This study explores the ability to access word boundaries of pre-school children, using an on-line methodology (Karmiloff-Smith, Grant, Sims, Jones, & Cockle (1996). Cognition, 58, 197-219.), which has hardly been used outside English-speaking countries. In a cross-linguistic study in the Netherlands and Norway, four and five-year-old children were asked to repeat the last word every time a narrator stopped reading a story. In total 32 target-words were used, both closed and open class words, and both monosyllabic and disyllabic words. The outcomes in both countries were different from those of the original English study (Karmiloff-Smith et al., 1996): four- and five-year-olds were successful in only about 26% of the cases, whereas the success rate in the former English experiment was 75% for the younger and 96% for the older children. No differences were found between age groups and between open and closed class words. This methodology does reveal the ability to access word boundaries, but probably not because of the ease of the on-line methodology in itself, but rather because literacy introduces new representations of language, even in on-line processing. The outcomes implicate that the ability to mark word boundaries does not seem to be a valid indication of who is ready for reading.

s aphasia modelempirical evidence from four Norwegian case studies. Scand J Log Phon 17: 137-143.The paper has two major parts, one theoretical and one empirical. In the first part Jakobson's basic aphasia model is presented, and in the second part the results of the empirical analysis is presented. The analysis is based on a sample of spontaneous speech from four persons diagnosed as Broca's aphasia.Predictions inferred from Jakobson's model are tested against this material. Most o f these data are in accordance with Jakobson's theories, except the distribution of paradigmatic and syntagmatic errors. Jakobson's model thus seems to be as justified as other models and offers an interesting alternative to these. Logoped Phoniatr Vocol Downloaded from informahealthcare.com by Queen's University on 01/02/15 For personal use only. Logoped Phoniatr Vocol Downloaded from informahealthcare.com by Queen's University on 01/02/15 For personal use only.

I dette essayet utforsker jeg hva kunstnerisk utviklingsarbeid kan bety for meg som romanforfatter og som skrivekunstner. Utgangspunktet er ungdomsromanen Stillheten etterpå (2018), og jeg er særlig opptatt av hvordan litterære personer blir til. I teksten henter jeg eksempler fra flere romaner jeg har skrevet, men bakteppet er ungdomsromanen. Jeg uttrykker skepsis til å skrive om egen (skjønnlitterær) skriving, men i løpet av arbeidet med dette essayet kommer jeg et stykke på vei. For eksempel gjør jeg rede for hvordan skifte av synsvinkel er en metode jeg har nytte av. Men noe forblir uforklarlig, og slik må det være.

No abstract

No abstract