Bibliographic record
Abstract
No AccessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsArticle1 Jul 2005Language Intervention From A Bilingual Mindset Elin Thordardottir Elin Thordardottir School of Communication Sciences and Disorders, McGill UniversityMontreal, Quebec, Canada Google Scholar More articles by this author https://doi.org/10.1044/cds12.2.17 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References ASHA. (1985, June). Clinical management of communicatively handicapped minority language populations.Asha, 27 (6), 29–32. Google Scholar Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind.Child Development, 70, 636–644. CrossrefGoogle Scholar Bialystok, E., & Martin, M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task.Developmental Science, 7, 325–339. CrossrefGoogle Scholar Bruck, M. 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Vocabulary learning in bilingual and monolingual clinical intervention.Child Language Teaching and Therapy, 13, 215–227. CrossrefGoogle Scholar Toppelberg, C., Snow, C., & Tager-Flusberg, H. (1999). Severe developmental disorders and bilingualism.Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1197–1199. Google Scholar Weininger, O. (1982). Learning a second language: The immersion experience and the whole child.Interchange on Educational Policy, 13, 20–40. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 12Issue 2July 2005Pages: 17-22 Get Permissions Add to your Mendeley library History Published in issue: Jul 1, 2005 Metrics Topicsasha-topicsasha-article-typesasha-sigsCopyright & Permissions© 2005 American Speech-Language-Hearing AssociationLoading ...
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".