Thesis (Ph.D.). / Written for the School of Communication Sciences and Disorders. Title from title page of PDF (viewed 2008/05/12). Includes bibliographical references.

The thesis presents a pragmatic analysis focused on the repertoire of communicative intents in the speech of a child from the 23rd to the 29th month of its life. The work is based on a case study of one child. The theoretical part of the work in chapters 1-3 is based on the study of literature, especially the literature of communication intentions, pragmatic functions and their expression and relevant literature of language and communication of 2 years old children. Before the start of recording we have obtained informed consent from the parents of a child whose communication were analysed. Basic material for the analysis are the video recordings of family communication of the child in various situations, the material was supplemented by observations and interviews with parents. Video recordings are transcribed according to the principles of CHAT (corpus CHILDES) and then (in chapters 4 and 5) is analysed in terms of recorded communication situations and communicative intents expressed by a child. The results of our work we compare with the results in existing literature.

This thesis deals with time and space expresion in written composition of 5th and 9th grade students. The thesis is dividend in two parts. First on eis focused on teoretici knowledge of naratology, development psychology and research of language acqusition regarding upper primary school students. Written compositions of 5th and 9th grade students are analyzed in sekond (practical) part according to knowledge described in first part of this thesis. Areas of interest are koherence of expresion, time, space and charakter describing. In closing of this part is comparison between both age Gross. In conclusion you can find proposals for school edication improvng according to results of students works analysis.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [94]-103).

The purpose of this study is to determine and to compare the emergence and acquisition of /R/ in simple onset, as well as the influence of linguistic and extralinguistic variables during the acquisition of this phoneme by children who live in Santa Maria, RS, Brazil and Crissiumal, RS, Brazil. The sample consisted of 76 interviews in Crissiumal and 60 interviews in Santa Maria, a total of 136 subjects. The children were aged between 1:6 and 4:2. The speech data from Santa Maria are from a database system which contains speech samples of children with typical phonological development. The database system was created through a research project. To collect data from Crissiumal, the children should observe the thematic drawings, part of the Child s Phonological Assessment (YAVAS; HERNANDORENA; LAMPRECHT, 1991) and they should name the drawings to perceive the way they produce the /R/. The data were analyzed in each age group to have an acquisition profile. After that, for the statistical analyzes related to the linguistic variables preceding and following context, tonicity, number of syllables and word position; and the extralinguistic variables age and sex, the Statistical Program VARBRUL was used. This program is used in quantitative variationist analysis and phonological acquisition. Through the data analysis, it was possible to observe that the /R/ emerges when the children are 2:0 in Santa Maria and when the children are 2:2 in Crissiumal. In Santa Maria the phoneme is acquired when the children are 3:6 in initial onset and 3:4 in medial onset. In Crissiumal the phoneme is acquired when the children are 4:2 in initial onset and 4:0 in medial onset. Besides, in Santa Maria the statistical program selected the linguistic variables following context and number of syllables in initial onset and the extralinguistic variable sex in initial and medial onset. In Crissiumal, the linguistic variable tonicity was selected in initial onset and the variable following context was selected in medial onset. From the collected data, it is possible to verify that the children from Santa Maria acquire the phoneme earlier than the children from Crissiumal. Another relevant aspect is that most linguistic and extralinguistic variables affect the /R/ acquisition in different ways, according to the dialectal variant which is used in the considered place. / O objetivo geral deste estudo é determinar e comparar a aquisição e o surgimento do rforte em onset simples, bem como a influência das variáveis linguísticas e extralinguísticas na aquisição deste fonema por crianças residentes nos municípios de Santa Maria-RS e Crissiumal-RS. A amostra de fala utilizada na pesquisa é composta por 76 entrevistas em Crissiumal e 60 entrevistas em Santa Maria, com um total de 136 informantes. Os sujeitos possuem idades entre 1:6 e 4:2. Os dados de fala de Santa Maria são provenientes de um banco de dados que contém amostras de fala de crianças com desenvolvimento fonológico típico, o qual foi criado a partir da realização de um projeto de pesquisa. Para a coleta de dados em Crissiumal, foi solicitado que as crianças observassem desenhos temáticos, parte da Avaliação Fonológica da Criança (AFC) (YAVAS, HERNANDORENA & LAMPRECHT, 1991) e também que nomeassem as figuras para observar a forma como elas produzem o r-forte . Os dados foram analisados por faixa etária para se chegar a um perfil aquisitivo. Após, para as análises estatísticas em relação às variáveis linguísticas contexto precedente, contexto seguinte, tonicidade, número de sílabas e posição na palavra; e das variáveis extralinguísticas sexo e idade, contou-se com o apoio do Pacote Computacional VARBRUL, que é um pacote estatístico amplamente utilizado em análises quantitativas variacionistas e de aquisição fonológica. Através da análise dos dados, constatou-se que o /R/ surge aos 2:0 nas crianças residentes em Santa Maria e aos 2:2 nas crianças residentes em Crissiumal. Em Santa Maria, o fonema é considerado adquirido aos 3:6 em onset inicial e aos 3:4 em onset medial. Já em Crissiumal o fonema se estabiliza em onset inicial aos 4:2 e em onset medial aos 4:0. Além disso, em Santa Maria o programa estatístico selecionou as variáveis linguísticas contexto seguinte e número de sílabas em onset inicial e a variável extralinguística sexo, tanto em onset inicial quanto em onset medial. Em Crissiumal, a variável linguística tonicidade foi selecionada em onset inicial e a variável linguística contexto seguinte foi selecionada em onset medial. Concluindo, a partir dos dados coletados, é possível constatar que as crianças residentes em Santa Maria adquirem o /R/ mais cedo que em Crissiumal. Outro aspecto relevante é que a maioria das variáveis linguísticas e as variáveis extralinguísticas consideradas afetam a aquisição do /R/ de forma distinta, conforme a variante dialetal utilizada.

The thesis presents a pragmatic analysis focused on the communication of twins from the 35th to the 37th month of their life in different communicative situations. The paper is based on a case study of twins. The theoretical part of the thesis is based on texts on language acquisition and communication of 3-year-old children and acquisition of pragmatics. The material for the analysis comprises of audiovisual recordings made with informed consent from the parents of the twins who were further supplemented by information obtained through parental questionnaires and interviews with the parents. Video recordings are transcribed according to the principles of CHAT of CHILDES corpus. The material is analyzed in terms of means that the children use to express communication plans. The results of the analysis are compared with the results from the theoretical part. Keywords Child speech, child language, communication, twins

Made available in DSpace on 2015-05-14T12:43:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 596259 bytes, checksum: 0cdea032c6f63a8970b90bd45366dc40 (MD5) Previous issue date: 2009-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to describe how the process of acquisition of oral genre game rules occurs in children from pre-school focusing on the construction of textuality. To do so, we collected data from a classroom of Childhood Education, with children of 4 years old, that elaborate their oral texts. The events listed are developed within activities of a didactic sequence, whose main goal is the teaching of oral genre 'game rules'. For data analysis, we adopted the principles of textuality (cohesion, coherence, intentionality, acceptability, situationality, informativity and intertextuality) as well as the characteristics of the oral genre 'game rules'. In analyzing the data, we observed that the entrance of the child in the genre studied presentes evidences related to the principles of textuality, and the construction of this phenomenon is not equal for all children. Besides that, data point that, to learn the 'game rules', other oral genres come into play as intermediary instruments in this process. / Este trabalho busca descrever como o processo de aquisição do gênero oral regras de jogo ocorre em crianças do pré-escolar, centrando-se na construção da textualidade. Para tanto, foram coletados dados referentes a uma sala de aula da Educação Infantil, com crianças de 4 anos de idade, que constroem seus textos orais. Os eventos mencionados desenvolvem-se dentro de atividades de uma sequência didática, cujo principal objetivo consiste no ensino do gênero oral regras de jogo . Para a análise dos dados, adotamos os princípios de textualidade (coesão, coerência, intencionalidade, aceitabilidade, situacionalidade, informatividade e intertextualidade) assim como as características do gênero oral regras de jogo . Ao analisar os dados, foi possível verificar que o ingresso da criança no gênero em questão apresenta indícios relacionados aos princípios de textualidade, sendo que a construção desse fenômeno não é igual para todas as crianças e que, para aprender as regras de jogo , outros gêneros orais entram em cena como intermediadores desse processo.

This theses deals with diagnostic of speech development of pre-school children. Its focus is on lexical-semantic language level. The goal of my work is to trace and map diagnostic possibilities in the lexical- semantic area of of pre-school children and to introduce the international PPVT test , considering its adaptation into czech language environment. Theses consists of two parts - the theoretical and empiric. Theoretical part is concern with the most important theories and personalities in the speech development and the process of experiencing language, characteristics of pre-school period, ontogenesis of speech and the ways to evaluate vocabulary and semantics in Czech and overseas. The empiric part examines the usages of PPVT in czech environment. The survey was realised by quantitative research, using datas from 236 tested individuals. The PPVT was adapted into czech language and given to preschool children, whose results were compared with the results of american children. The outcomes of the empiric part could be a solution for future research in the area, with the purpose of adapting a testing- language instrument into czech language and widening the limited possibilities in the field of language and speech development evaluation. Keywords: ontogenesis of speech, pre-school period,...

The deaf child’s primary handicap is his inability to hear human speech. The whole functioning of the deaf child is hampered by his hearing loss. This implicates that deafness can cause secondary problems such as: -- language problems; -- speech problems; -- thinking problems; -- social problems; -- emotional problems; -- educational problems; -- occupational problems; and -- family problems. These problems impose a special challenge to people who intervene with deaf children. The deaf child cannot communicate intelligibly. The therapist has to pay special attention to this problem and to the way in which communication will commence and continue. Pedotherapeutic intervention implicates effective communication. The use of language plays an important role in the Educational-psychological practice. Diagnostic tests and therapeutic techniques require an average language capability. The therapist must seek alternative concrete ways in which to assess the deaf child and to solve the child’s problems. The creation of a work of art is a concrete sensory act. A variety of authors state that, most children can project their deepest inner feelings through a work of art without fear and pain. The instructions given for art therapy are simple and most children feel safe to create. A child’s work of art has diagnostic as well as therapeutic value. It is important that the therapist will recognize and interpret the projected symbols and that he will use it to change and expand the deaf child’s world of meaning. During the assessment of a child’s drawing the therapist must take aspects of the art work, such as colour, form, line, art material, the content of the drawing, the perceptual and motor development of the child, the child’s age, non-verbal communication and verbal communication during the creative process, into consideration. The therapist must not use above-mentioned directions at random. Every individual’s work of art must be assessed in a phenomenological way, before any conclusions can be made. A private, well equipped art therapy room is necessary for the child in order to feel safe to explore and create. The therapist who intervenes with deaf children has to be well trained. He must have knowledge and experience of deafness, know sign language and should have exceptional language abilities. In this study the therapist applied art therapy with a deaf child. Both the child and his educators were involved in therapy. The therapy was successful. Most of the therapeutic goals were achieved. The therapist needed to adapt the way of communication in order to enhance the level of communication between her and the deaf child. Art therapy can be successfully used with the deaf child because adequate communication is possible, the deaf child can identify with the therapeutic content and transcendence is possible. Some deaf children do not respond well to art therapy. The uniqueness of each deaf child should be taken into consideration before a therapeutic technique can be chosen. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Orthopaedic Surgery / unrestricted