their modality of presentation changed. Thirty words and 30 pseudo-words were presented to the left (side of the screen in the visual experiment, ear in the auditory experiment), while the other 30 words and other 30 pseudo-words are presented to the right. Side of presentation was balanced across participants using two lists. Each list contained the same set of words and pseudo-words; only presentation side was counter-balanced across lists.

Independent samples t-tests revealed no difference in orthographic length between the words and pseudo-words (t(117) = -1.59, p = 0.11); there is, however, a reliable phoneme length difference between the words and pseudo-words (t(104.28) = -6.37, p < 0.001). We also recorded whether the participant was a native speaker of English or not and whether they are right- or left-hand dominant. Feel free to use these factors in your analysis.

Given what you know about the organization of the visual and auditory pathways and lateralization of language processing, state, in very clear terms, what your predictions are. Provide specific predictions for your observation (dependent) variable(s), and select and name your predictor (independent) variable(s).
Provide a detailed list of the processing steps in R that is performed to arrive at your results. For example, do you want to include incorrect trials trials in your analysis of both dependent variables? Do not provide the R code, but instead write out these steps in plain English.
Provide a series of plots that provide an illustration of your results. You should minimally include a plot of the accuracy and reaction time results and this should be done for each modality. You may also included histograms of your reaction time distributions, but this is not necessary. Be sure your axes are appropriately labeled.
Provide a table that presents your numerical findings in a clear manner. Remember to include both the sample-level averages and standard deviations per condition.
Discuss your results in light of the predictions in Q1 and your findings in Q3 and Q4. Make specific reference to your predictions and the extent to which they are borne out.
Get creative: Incorporate one other factor (e.g., native language, handedness). State your predictions and provide a breakdown of the data in terms of these factors.
Design your own research question: Consider how you might use the same experimental design to understand another linguistic phenomenon and population (e.g. stop VOT, vowel length, lexical tone, Mandarin speakers, French speakers etc.). State your research question, and provide and motivate specific predictions for your dependent variable(s) as a function of your predictor variable(s). Note: Ideally, the new research question will still involve language lateralization. Consult the Gazzaniga readings online for ideas based on the particular specializations of each hemisphere.

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PLID74H3 Lecture Notes - Language Change, Silent Generation, Baby Boomers

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