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  7. HJ16fesd

HJ16fesd

Details

Description

Spoken discussion on problems between kids/people. The text was elicited during the first session held with the subject, immediately after the written text was collected. The investigator sat opposite the subject, said subject's name into the tape-recorder, then said: "Now I would like you to talk about the subject (problems between people). Discuss it and present your ideas as if you are standing in front of a class. Do not tell a story but discuss the subject. You can take some time to think, and when you are ready, start speaking". If subject asked questions like: "Must I give my opinion?", "Should I give reasons why it's not okay?", Should I say what I think about such things?", The response was: "You can do that too / as well". There was no dialogue or interaction during tape- recording. In case when subjects asked questions during tape-recording, the investigator shruged or nodded, or repeated the instructions given. The recording took place in the morning, in a separate classroom at the school., The Spencer project was a cross-linguistic study conducted in seven countries, funded by a major grant from the Spencer Foundation, Chicago, USA (1997-2000), with Ruth Berman of Tel-Aviv University as PI. The project goals were to: 1) understand how school children of different ages (as compared with adults) construct texts, in the sense of monologic pieces of discourse; 2) examine what linguistic, cognitive, and communicative resources they deploy in order to adapt their texts to different circumstances, in narrative and expository discourse and in writing compared with speech; and 3) ascertain whether and where there are find shared or different trends depending on the language they use. The study devolved around four independent variables: Language (X7), Age-level (X4), Genre (X2), and Modality (X2). The seven languages were: Dutch, English, French, Hebrew, Icelandic, Spanish, and Swedish. The four age groups were gradeschool (G), junior highschool (J), highschool (H), and adults in their 20s and 30s, graduate-level university students. The two genres were personal-experience narrative and expository discussion, and the two modalities were speech and writing. For further details see the final report to the Spencer Foundation, Chicago: Developing Literacy In Different Contexts and In Different Languages / Ruth A. Berman, Tel Aviv University (October 2001), Hebrew is the only language used in this session, both by the participant and the investigator, both during text production and in the preceding instructions. The questionnaire that followed text elicitation was written and answered in Hebrew., This file was generated from an IMDI 1.9 file and transformed to IMDI 3.0. The substructure of Genre is replaced by two elements named "Genre" and "SubGenre". The original content of Genre substructure was: Interactional = 'Unspecified', Discursive = 'Expository', Performance = 'Unspecified'. These values have been added as Keys to the Content information., This is the second part of the first meeting with the subject, who was asked to talk about problems between kids/people. The recording took place at school. The topic was presented by the investigator, who gave a short explanation and showed a short, wordless video tape to the subject at the beginning of the session. After the subject wrote about the subject, s/he was asked to give a talk discussing the topic of problems between people, and to present his/her ideas as if standing in front of a class. The subject was asked not to tell a story but to discuss the topic. The subject was given time to think and was told to start speaking when ready. After the subject began talking and the tape-recorder was switched on, there was no further verbal interaction, questions were answered by a nod, a shrug or by repeating the instructions. The recorded text was transcribed and coded according to CHAT format., J16 was the only participant in the session. The investigator participates only at the beginning of the recording, to give instructions., The mirror orthographic file is not available to the public., The orthographic annotation is a replica or mirror version of the tape-recorded spoken text. This version contains general information about the subject, and a broad phonemic transcription (in Roman characters) of what the subject said, including disfluencies (pauses, hesitation phenomena, prosodic information, false starts, repetitions) and interchanges between the subject and the investigator. The transcription system that was used was detailed enough to allow for morphological analysis, but not necessarily for phonological or even morphophonological analysis. Any exchange between the subject and the investigator is set apart from the main body of the text, with the general header SBJ marking the subject's tier and the general header INV marking the investigator's tier. The phonemic transcription follows both the CHAT conventions (MacWhinney, 1995) as well as special conventions formulated by the project for transcribing both spoken and written Hebrew texts to make them accessible to cross-linguistic analysis. The text itself is divided into clauses based on criteria specified in Berman & Slobin (1994: 660-663), who defined a clause as a unified predicate including aspectual and modal modifications. Division into clauses was conducted by two native speakers of Hebrew with training in linguistics. Reliability was tested on 10% of all texts, and inter-judge agreement reached nearly 95%., The phonemic transcription file is not available to the public., The phonemic annotation is a standardized version of the spoken text, stripped of disfluencies. This version contains a broad phonemic transcription (in Roman characters) of what the subject said, but omits and in some cases corrects or standardizes deviations from normative linguistic form and use, such as hesitations, false starts, repairs, etc.. The standardized transcripts provide the information relevant to within-language and especially cross-linguistic comparisons of morpho-syntactic and lexical structure and referential content, and they also allow for analysis of the interaction between linguistic forms and discourse functions. The phonemic transcription follows the CHAT specifications combined with special transcription conventions formulated for Hebrew texts to make them accessible to cross-linguistic analysis. The transcription system that was used was detailed enough to allow for morphological analysis, but not necessarily for phonological or even morphophonological analysis. The annotation file contains the basic headers required by the CLAN program. The text itself is divided so that each *SBJ tier contains a clause rather than a turn, based on criteria specified in Berman & Slobin (1994: 660-663). Division into clauses was conducted by two native speakers of Hebrew with training in linguistics. Reliability was tested on 10% of all texts, and inter-judge agreement reached nearly 95%. Any exchange between the subject and the collector was removed from the transcription., The morphological analysis is not available to the public., The morphological annotation appears on a %MOR tier, following CLAN conventions. This annotation contains information about whole words, not morphemes. Each word was coded semi-automatically with the help of a unique lexicon file so that the following information is available: the lexical category of the word; if Noun, whether it is in Genitive case, in Hebrew a suffix that varies by gender, number and person; if Verb - whether lexical, aspectual, copular, etc; if Verb - verb root, verb pattern, and tense; and for all words -- base form (lexeme) so that different forms of the same lexeme are coded as a single type, for purposes of TTR and VOCD calculations., The syntactic analysis is not available to the public., The syntactic coding appears on a %SYN tier, following CLAN conventions. This annotation contains information clause type and clause linkage. Each clause was assigned to one of the following categories: Main, Subordinate, Coordinate, Juxtaposed, Gapped. Six types of links were used to code relationships between each pair of clauses: finite linking, nonfinite linking, noun complementation, coordination, and juxtaposition. The information on each %SYN tier was used to create @GEM tiers, follwing CLAN conventions. These tiers contain coding of a new unit of text analysis termed Clause Packages (Katzenberg and Cahana-Amitai 2002). Segmentation into clause packages was done by three native speakers of Hebrew with training in linguistics and discourse analysis (a major in linguistics, a linguist, and an expert in narrative analysis). Two coders worked together on segmenting all texts, and the third segmented them independently, yielding approximately 90% inter-judge agreement. This coding was used for the comparison of Clause Packages with T-Units (Verhoeven, Aparici, Cahana-Amitai, val Hell, Kriz & Viguié-Simon, 2002)., The media file is not available to the public., Aparici, M., L. Tolchinsky & E. Rosado (2000). On defining Longer Units in narrative and expository Spanish texts. In: Aparici, M. et al. (eds.), Working Papers in Developing Literacy Across Genres, Modalities, and Languages, Vol. 3. Spain: University of Barcelona, 95-122. Baruch, E. 1999. Observations from the field. In: Aisenman, R. A (ed.), working papers in developing literacy across genres, modalities, and languages. Tel-Aviv University. Berman, R.A. 2001. Final report to the Spencer Foundation, Chicago: Developing Literacy In Different Contexts and In Different Languages. Tel Aviv University. Berman, R.A., and Verhoeven,L. 2002. Crosslinguistic perspectives on the development of text production abilities in speech and writing. Written Language and Literacy, Volume 5, 1-44. Katzenberger, I. E. in press. The Development of Clause Packaging in Spoken and Written Texts. Journal of Pragmatics. Katzenberger, I. E. & Cahana-Amitay, D. 2002. Segmentation marking in text production. Linguistics, 40-6, 1161-1184. Verhoeven, L,. Aparici, M., Cahana-Amitai, D., val Hell, J., Kriz. S., & Viguie-Simon A. 2002. Clause packaging in writing and speech: A cross-linguistic developmental analysis. Written Language and Literacy, Volume 5, 135-162 MacWhinney, Brian. 1995. The CHILDES Project. Hillsdale, NJ: Erlbaum., The Spencer project was a cross-linguistic study conducted in seven countries, funded by a major grant from the Spencer Foundation, Chicago, USA (1997-2000), with Ruth Berman of Tel-Aviv University as PI. The project goals were to: 1) understand how school children of different ages (as compared with adults) construct texts, in the sense of monologic pieces of discourse; 2) examine what linguistic, cognitive, and communicative resources they deploy in order to adapt their texts to different circumstances, in narrative and expository discourse and in writing compared with speech; and 3) ascertain whether and where there are find shared or different trends depending on the language they use. The study devolved around four independent variables: Language (X7), Age-level (X4), Genre (X2), and Modality (X2). The seven languages were: Dutch, English, French, Hebrew, Icelandic, Spanish, and Swedish. The four age groups were gradeschool (G), junior highschool (J), highschool (H), and adults in their 20s and 30s, graduate-level university students. The two genres were personal-experience narrative and expository discussion, and the two modalities were speech and writing. For further details see the final report to the Spencer Foundation, Chicago: Developing Literacy In Different Contexts and In Different Languages / Ruth A. Berman, Tel Aviv University (October 2001), Hebrew is the only language used in this session, both by the participant and the investigator, both during text production and in the preceding instructions. The questionnaire that followed text elicitation was written and answered in Hebrew., This file was generated from an IMDI 1.9 file and transformed to IMDI 3.0. The substructure of Genre is replaced by two elements named "Genre" and "SubGenre". The original content of Genre substructure was: Interactional = 'Unspecified', Discursive = 'Expository', Performance = 'Unspecified'. These values have been added as Keys to the Content information., This is the second part of the first meeting with the subject, who was asked to talk about problems between kids/people. The recording took place at school. The topic was presented by the investigator, who gave a short explanation and showed a short, wordless video tape to the subject at the beginning of the session. After the subject wrote about the subject, s/he was asked to give a talk discussing the topic of problems between people, and to present his/her ideas as if standing in front of a class. The subject was asked not to tell a story but to discuss the topic. The subject was given time to think and was told to start speaking when ready. After the subject began talking and the tape-recorder was switched on, there was no further verbal interaction, questions were answered by a nod, a shrug or by repeating the instructions. The recorded text was transcribed and coded according to CHAT format., J16 was the only participant in the session. The investigator participates only at the beginning of the recording, to give instructions., The mirror orthographic file is not available to the public., The orthographic annotation is a replica or mirror version of the tape-recorded spoken text. This version contains general information about the subject, and a broad phonemic transcription (in Roman characters) of what the subject said, including disfluencies (pauses, hesitation phenomena, prosodic information, false starts, repetitions) and interchanges between the subject and the investigator. The transcription system that was used was detailed enough to allow for morphological analysis, but not necessarily for phonological or even morphophonological analysis. Any exchange between the subject and the investigator is set apart from the main body of the text, with the general header SBJ marking the subject's tier and the general header INV marking the investigator's tier. The phonemic transcription follows both the CHAT conventions (MacWhinney, 1995) as well as special conventions formulated by the project for transcribing both spoken and written Hebrew texts to make them accessible to cross-linguistic analysis. The text itself is divided into clauses based on criteria specified in Berman & Slobin (1994: 660-663), who defined a clause as a unified predicate including aspectual and modal modifications. Division into clauses was conducted by two native speakers of Hebrew with training in linguistics. Reliability was tested on 10% of all texts, and inter-judge agreement reached nearly 95%., The phonemic transcription file is not available to the public., The phonemic annotation is a standardized version of the spoken text, stripped of disfluencies. This version contains a broad phonemic transcription (in Roman characters) of what the subject said, but omits and in some cases corrects or standardizes deviations from normative linguistic form and use, such as hesitations, false starts, repairs, etc.. The standardized transcripts provide the information relevant to within-language and especially cross-linguistic comparisons of morpho-syntactic and lexical structure and referential content, and they also allow for analysis of the interaction between linguistic forms and discourse functions. The phonemic transcription follows the CHAT specifications combined with special transcription conventions formulated for Hebrew texts to make them accessible to cross-linguistic analysis. The transcription system that was used was detailed enough to allow for morphological analysis, but not necessarily for phonological or even morphophonological analysis. The annotation file contains the basic headers required by the CLAN program. The text itself is divided so that each *SBJ tier contains a clause rather than a turn, based on criteria specified in Berman & Slobin (1994: 660-663). Division into clauses was conducted by two native speakers of Hebrew with training in linguistics. Reliability was tested on 10% of all texts, and inter-judge agreement reached nearly 95%. Any exchange between the subject and the collector was removed from the transcription., The morphological analysis is not available to the public., The morphological annotation appears on a %MOR tier, following CLAN conventions. This annotation contains information about whole words, not morphemes. Each word was coded semi-automatically with the help of a unique lexicon file so that the following information is available: the lexical category of the word; if Noun, whether it is in Genitive case, in Hebrew a suffix that varies by gender, number and person; if Verb - whether lexical, aspectual, copular, etc; if Verb - verb root, verb pattern, and tense; and for all words -- base form (lexeme) so that different forms of the same lexeme are coded as a single type, for purposes of TTR and VOCD calculations., The syntactic analysis is not available to the public., The syntactic coding appears on a %SYN tier, following CLAN conventions. This annotation contains information clause type and clause linkage. Each clause was assigned to one of the following categories: Main, Subordinate, Coordinate, Juxtaposed, Gapped. Six types of links were used to code relationships between each pair of clauses: finite linking, nonfinite linking, noun complementation, coordination, and juxtaposition. The information on each %SYN tier was used to create @GEM tiers, follwing CLAN conventions. These tiers contain coding of a new unit of text analysis termed Clause Packages (Katzenberg and Cahana-Amitai 2002). Segmentation into clause packages was done by three native speakers of Hebrew with training in linguistics and discourse analysis (a major in linguistics, a linguist, and an expert in narrative analysis). Two coders worked together on segmenting all texts, and the third segmented them independently, yielding approximately 90% inter-judge agreement. This coding was used for the comparison of Clause Packages with T-Units (Verhoeven, Aparici, Cahana-Amitai, val Hell, Kriz & Viguié-Simon, 2002)., Aparici, M., L. Tolchinsky & E. Rosado (2000). On defining Longer Units in narrative and expository Spanish texts. In: Aparici, M. et al. (eds.), Working Papers in Developing Literacy Across Genres, Modalities, and Languages, Vol. 3. Spain: University of Barcelona, 95-122. Baruch, E. 1999. Observations from the field. In: Aisenman, R. A (ed.), working papers in developing literacy across genres, modalities, and languages. Tel-Aviv University. Berman, R.A. 2001. Final report to the Spencer Foundation, Chicago: Developing Literacy In Different Contexts and In Different Languages. Tel Aviv University. Berman, R.A., and Verhoeven,L. 2002. Crosslinguistic perspectives on the development of text production abilities in speech and writing. Written Language and Literacy, Volume 5, 1-44. Katzenberger, I. E. in press. The Development of Clause Packaging in Spoken and Written Texts. Journal of Pragmatics. Katzenberger, I. E. & Cahana-Amitay, D. 2002. Segmentation marking in text production. Linguistics, 40-6, 1161-1184. Verhoeven, L,. Aparici, M., Cahana-Amitai, D., val Hell, J., Kriz. S., & Viguie-Simon A. 2002. Clause packaging in writing and speech: A cross-linguistic developmental analysis. Written Language and Literacy, Volume 5, 135-162 MacWhinney, Brian. 1995. The CHILDES Project. Hillsdale, NJ: Erlbaum.

Component Metadata

File details

File Size Mimetype Created Persistent URL
HJ16fesd 30.44 KiB application/x-cmdi+xml 2022-10-05 https://hdl.handle.net/10050/00-0000-0000-0000-03ED-7

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