Search

Search Results

• 31. [Article] The Empire and the Editor: the Ku Klux Klan in Heppner, Oregon

  50 pages. A thesis presented to the Department of History and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2015...

  Citation × Citation Citation Abstract Copy Title: The Empire and the Editor: the Ku Klux Klan in Heppner, Oregon Author: Cronkrite, Gavin Year: 2015 50 pages. A thesis presented to the Department of History and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2015. Title: The Empire and the Editor: the Ku Klux Klan in Heppner, Oregon Author: Cronkrite, Gavin Year: 2015 50 pages. A thesis presented to the Department of History and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2015. Close

• 32. [Article] Historic Douglas-Fir Colonization and Land Use Practices at Restoration Sites Near Eugene, OR

  49 pages. A thesis presented to the Department of Environment Science and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, ...

  Citation × Citation Citation Abstract Copy Title: Historic Douglas-Fir Colonization and Land Use Practices at Restoration Sites Near Eugene, OR Author: Martin, Wade Year: 2015 49 pages. A thesis presented to the Department of Environment Science and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2015. Title: Historic Douglas-Fir Colonization and Land Use Practices at Restoration Sites Near Eugene, OR Author: Martin, Wade Year: 2015 49 pages. A thesis presented to the Department of Environment Science and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2015. Close

• 33. [Article] Prosodic Realization of Focus in Second Language Speech: Effects of Language Experience

  Prosodic focus is phonetically realized by increasing duration, F0 and intensity on the focused constituents in a sentence. In some languages, there is a concomitant compression of F0 and intensity after ...

  Citation × Citation Citation Abstract Copy Title: Prosodic Realization of Focus in Second Language Speech: Effects of Language Experience Author: Chen, Ying Year: 2014 Prosodic focus is phonetically realized by increasing duration, F0 and intensity on the focused constituents in a sentence. In some languages, there is a concomitant compression of F0 and intensity after the focused item, referred to as post-focus compression (PFC). Southern Min is a tone language that does not have PFC, while Beijing Mandarin is a tone language that does. Like Mandarin, American English has PFC; unlike Mandarin, American English has lexical stress rather than lexical tone. The current dissertation investigated the phonetic realization of focus in second language Mandarin by Southern Min and English learners and its realization in English by Mandarin learners. Second language experience was also manipulated in each of the investigations. The findings were that younger Southern Min speakers, who used more L2 Mandarin than the mid-age and older speakers, produced substantial PFC in Mandarin. Chinese-heritage American learners, who were exposed to Mandarin earlier than non-Chinese-heritage learners, produced some PFC in Mandarin while non-Chinese-heritage learners did not produce any. Finally, Chinese students in college with longer residencies in the United States produced more PFC in English than those with shorter residencies. American English speakers were also found to have more difficulties producing contour tones compared to the high-level tone on target focused items in L2 Mandarin while Mandarin Chinese speakers had more difficulties in producing unstressed syllables compared to stressed syllables on target focused items in L2 English. Overall, the results support the Speech Learning Model prediction that similarities in L1 and L2 sound system result in difficulty acquiring L2 sounds. This may be especially true for prosody because there are interactions between word- and sentence-level patterns. The results also confirm that age of learning is especially important for native-like acquisition of an L2; however, for early learners, the amount of L2 use and length of residence in the L2-speaking environment also clearly impact the acquisition of L2 prosody. Finally, the results suggest that production of PFC in a language that requires it provides a good index of second language speech proficiency. Title: Prosodic Realization of Focus in Second Language Speech: Effects of Language Experience Author: Chen, Ying Year: 2014 Prosodic focus is phonetically realized by increasing duration, F0 and intensity on the focused constituents in a sentence. In some languages, there is a concomitant compression of F0 and intensity after the focused item, referred to as post-focus compression (PFC). Southern Min is a tone language that does not have PFC, while Beijing Mandarin is a tone language that does. Like Mandarin, American English has PFC; unlike Mandarin, American English has lexical stress rather than lexical tone. The current dissertation investigated the phonetic realization of focus in second language Mandarin by Southern Min and English learners and its realization in English by Mandarin learners. Second language experience was also manipulated in each of the investigations. The findings were that younger Southern Min speakers, who used more L2 Mandarin than the mid-age and older speakers, produced substantial PFC in Mandarin. Chinese-heritage American learners, who were exposed to Mandarin earlier than non-Chinese-heritage learners, produced some PFC in Mandarin while non-Chinese-heritage learners did not produce any. Finally, Chinese students in college with longer residencies in the United States produced more PFC in English than those with shorter residencies. American English speakers were also found to have more difficulties producing contour tones compared to the high-level tone on target focused items in L2 Mandarin while Mandarin Chinese speakers had more difficulties in producing unstressed syllables compared to stressed syllables on target focused items in L2 English. Overall, the results support the Speech Learning Model prediction that similarities in L1 and L2 sound system result in difficulty acquiring L2 sounds. This may be especially true for prosody because there are interactions between word- and sentence-level patterns. The results also confirm that age of learning is especially important for native-like acquisition of an L2; however, for early learners, the amount of L2 use and length of residence in the L2-speaking environment also clearly impact the acquisition of L2 prosody. Finally, the results suggest that production of PFC in a language that requires it provides a good index of second language speech proficiency. Close

• 34. [Article] Second Language Acquisition in 6- to 8-Year-Old Native Spanish-Speaking Children: ERP Studies of Phonological Awareness, Semantics, and Syntax

  Most people in the world and about a fifth of all school-aged Americans speak at least two languages. Nevertheless, little is known about second language (L2) processing in development, even though language ...

  Citation × Citation Citation Abstract Copy Title: Second Language Acquisition in 6- to 8-Year-Old Native Spanish-Speaking Children: ERP Studies of Phonological Awareness, Semantics, and Syntax Author: Andersson, Annika Year: 2012, 2014 Most people in the world and about a fifth of all school-aged Americans speak at least two languages. Nevertheless, little is known about second language (L2) processing in development, even though language proficiency is strongly related to success in almost all domains. Whereas behavioral studies of L2 acquisition in children are abundant, neurocognitive studies of L2 processing typically are limited to adults with several years of exposure, who may use general cognitive mechanisms to compensate for any difficulties in L2 processing. Research on bilingual adults suggests that age of acquisition (AoA) and proficiency have different effects on different aspects of L2 processing. The present study therefore recorded event-related brain potentials (ERPs) in order to index processes of phonological awareness (Rhyming effect: RE), semantics (N400), and syntax (LAN, P600) in bilingual and monolingual children 6-8 years of age. Even though behaviorally, bilingual children with an average AoA of 4 years had lower English proficiency than monolingual children, proficiency predicted similar differences in ERPs across groups: greater proficiency was linked with shorter latencies and higher amplitudes of all ERP components. Latency in these cases represents speed of processing while amplitude of ERP effects in children can be thought of as an indication of detection of the introduced violations. The appearance of the anterior rhyming effect, latency of the posterior rhyming effect, along with the distribution of the anterior ERP effect for phrase structure violations were related to AoA. More specifically, bilingual 6- to 8-year olds of higher English proficiency processed rhyming nonwords slower than 3- to 5-year-old monolingual children, which could have a strong impact on later vocabulary acquisition. Differences across lingualism groups in distribution of the anterior negativity elicited by phrase structure violations could indicate different neural generators for processing of syntax. Noteworthy is that differences in processing as illustrated by these ERP effects were recorded even though in both these cases bilingual children's English proficiency were within the normal range expected of monolingual children of similar age. Early acquisition was thus important for processing of rhyming and for more automatic syntactic processing as revealed by differences in the anterior negativity. Title: Second Language Acquisition in 6- to 8-Year-Old Native Spanish-Speaking Children: ERP Studies of Phonological Awareness, Semantics, and Syntax Author: Andersson, Annika Year: 2012, 2014 Most people in the world and about a fifth of all school-aged Americans speak at least two languages. Nevertheless, little is known about second language (L2) processing in development, even though language proficiency is strongly related to success in almost all domains. Whereas behavioral studies of L2 acquisition in children are abundant, neurocognitive studies of L2 processing typically are limited to adults with several years of exposure, who may use general cognitive mechanisms to compensate for any difficulties in L2 processing. Research on bilingual adults suggests that age of acquisition (AoA) and proficiency have different effects on different aspects of L2 processing. The present study therefore recorded event-related brain potentials (ERPs) in order to index processes of phonological awareness (Rhyming effect: RE), semantics (N400), and syntax (LAN, P600) in bilingual and monolingual children 6-8 years of age. Even though behaviorally, bilingual children with an average AoA of 4 years had lower English proficiency than monolingual children, proficiency predicted similar differences in ERPs across groups: greater proficiency was linked with shorter latencies and higher amplitudes of all ERP components. Latency in these cases represents speed of processing while amplitude of ERP effects in children can be thought of as an indication of detection of the introduced violations. The appearance of the anterior rhyming effect, latency of the posterior rhyming effect, along with the distribution of the anterior ERP effect for phrase structure violations were related to AoA. More specifically, bilingual 6- to 8-year olds of higher English proficiency processed rhyming nonwords slower than 3- to 5-year-old monolingual children, which could have a strong impact on later vocabulary acquisition. Differences across lingualism groups in distribution of the anterior negativity elicited by phrase structure violations could indicate different neural generators for processing of syntax. Noteworthy is that differences in processing as illustrated by these ERP effects were recorded even though in both these cases bilingual children's English proficiency were within the normal range expected of monolingual children of similar age. Early acquisition was thus important for processing of rhyming and for more automatic syntactic processing as revealed by differences in the anterior negativity. Close