Šio darbo tikslas – išanalizuoti kalbos sutrikimų turinčių vaikų rišliuosius pasakojimus, taigi darbo objektas yra vaikų, turinčių kalbos sutrikimų, rišlieji pasakojimai. Šiame darbe buvo išanalizuoti dvidešimt trys priešmokyklinio amžiaus vaikų, turinčių kalbos sutrikimų, rišlieji pasakojimai. Darbą sudaro teorinė dalis, kurioje apžvelgiama kalbos sutrikimų klasifikaciją ir rišliojo pasakojimo metodika, bei tiriamoji dalis. Darbe buvo naudojami aprašomasis, teorinis ir analizės metodai. Tiriamojoje dalyje priešmokyklinio amžiaus vaikų, turinčių kalbos sutrikimų, rišlieji pasakojimai buvo išanalizuoti pirmiausiai pagal paveikslėlių sekos metodą. Išanalizavus rišliuosius pasakojimus pagal šį metodą, buvo pastebėta, kad papildomų klausimų uždavimas padeda vaikams geriau suprasti pasakojimo siužetą, todėl pasakojimai po užduotų papildomų klausimų tapo rišlesni, nuoseklesni ir ilgesni. Be to, vaikų pasakojimuose, kuriuose buvo rasta gramatinių netikslumų, po klausimų analizės šių gramatinių netikslumų neliko. Tolimesniuose teorinės dalies poskyriuose pasakojimai buvo analizuojami mikrostruktūros ir makrostruktūros lygmenyse. Šiose dalyse buvo tiriamas pasakojimų produktyvumas, sintaksės sudėtingumas, struktūrinių dalių subalansuotumas, pagrindinės minties atskleidimas ir teksto junglumas. Kalbos sutrikimų turinčių vaikų rišliojo pasakojimo darbo rezultatais galėtų pasinaudoti kalbininkai ir kiti mokslininkai, kurie domisi vaikų kalbos tyrimais. Tęsiant šį darbą, būtų galima... [toliau žr. visą tekstą] / The aim of this work is to analyse fictional narratives of children with specific language impairments (SLI), therefore, the fictional narratives of children with SLI is object of this paper work. Twenty three fictional narratives were analysed of pre-school children with SLI. This paper work consists of two main parts: theory and analysis. Classification of language disorders and methods of narratives were described in the theory part. Analytic, descriptive and theoretic methods have been used in the paper. First, pre-school children with SLI narratives were analysed by pictures sequence’s method. The results showed of this method analysis that additional questions help children to understand the main idea of the story. For this reason, children stories became more coherent, connected and longer after the additional questions’ analysis. Besides, grammatical imprecision disappeared in the children stories, which were told after the additional questions’ analysis. Second, pre-school children with SLI narratives were analysed by the microstructure and macrostructure levels. Narratives’ productivity, syntax complexity, balance of structural parts, the main idea of the story and text combinability were analysed in these sections. Results of the Fictional narratives of children with specific language impairments could be used by linguists and other scholars, who are interested in the children language analysis. Fallowing this work, this work results could be compared with... [to full text]

Interference makes reasoning about imperative programs difficult but it can be controlled syntactically by a language's type system, such as Syntactic Control of Interference (SCI). Haskell is a purely-functional, statically-typed language with a rich type system including algebraic datatypes and type classes. It is popular as a defining language for definitional interpreters of domain-specific languages, making it an ideal candidate for implementation of definitional interpreters for SCI and Syntactic Control of Interference Revisited (SCIR), a variant that improves on SCI. Inference rules and denotational semantics functions are presented for PCF, IA, SCI, and SCIR. An extension to Haskell98 is used to define Haskell functions for those languages' semantics and to define type constructions to statically check their syntax. The results in applied programming language theory demonstrate the suitability and techniques of Haskell for definitional interpretation of languages with rich type systems. / Thesis (Master, Computing) -- Queen's University, 2008-06-10 21:23:33.291

Rationale. Definition of complex behavioral disorders is generally phenomenological in nature and guided by pragmatic, rather than genetic, concerns. Consequently, important aspect of genetic analysis is the search for novel phenotypic definitions from the familial/genetic perspective. SLI study 1. SLI denotes an inability to acquire normal language in the absence of peripheral hearing impairment, neurological disorder, and mental retardation. Sibling resemblance for several theoretically derived specific components of the SLI phenotype was examined in families of SLI children. In 38 sib-pairs from 10 French-speaking pedigrees, Verb Tense Morphology sub-tests (Real and Non-real Words) showed nonparametric correlations of 0.39 and 0.35, respectively (p < 0.05, 2-tailed). In a densely affected Anglophone pedigree, 41 sib-pair showed familial resemblance with respect to Derivational Morphology (r = 0.52, p < 0.01). SLI study 2. Family history study in 27 families examined the relationship between attention deficit/hyperactivity in SLI children and familial risk of speech/language disorders. Higher odds of speech/language disorders were observed in first-degree relatives of 13 SLI children who also had a medical record of attention deficit/hyperactivity (15/27 vs. 4/46, p = 0.001). Alcoholism study 1. Latent class analysis (LCA) including gender and 15 antisocial behaviors (>15yr) was performed in 236 broadly ascertained alcohol-dependent subjects (121 males, 115 females). Evidence for 3 qualitative behavioral classes was obtained: Socially Adjusted Adults, SAA; Antisocial Non-Aggressive Adults, ANAA; and Antisocial Aggressive Adults, AAA. In both, genders, the AAA class had the earliest age of onset for alcohol dependence (p = 0.001), more alcoholic first-degree relatives and more of other psychopathology. In females, the ANAA class was intermediate. In the ANAA males, socially adjusted childhood behavior differentiated the late onset from the intermediate ons

On évoque souvent des difficultés à interagir socialement chez les enfants ayant une dysphasie. Ces difficultés sont généralement attribuées aux troubles du langage, mais elles pourraient aussi provenir d’un problème à décoder les émotions des autres. Le but de la présente recherche est d’explorer cette voie chez les enfants dysphasiques de 9 à 12 ans. Différents stimuli émotionnels leur ont été présentés sous forme de vidéos ainsi qu’à des enfants d’un groupe contrôle selon cinq conditions : parole non filtrée, parole filtrée, visage dynamique, visage dynamique accompagné de la parole non filtrée, et visage dynamique avec parole filtrée. Les enfants dysphasiques et les enfants du groupe contrôle ne se comportent pas différemment de manière significative en fonction des émotions présentées et des conditions testées. Par contre, un sous-groupe d’enfants ayant une dysphasie mixte commet significativement plus d’erreurs pour l’ensemble de la tâche que le sous-groupe d’enfants sans dysphasie de même âge chronologique. En fait une part seulement des enfants dysphasiques mixtes ont des scores plus faibles. Ces mêmes enfants présentent un QI non verbal faible tandis que leur compréhension du langage est équivalente à celle de leur sous-groupe (enfants dysphasiques mixtes). Malgré ces différences significatives, les scores des enfants dysphasiques mixtes restent relativement élevés et les difficultés observées sont subtiles. Sur le plan clinique, les praticiens (orthophonistes, psychologues, éducateur) devront systématiser l’évaluation des habiletés de décodage des émotions chez l’enfant dysphasique dont les difficultés ne sont pas forcément évidentes dans la vie quotidienne. La recherche devra développer un outil de dépistage sensible aux troubles de décodage émotionnel et des stratégies thérapeutiques adaptées. / Children with Specific Language Impairment (SLI) can have social problems that are often explained by their language disorders. However, the ability to identify other people’s emotions could be caused by their emotion processing difficulties. We explore this question in children with SLI aged 9 to 12 years old. Children with and without SLI were tested on five emotional stimuli presented in dynamic video and audio format: unfiltered speech, filtered speech, facial expressions, facial expressions with unfiltered speech, and facial expressions with filtered speech. The children with impaired language do not differ significantly from the unimpaired children across all modalities and emotions. However, a subgroup of SLI children with mixed (expressive-receptive) delay commits more errors on the task than their age-matched peers. In fact only a subgroup of these children shows lower scores. These same children also show low IQ scores but language comprehension as good as their subgroup. Despite these significant differences the mixed SLI group’s scores are quite high, showing that deficits are subtle. Clinical implications of this study militate for a systematization of the evaluation by health practitioners of these abilities in children with SLI who might not show obvious signs of deficits in this domain in their everyday activities. Research should pursue the development of a sensitive evaluation tool to identify emotional decoding difficulties and should evaluate therapeutic strategies adapted to this population.

Informational privacy of individuals has significantly gained importance after information technology has become widely deployed. Data, once digitalised, can be copied, distributed, and long-term stored at negligible costs. This has dramatic consequences for individuals that leave traces in the form of personal data whenever they interact with information technology, for instance, computers and phones; or even when information technology is recording the personal data of aware or unaware individuals. The right of individuals for informational privacy, in particular to control the flow and use of their personal data, is easily undermined by those controlling the information technology. The objective of this thesis is to study the measurement of informational privacy with a particular focus on scenarios where an individual discloses personal data to a second party which uses this data for re-identifying the individual within a set of other individuals. We contribute with privacy metrics for several instances of this scenario in the publications included in this thesis, most notably one which adds a time dimension to the scenario for modelling the effects of the time passed between data disclosure and usage. The result is a new framework for inter-temporal privacy metrics.

La tesis propone un lenguaje específico de dominio (DSL) para modelar Sistemas Colaborativos (CSSL - Collaborative Software System Language). Este lenguaje fue diseñado como una extensión de UML usando el mecanismo de metamodelado y posee una sintaxis abstracta formalizada que permitirá entre otras cosas definir más de una sintaxis concreta a partir de ella, lo cual aumenta la legibilidad y flexibilidad del lenguaje. Finalmente se presenta una guía que facilita la construcción de Sistemas Colaborativos. Dentro del paradigma MDD (Model Driven Development) y utilizando el lenguaje CSSL se describe las etapas iniciales de un método para modelar los Sistemas Colaborativos.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 146-163). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009. / Title from first page of PDF file (viewed April 3, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 118-131).

Thesis (M.A.)--California State University Channel Islands, 2007. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education.. Title from PDF t.p. (viewed August 31, 2008).

Thesis (M.S.)--Brigham Young University. Dept. of Audiology and Speech-Language Pathology, 2006. / Includes bibliographical references (p. 51-56).