Leesa Clarke | York St John University (original) (raw)

Papers by Leesa Clarke

Language Awareness

This study explored the effects of learning activities which encouraged positive crosslinguistic ... more This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged in self-study activities involv- ing aspects of Spanish grammar. The activities incorporated thematic content and metalanguage based on the grammar, punctuation and spelling exam (GPS), a national English grammar test taken at the end of primary education. A control group of 42 children engaged in self- study activities with no focus on grammar. L1 English grammar knowl- edge pre- and post-intervention was assessed using GPS scores. At post-test, a small, non-significant positive effect on attainment in L1 English grammar was observed. Although preliminary and involving only a small effect, the results are promising, showing that engagement with Spanish grammar activities might lead to better performance on English grammar. These findings are consistent with recent research which has established that the cognitive maturity required to develop and deploy metalinguistic awareness is present in children at a younger age than previously assumed.

Autism, 2008

We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and... more We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in...

Language and Cognition, Aug 13, 2018

Research at York St John (RaY) is an institutional repository. It supports the principles of open... more Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.

Language and Cognition, 2018

abstractThis paper studies two types of cognitive factors which have been assumed to underpin peo... more abstractThis paper studies two types of cognitive factors which have been assumed to underpin people’s interpretation of conditional promises and threats: logic and socio-cognitive assumptions about what conditional promisors and threateners are obliged and permitted to do. We consider whether the logic of conditionals is compatible with the socio-cognitive assumptions underlying their interpretation or whether the two come apart. From the classical logical accounts of conditionals, almost all modern theories have inherited a constraint which specifies that a conditional cannot be true if its antecedent is true and consequent false. This logical constraint is widely assumed to constitute, at least partially, a conditional’s semantics, or ‘core meaning’. A replication of Beller et al.’s (2005) study, reported in this paper, calls for revisiting this long-standing, cross-theoretically assumed constraint. As predicted, we have found that, in English, conditional promises are generally ...

This thesis investigated on-line inference generation in 7 to10-year-old children. Using the Simp... more This thesis investigated on-line inference generation in 7 to10-year-old children. Using the Simple View of Reading (Gough & Tunmer, 1986) as a framework to classify reading disability, poor comprehenders and poor decoders were compared with chronological agematched typical readers.

Language and Cognition, 2018

This paper studies two types of cognitive factors which have been assumed to underpin people’s in... more This paper studies two types of cognitive factors which have been assumed to underpin people’s interpretation of conditional promises and threats: logic and socio-cognitive assumptions about what conditional promisors and threateners are obliged and permitted to do. We consider whether the logic of conditionals is compatible with the socio-cognitive assumptions underlying their interpretation or whether the two come apart. From the classical logical accounts of conditionals, almost all modern theories have inherited a constraint which specifies that a conditional cannot be true if its antecedent is true and consequent false. This logical constraint is widely assumed to constitute, at least partially, a conditional’s semantics, or ‘core meaning’. A replication of Beller et al.’s (2005) study, reported in this paper, calls for revisiting this long-standing, cross-theoretically assumed constraint. As predicted, we have found that, in English, conditional promises are generally consistent with this logical constraint, but threats are not. Our findings provide evidence for the existence of a new usage-based category of conditional threats, and support the claim that the observed logical asymmetry in the interpretation of conditional promises versus threats is just an epiphenomenon of a socio-cognitive symmetry which pertains to people’s assumptions about the deontic commitments of both conditional promisors and threateners. Based on (i) the observed lack of uniform application of the logical constraint and (ii) a consideration of individual variation in the interpretation of conditional promises and threats, we argue that an exemplar approach to conditionals is a plausible option.

Language Awareness

This study explored the effects of learning activities which encouraged positive crosslinguistic ... more This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged in self-study activities involv- ing aspects of Spanish grammar. The activities incorporated thematic content and metalanguage based on the grammar, punctuation and spelling exam (GPS), a national English grammar test taken at the end of primary education. A control group of 42 children engaged in self- study activities with no focus on grammar. L1 English grammar knowl- edge pre- and post-intervention was assessed using GPS scores. At post-test, a small, non-significant positive effect on attainment in L1 English grammar was observed. Although preliminary and involving only a small effect, the results are promising, showing that engagement with Spanish grammar activities might lead to better performance on English grammar. These findings are consistent with recent research which has established that the cognitive maturity required to develop and deploy metalinguistic awareness is present in children at a younger age than previously assumed.

Autism, 2008

We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and... more We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in...

Language and Cognition, Aug 13, 2018

Research at York St John (RaY) is an institutional repository. It supports the principles of open... more Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.

Language and Cognition, 2018

abstractThis paper studies two types of cognitive factors which have been assumed to underpin peo... more abstractThis paper studies two types of cognitive factors which have been assumed to underpin people’s interpretation of conditional promises and threats: logic and socio-cognitive assumptions about what conditional promisors and threateners are obliged and permitted to do. We consider whether the logic of conditionals is compatible with the socio-cognitive assumptions underlying their interpretation or whether the two come apart. From the classical logical accounts of conditionals, almost all modern theories have inherited a constraint which specifies that a conditional cannot be true if its antecedent is true and consequent false. This logical constraint is widely assumed to constitute, at least partially, a conditional’s semantics, or ‘core meaning’. A replication of Beller et al.’s (2005) study, reported in this paper, calls for revisiting this long-standing, cross-theoretically assumed constraint. As predicted, we have found that, in English, conditional promises are generally ...

This thesis investigated on-line inference generation in 7 to10-year-old children. Using the Simp... more This thesis investigated on-line inference generation in 7 to10-year-old children. Using the Simple View of Reading (Gough & Tunmer, 1986) as a framework to classify reading disability, poor comprehenders and poor decoders were compared with chronological agematched typical readers.

Language and Cognition, 2018

This paper studies two types of cognitive factors which have been assumed to underpin people’s in... more This paper studies two types of cognitive factors which have been assumed to underpin people’s interpretation of conditional promises and threats: logic and socio-cognitive assumptions about what conditional promisors and threateners are obliged and permitted to do. We consider whether the logic of conditionals is compatible with the socio-cognitive assumptions underlying their interpretation or whether the two come apart. From the classical logical accounts of conditionals, almost all modern theories have inherited a constraint which specifies that a conditional cannot be true if its antecedent is true and consequent false. This logical constraint is widely assumed to constitute, at least partially, a conditional’s semantics, or ‘core meaning’. A replication of Beller et al.’s (2005) study, reported in this paper, calls for revisiting this long-standing, cross-theoretically assumed constraint. As predicted, we have found that, in English, conditional promises are generally consistent with this logical constraint, but threats are not. Our findings provide evidence for the existence of a new usage-based category of conditional threats, and support the claim that the observed logical asymmetry in the interpretation of conditional promises versus threats is just an epiphenomenon of a socio-cognitive symmetry which pertains to people’s assumptions about the deontic commitments of both conditional promisors and threateners. Based on (i) the observed lack of uniform application of the logical constraint and (ii) a consideration of individual variation in the interpretation of conditional promises and threats, we argue that an exemplar approach to conditionals is a plausible option.