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Research News in Speech,
Language, and Hearing Disorders
July 2007

 

Note: These news items are gleaned from over 450 sources on the Internet and are provided as a service to our patrons. The University of Texas at Dallas does not guarantee the veracity, reliability or completeness of any information provided on this page, or in any hyperlink appearing on this page

July 27, 2007

July 26, 2007

  1. Fluency variation in adolescents
    from Clinical Linguistics and Phonetics
    "The Speech Fluency Profile of fluent adolescent speakers of Brazilian Portuguese, were examined with respect to gender and neurolinguistic variations. Speech samples of 130 male and female adolescents, aged between 12;0 and 17;11 years were gathered. They were analysed according to type of speech disruption; speech rate; and frequency of speech disruptions. Statistical analysis did not find significant differences between genders for the variables studied. However, regarding the phases of adolescence (early: 12;0-14;11 years; late: 15;0-17;11 years), statistical differences were observed for all of the variables. As for neurolinguistic maturation, a decrease in the number of speech disruptions and an increase in speech rate occurred during the final phase of adolescence, indicating that the maturation of the motor and linguistic processes exerted an influence over the fluency profile of speech."

  2. Children's productive command of grammatical gender and mutation in Welsh: An alternative to rule-based learning
    from First Language
    "This paper examines Welsh-speaking children's productive command of mutation — a set of morphophonological changes, conditioned by lexical and syntactic environments, that affect the initial consonants of words. In Welsh, grammatical gender is marked by mutations, and the mapping between mutation and gender is opaque. Using a Cloze-type procedure, Experiment 1 presented children between the ages of 41/2 and 9 years with a distant gender-marked context, and Experiments 2 and 3 presented similar-aged children with triggering contexts for mutation that were not conditioned by gender. Results suggest that children's ability to mark gender categories is not limited by their underlying knowledge of the mutation system in general, but the course of development is protracted and complex."

  3. Comprehension of idiomatic verb + particle constructions in 6- to 11-year-old children
    from First Language
    "The ability to comprehend non-literal language is still developing throughout the school years. This study analysed the responses of a large stratified sample of 6- to 11-year-old children to a forced-choice picture selection task testing a common type of idiomatic expression: verb+particle constructions such as `look up' and `call off'. Effects for frequency were found in children's comprehension of particular verb+particle constructions. Furthermore, distractor analysis revealed that children may not have been applying simple decompositional semantic strategies in their attempts to comprehend unfamiliar verbs. It seemed that syntactic features of the verbs were also taken into account, and that children made use of contextual information only in certain circumstances. It is argued that children's choices of distractors indicated that they employed a holistic rather than an analytic approach to comprehension of unfamiliar particle verbs."

  4. Development of pragmatic language comprehension in Finnish-speaking children
    from First Language
    "This research explores the development of pragmatic comprehension within the framework of relevance theory. Participants were 210 typically developing Finnish children aged from 3 to 9 years. The children were asked questions targeting the pragmatic processes of reference assignment, enrichment and implicature, as proposed by relevance theory. Results indicate that increasing ability to use contextual information in comprehension is related to age. The largest increase in correct answers occurred between the ages of 3 and 4 years. Answering reference assignment questions was not problematic for any of the age groups. Answering enrichment and implicature questions reflected the children's increasing ability to use more complex contextual information in the comprehension process. This supports the processing model suggested by relevance theory."

  5. Lexicon development in French-speaking infants
    from First Language
    "This paper explores the early lexicon development of 548 monolingual French-speaking infants aged 8;0—16;0. Vocabulary acquisition was followed using the French adaptation of the MacArthur-Bates Communicative Development: Words and Gestures (Fenson et al., 1993). The results generally concur with those reported for other languages. There were striking individual variations in both terms of onset and rate of lexical growth. However, the total vocabulary scores increased steadily in all sections with chronological age. Girls showed superior scores in terms of labelling behaviours and lexical production. Nouns were predominant in both production and comprehension from 8 to 16 months regardless of the lexicon size. Predicates were the second most represented category, followed by function words. Both these categories increased with lexicon size. In the small lexicon, the most represented semantic categories were the same for comprehension and production: `games and routines', `people', `sound effects and animal sounds'. In the lexicon of more than 50 items, the percentages of `action words' became higher. A particularly strong association was found between total gestures and vocabulary comprehension."

  6. Narrations of cross-cultural encounters as interpretative frames for reading word and world
    from Discourse and Society
    "This article describes how a group of African-American women read social relations as socially constructed texts. Such reading, I think, is a literacy skill, rehearsed and developed within classrooms and communities that cultural border crossers1 develop through their participation within specific discourses communities, as well as through their movement across different kinds of communities (Majors and Orellana, 2003). I draw from one ethnographic study of talk in an African-American hair salon to both illuminate and challenge notions of texts, literacy, literate contexts, and the permeability of such contexts with regards to skills acquisition and use. The study focuses on the public performances and social discourse of the women as well as their readings of these performances. Researchers of language and learning have argued that success and failure in school is contingent upon one's ability to successfully navigate processes of meaning-making through discourses (Cazden, 2001; Cole, 1996; Delpit, 1995; Gee, 1992; Lee and Majors, 2003). I want to ask what role, then, do the processes and skills of reading linguistic and paralinguistic cues play in facilitating this navigation? In what ways does an acknowledgment of these as reading skills illuminate the complexities involved in the social and arguably academic work participants do in constructing identities? And in what ways can such an acknowledgement help us to identify ways to develop school-based literacy skills?"

  7. Word learning in the absence of a speaker
    from First Language
    "Past studies show that a referential context is important for successful word learning. Still in question, however, is the success of word learning in the absence of a referential context. In this study 2-year-olds were presented with novel words in the absence of a speaker and therefore in the absence of a referential context. Findings revealed that word learning was successful across the experimental trials at rates greater than chance and at rates greater than in the control trial. Findings demonstrated that the absence of a speaker and the referential context provided by a speaker did not result in unsuccessful word learning. It is concluded that a referential context is not necessary for successful word learning."

  8. Assessment and Intervention for Dysphagia in Infants and Children: Beyond the Neonatal Intensive Care Unit
    from Seminars in Speech and Language
    "Over the last 10 years, the assessment and intervention for feeding and swallowing problems in infants and children have attracted increased attention on a national and international level. Increases in the population of children with dysphagia are due, in large part, to advances in medical and surgical management of at-risk term infants, improved medical support for viability of younger and smaller preterm infants, and increases in the number of children on the autism spectrum. Because of legislative initiatives, settings in which children are seen for assessment and intervention have shifted, with services provided more often in the natural environments of homes, daycares, preschools, and schools, as well as in hospitals and outpatient clinics in the United States. Assessment of infants and children with dysphagia continues to include clinical and instrumental evaluations with clinical assessment including a specific focus on the feeding environment. Speech-language pathologists are increasingly assuming consultative roles to support the needs of children in all settings. Areas for further research in the era of evidence-based practice include efficacy of oral exercises and other intervention strategies."

  9. Deglutition and Respiration: Development, Coordination, and Practical Implications
    from Seminars in Speech and Language
    "Temporal coordination of deglutition and respiration is essential for survival because both functions share the pharynx as a common pathway. Disruptions in this interface in young infants may result in dysphagia that may lead to aspiration and injury to the developing lung. Likewise, respiratory problems may contribute to the development of swallowing problems. This article focuses on the coordination between swallowing and breathing in infants and children, aspiration during periods of postnatal lung development and airway protective mechanisms. Identification of infants and children at increased risk for oropharyngeal dysphagia and respiratory disease is critical for optimal intervention. Assessment and management considerations are described."

  10. Ethical and Legal Challenges in Feeding and Swallowing Intervention for Infants and Children
    from Seminars in Speech and Language
    "Over the past decade, speech-language pathologists (SLPs) have increased their involvement in the assessment and management of infants and children with complex feeding and swallowing problems. Given the complex problems demonstrated by these infants and children that vary across a range of conditions and degrees of severity, SLPs need to increase their knowledge in all the topics covered in this issue. This article will discuss the current state of evidence-based decision making, levels of evidence for studies of treatment efficacy, ethical principles in evidence-based decision making, and ethical decision-making considerations with feeding and swallowing issues using examples of three types of populations of infants and children with complex feeding and swallowing problems."

  11. Evidence-based Interventions for Breast and Bottle Feeding in the Neonatal Intensive Care Unit
    from Seminars in Speech and Language
    "Breast and bottle-feeding are areas of concern in the neonatal intensive care unit (NICU). The clinical issues encompass the typically developing preterm infant, who requires special supports to develop the skills needed for successful oral feeding, and the preterm and term infants with dysphagia, who, when able, require specialized assessment and treatment strategies to facilitate the maturation of sucking behaviors and transition to oral feeding. Research is increasingly addressing the development from non-nutritive to nutritive sucking, maturation of typical and atypical nutritive sucking in young infants, as well as assessment strategies and treatment supports for emerging sucking and remediation of feeding or swallowing problems. There continue to be gaps in the available information. These gaps are filled by expert opinion and clinical experience. However, an increase of clinically relevant, databased information is promising. The primary goals of treatment in this population are to facilitate transition from tube to oral feeding and advance sucking skills sufficiently to support needs for nutrition and hydration as the infant grows. The purpose of this article is to review the recent research that has provided an evidence base for clinical practice. The discussion includes research and practice for the use of clinical and instrumental assessments, and for therapeutic interventions selected to prepare the infant for nipple feeding and to support the infant and improve sucking competencies during oral feeding."

  12. Nutrition and Gastrointestinal Tract Assessment and Management of Children with Dysphagia
    from Seminars in Speech and Language
    "Limited ability to take in nutrients places young patients with dysphagia at risk for malnutrition and failure to gain weight. These children require careful evaluation and ongoing monitoring of growth and nutritional status. Gastroesophageal reflux and recurrent vomiting may contribute to dysphagia when the refluxate causes laryngopharyngeal irritation and can increase the morbidity in patients prone to aspiration. A paucity of evidence-based literature on relevant topics demands both clinical judgment and an interdisciplinary approach for management decisions for these issues. Advances in nutrition and management of aerodigestive conditions related to dysphagia will be reviewed."

  13. Pediatric Feeding and Swallowing Disorders: State of Health, Population Trends, and Application of the International Classification of Functioning, Disability, and Health
    from Seminars in Speech and Language
    "Over the past two decades, the definition of the state of health has been expanded from a disease-based condition to one that includes the impact of the disease on an individual's ability to function. The World Health Organization identified the International Classification of Functioning, Disability, and Health (ICF) as a potential framework for coding functional status and establishing a common, standardized language to describe and study health and health-related domains. The ICF could have significant benefits for speech-language pathologists working with children with feeding and swallowing problems. In this article, the authors describe the changes in the definition of health and justification for the ICF, review population trends relevant to pediatric feeding and swallowing disorders, and summarize potential applications of the ICF."

  14. The Implications of Upper-Airway Obstruction on Successful Infant Feeding
    from Seminars in Speech and Language
    "Oral feeding in infants requires highly integrated sucking, swallowing, and respiratory sequencing controlled by the neurologic system. Rapid neuromuscular coordination of oral, pharyngeal, and esophageal phases of swallowing must be coordinated with respiration in the swallowing process. When obstruction is present in the upper airway secondary to anatomic or physiologic anomalies, disruption to the oral feeding process may occur. The infant will likely be unable to coordinate sucking and swallowing with breathing in an advantageous sequence. Inefficient feeding and difficulty with airway protection during swallowing may have serious implications regarding the infant's respiratory health as well as ability to gain weight adequately. A stable and patent airway is always the first priority in the management of the infant with upper-airway obstruction. Evaluation of the infant's potential for oral feeding may occur simultaneously with the initial evaluation of the degree of airway obstruction or it may occur following medical or surgical intervention for the airway obstruction. The evaluation process and management options for oral feeding will depend upon the method used to establish a patent airway. Clinical assessment by the speech-language pathologist includes a thorough assessment of oral sensory and motor mechanics, recognition of clinical signs and symptoms of swallowing dysfunction, and consideration of referral for instrumental assessment to obtain objective information regarding airway protection and swallowing function. A variety of medical and feeding interventions may be used to help support oral feeding to whatever extent is safe and efficient. Infants with significant oral feeding problems in the presence of airway obstruction may require a period of supplemental tube feeding and non-nutritive oral stimulation."

  15. Equivalent irrelevant-sound effects for old and young adults
    from Memory and Cognition
    "Three experiments are reported in which a total of 182 old and 193 young adults recalled sequences of digits presented visually in silence or accompanied by office noise. In each experiment, an effect of irrelevant sound was found-that is, a reduction of serial recall due to auditory distraction. Old adults exhibited poorer serial recall than did young adults, but the irrelevant-sound effect was equivalent in both age groups. This was true even though the sound level of the irrelevant sound was adjusted to each individual's hearing capability, and the effect remained whether or not the difficulty of the serial recall task was equated across age groups. These results are problematic for the inhibitory deficit theory of cognitive aging, which predicts that old adults should be more susceptible to auditory distraction than are young adults."

  16. Learning lyrics: to sing or not to sing?
    from Memory and Cognition
    "According to common practice and oral tradition, learning verbal materials through song should facilitate word recall. In the present study, we provide evidence against this belief. In Experiment 1, 36 university students, half of them musicians, learned an unfamiliar song in three conditions. In the sung-sung condition, the song to be learned was sung, and the response was sung too. In the sung-spoken condition, the response was spoken. In the divided-spoken condition, the presented lyrics (accompanied by music) and the response were both spoken. Superior word recall in the sung-sung condition was predicted. However, fewer words were recalled when singing than when speaking. Furthermore, the mode of presentation, whether sung or spoken, had no influence on lyric recall, in either short- or long-term recall. In Experiment 2, singing was assessed with and without words. Altogether, the results indicate that the text and the melody of a song have separate representations in memory, making singing a dual task to perform, at least in the first steps of learning. Interestingly, musical training had little impact on performance, suggesting that vocal learning is a basic and widespread skill."

  17. Dichotic listening deficits in children with dyslexia
    from Dyslexia
    "Several auditory processing deficits have been reported in children with dyslexia. In order to assess for the presence of a binaural integration type of auditory processing deficit, dichotic listening tests with digits, words and consonant-vowel (CV) pairs were administered to two groups of right-handed 11-year-old children, one group diagnosed with developmental dyslexia and an age-matched control group. Dyslexic children performed more poorly than controls from their left ears when listening to digits and words and from their right ears when listening to CVs. Direction of ear advantage varied across individuals in both groups when tested with digits and CVs, but ear advantage was stable with words. Several factors that may have contributed to inconsistencies in direction of ear advantage are discussed. When the children were tested in a directed response mode, degree of ear advantage differed significantly between groups with both words and digits. More dyslexic than control children demonstrated clinically significant reductions in dichotic listening performance, but no uniform pattern of deficit emerged. Only the double correct score and the left ear score with CV pairs were predictive of word recognition performance in dyslexic children. Binaural integration deficits are present in some children with dyslexia. Auditory processing disorder assessment may help delineate factors that underlie or are associated with reading impairment in this population. Copyright © 2007 John Wiley & Sons, Ltd."

  18. The human fetal cochlea can be a source for auditory progenitors/stem cells isolation
    from Hearing Research
    "The development of new stem cell-based technologies is creating new hopes in regenerative medicine. Hearing-impaired individuals should benefit greatly from the development of a cell-based regenerative strategy to treat deafness. An important achievement would be to develop a human-based system that could bring the advances made in animal models closer to clinical application. In this work, we have explored the suitability of the developing fetal cochlea to be used as a source for the extraction of auditory progenitor/stem cells. We have established cultures that express critical markers such as NESTIN, SOX2, GATA3 and PAX2. These cultures can be expanded in vitro for several months and differentiating markers such as ATOH1/HATH1 and POU4F3/BRN3C can be induced by manipulating the culture conditions using specific growth factors such as bFGF, EGF and retinoic acid."

  19. Quality of life outcomes after ventilating tube insertion for otitis media in an Australian population
    from the International Journal of Pediatric Otorhinolaryngology
    "Objective To assess the change in quality of life in a group of Australian children with recurrent acute otitis media (AOM) and/or otitis media with effusion (OME) who were treated with ventilating tube (VT) insertion. Methods Prospective pre- and post-intervention outcome study at the Women's and Children's Hospital, North Adelaide, South Australia. The Otitis Media 6-item (OM-6) survey was used as a measure of disease-specific quality of life prior to surgery and then again at 6 weeks post-operatively. Any patients who were listed for any additional ear, nose or throat (ENT) procedures at the same time were excluded. Results Complete responses for both pre- and post-surgery questionnaires were obtained from the parents of 53 patients. The age range was 11 months to 15.4 years (average 5.1 years), and 39.6% (n = 21) were suffering from recurrent AOM whilst the remaining 60.4% (n = 32) were suffering from OME. Overall ear-related quality of life was found to improve significantly following insertion of ventilating tubes (p < 0.001), as was the mean OM-6 score (p < 0.001). Furthermore, statistically significant improvements were noted in each individual domain making up the OM-6 survey (physical suffering, hearing loss, speech impairment, emotional distress, activity limitations and caregiver concerns). Conclusions The disease-specific quality of life of a group of Australian pediatric patients with otitis media was found to significantly improve following insertion of ventilating tubes as measured by the OM-6 survey. Improvements were found in global ear-related quality of life, in the mean OM-6 score, as well as in all individual domains of the OM-6 survey."

  20. Behavioral Conceptualization, Assessment, and Treatment of Pediatric Feeding Disorders
    from Seminars in Speech and Language
    "Families of children with feeding disorders frequently present to primary care settings. Although providers are often knowledgeable about medical and developmental etiologies, behavioral etiologies may go unidentified and untreated. In this article, the authors review a biobehavioral approach for the assessment and treatment of feeding disorders. First, factors that affect the development of feeding behaviors are described including sensitive developmental periods for acquiring feeding skills and the effects of interpersonal relationships on feeding. Second, behavioral assessment and conceptualization strategies are discussed including the use of feeding questionnaires, caregiver interviews, and the use of feeding observations. Third, behavioral treatment strategies are described including the uses of feeding structure, manipulation of hunger, contingency management, shaping, and parent training. Finally, consideration of various behavioral treatment options are considered including the integration of psychology as part of an interdisciplinary team and the use of intensive behavioral treatment protocols that include inpatient behavioral programs."

  21. Deglutition and Respiration: Development, Coordination, and Practical Implications
    from Seminars in Speech and Language
    "Temporal coordination of deglutition and respiration is essential for survival because both functions share the pharynx as a common pathway. Disruptions in this interface in young infants may result in dysphagia that may lead to aspiration and injury to the developing lung. Likewise, respiratory problems may contribute to the development of swallowing problems. This article focuses on the coordination between swallowing and breathing in infants and children, aspiration during periods of postnatal lung development and airway protective mechanisms. Identification of infants and children at increased risk for oropharyngeal dysphagia and respiratory disease is critical for optimal intervention. Assessment and management considerations are described."

  22. Ethical and Legal Challenges in Feeding and Swallowing Intervention for Infants and Children
    from Seminars in Speech and Language
    "Over the past decade, speech-language pathologists (SLPs) have increased their involvement in the assessment and management of infants and children with complex feeding and swallowing problems. Given the complex problems demonstrated by these infants and children that vary across a range of conditions and degrees of severity, SLPs need to increase their knowledge in all the topics covered in this issue. This article will discuss the current state of evidence-based decision making, levels of evidence for studies of treatment efficacy, ethical principles in evidence-based decision making, and ethical decision-making considerations with feeding and swallowing issues using examples of three types of populations of infants and children with complex feeding and swallowing problems."

  23. Evidence-based Interventions for Breast and Bottle Feeding in the Neonatal Intensive Care Unit
    from Seminars in Speech and Language
    "Breast and bottle-feeding are areas of concern in the neonatal intensive care unit (NICU). The clinical issues encompass the typically developing preterm infant, who requires special supports to develop the skills needed for successful oral feeding, and the preterm and term infants with dysphagia, who, when able, require specialized assessment and treatment strategies to facilitate the maturation of sucking behaviors and transition to oral feeding. Research is increasingly addressing the development from non-nutritive to nutritive sucking, maturation of typical and atypical nutritive sucking in young infants, as well as assessment strategies and treatment supports for emerging sucking and remediation of feeding or swallowing problems. There continue to be gaps in the available information. These gaps are filled by expert opinion and clinical experience. However, an increase of clinically relevant, databased information is promising. The primary goals of treatment in this population are to facilitate transition from tube to oral feeding and advance sucking skills sufficiently to support needs for nutrition and hydration as the infant grows. The purpose of this article is to review the recent research that has provided an evidence base for clinical practice. The discussion includes research and practice for the use of clinical and instrumental assessments, and for therapeutic interventions selected to prepare the infant for nipple feeding and to support the infant and improve sucking competencies during oral feeding."

  24. Nutrition and Gastrointestinal Tract Assessment and Management of Children with Dysphagia
    from Seminars in Speech and Language
    "Limited ability to take in nutrients places young patients with dysphagia at risk for malnutrition and failure to gain weight. These children require careful evaluation and ongoing monitoring of growth and nutritional status. Gastroesophageal reflux and recurrent vomiting may contribute to dysphagia when the refluxate causes laryngopharyngeal irritation and can increase the morbidity in patients prone to aspiration. A paucity of evidence-based literature on relevant topics demands both clinical judgment and an interdisciplinary approach for management decisions for these issues. Advances in nutrition and management of aerodigestive conditions related to dysphagia will be reviewed."

  25. Pediatric Feeding and Swallowing Disorders: State of Health, Population Trends, and Application of the International Classification of Functioning, Disability, and Health
    from Seminars in Speech and Language
    "Over the past two decades, the definition of the state of health has been expanded from a disease-based condition to one that includes the impact of the disease on an individual's ability to function. The World Health Organization identified the International Classification of Functioning, Disability, and Health (ICF) as a potential framework for coding functional status and establishing a common, standardized language to describe and study health and health-related domains. The ICF could have significant benefits for speech-language pathologists working with children with feeding and swallowing problems. In this article, the authors describe the changes in the definition of health and justification for the ICF, review population trends relevant to pediatric feeding and swallowing disorders, and summarize potential applications of the ICF."

  26. The Implications of Upper-Airway Obstruction on Successful Infant Feeding
    from Seminars in Speech and Language
    "Oral feeding in infants requires highly integrated sucking, swallowing, and respiratory sequencing controlled by the neurologic system. Rapid neuromuscular coordination of oral, pharyngeal, and esophageal phases of swallowing must be coordinated with respiration in the swallowing process. When obstruction is present in the upper airway secondary to anatomic or physiologic anomalies, disruption to the oral feeding process may occur. The infant will likely be unable to coordinate sucking and swallowing with breathing in an advantageous sequence. Inefficient feeding and difficulty with airway protection during swallowing may have serious implications regarding the infant's respiratory health as well as ability to gain weight adequately. A stable and patent airway is always the first priority in the management of the infant with upper-airway obstruction. Evaluation of the infant's potential for oral feeding may occur simultaneously with the initial evaluation of the degree of airway obstruction or it may occur following medical or surgical intervention for the airway obstruction. The evaluation process and management options for oral feeding will depend upon the method used to establish a patent airway. Clinical assessment by the speech-language pathologist includes a thorough assessment of oral sensory and motor mechanics, recognition of clinical signs and symptoms of swallowing dysfunction, and consideration of referral for instrumental assessment to obtain objective information regarding airway protection and swallowing function. A variety of medical and feeding interventions may be used to help support oral feeding to whatever extent is safe and efficient. Infants with significant oral feeding problems in the presence of airway obstruction may require a period of supplemental tube feeding and non-nutritive oral stimulation."

  27. Equivalent irrelevant-sound effects for old and young adults
    from Memory and Cognition
    "Three experiments are reported in which a total of 182 old and 193 young adults recalled sequences of digits presented visually in silence or accompanied by office noise. In each experiment, an effect of irrelevant sound was found-that is, a reduction of serial recall due to auditory distraction. Old adults exhibited poorer serial recall than did young adults, but the irrelevant-sound effect was equivalent in both age groups. This was true even though the sound level of the irrelevant sound was adjusted to each individual's hearing capability, and the effect remained whether or not the difficulty of the serial recall task was equated across age groups. These results are problematic for the inhibitory deficit theory of cognitive aging, which predicts that old adults should be more susceptible to auditory distraction than are young adults."

  28. Learning a second language -- Is it all in your head?
    from EurekAlert.org
    "Think you haven’t got the aptitude to learn a foreign language? New research led by Northwestern University neuroscientists suggests that the problem, quite literally, could be in your head. “Our study links brain anatomy to the ability to learn a second language in adulthood,” said neuroscientist Patrick Wong, assistant professor of communication sciences and disorders at Northwestern and lead author of a study appearing online today (July 25) at , in Cerebral Cortex. Based on the size of Heschl’s Gyrus (HG), a brain structure that typically accounts for no more than 0.2 percent of entire brain volume, the researchers found they could predict -- even before exposing study participants to an invented language -- which participants would be more successful in learning 18 words in the “pseudo” language."

  29. A tool for monitoring the development of written English: T-unit analysis using the SAWL
    from American Annals of the Deaf
    "The article reports the development of the Structural Analysis of Written Language (SAWL), an instrument designed for use by classroom teachers in objectively documenting the ability of children to write in English. The SAWL allows teachers to use T-unit analysis to quantitatively assess language improvement regardless of whether the student writes perfect English, flawed English, and/or generates "wordstrings" with minimal English structure. The SAWL introduces two new indexes of linguistic maturity, morphemes per T-unit (MTU) and the word efficiency ratio (WER). The SAWL also allows teachers to (a) objectively compare a child's written composition with printed material and (b) make a seamless comparison of a student's written English across his or her academic life using the same indexes of measurement."

  30. Identification, assessment, and intervention strategies for deaf and hard of hearing students with learning disabilities
    from American Annals of the Deaf
    "The purpose of the study was to ascertain methods of identification used by teachers of the deaf and hard of hearing who were working with students with learning disabilities, the training these teachers had received, and the accommodations and modifications they had implemented for their students. A 10-item survey was designed to solicit opinions and implementation procedures. Surveys went to teachers in a four-state region of the Midwest; 91 responded. Teachers indicated the use of various criteria to identify deaf and hard of hearing students with learning disabilities, and indicted that they incorporated a variety of accommodations to meet these students' needs. The survey showed that 50% of respondents did not feel adequately prepared to teach deaf and hard of hearing students with learning disabilities. Teachers expressed a desire for more training in identification, assessment, and intervention."

  31. Meeting global deaf peers, visiting ideal deaf places: deaf ways of education leading to empowerment, an exploratory case study
    from American Annals of the Deaf
    "In a flemish case study, deaf role models revealed a moment of awakening, indicated by the Flemish sign WAKE-UP Contact with deaf cultural rhetoric made them wake up, and deconstruct and reconstruct their lives, a process represented by a circle of deaf empowerment. Flemish deaf leaders mentioned acquiring this rhetoric during visits to deaf dream worlds (in Flemish Sign Language, WORLD DREAM): places with ideal conditions for deaf people. Such global deaf encounters (Breivik, Haualand, & Solvang, 2002) lead to the "insurrection of subjugated [deaf] knowledges" (Pease, 2002, p. 33). Whereas deaf education had never provided them with deaf cultural rhetoric and was depositing upon them oppressive societal conventions (Jankowski, 1997), a common sign language (Mottez, 1993) and global deaf experience (Breivik et al., 2002; Murray, in press) in barrier-free environments (Jankowski, 1997) provided deaf ways of deaf education (Erting, 1996; Reilly, 1995)."

  32. Near-verbatim captioning versus edited captioning for students who are deaf or hard of hearing: a preliminary investigation of effects on comprehension
    from American Annals of the Deaf
    "The study assessed the effects of near-verbatim captioning versus edited captioning on a comprehension task performed by 15 children, ages 7-11 years, who were deaf or hard of hearing. The children's animated television series Arthur was chosen as the content for the study. The researchers began the data collection procedure by asking participants to watch videotapes of the program. Researchers signed or spoke (or signed and spoke) 12 comprehension questions from a script to each participant. The sessions were videotaped, and a checklist was used to ensure consistency of the question-asking procedure across participants and sessions. Responses were coded as correct or incorrect, and the dependent variable was reported as the number of correct answers. Neither near-verbatim captioning nor edited captioning was found to be better at facilitating comprehension; however, several issues emerged that provide specific directions for future research on edited captions."

  33. Reading against all odds: a pilot study of two deaf students with dyslexia
    from American Annals of the Deaf
    "Learning to read and write is a challenge for most deaf children due to their limited experiences with, and access to, spoken language. In the case of deaf students who have difficulty processing visual print, literacy becomes an even greater challenge. The study piloted an intervention procedure that incorporated the principles of automaticity, repetition, functional vocabulary, and a positive teacher-student relationship as recommended in programs for struggling readers and adapted them to the needs of two deaf high school students with dyslexia in an American Sign Language-English bilingual program. The findings reveal gains in reading ability on the formal measures, though not more than would be expected over a 6-month period simply due to development. The real improvements were noted in the students' attitudes toward literacy, improved social interaction, and increased self-confidence."

  34. Social recognition, participation, and the dynamic between the environment and personal factors of students with deafblindness
    from American Annals of the Deaf
    "The study describes environmental and personal factors that, from the student perspective, impede participation in education in secondary upper schools by students with postlingual deafblindness. The discussion is framed by the International Classification of Functioning, Disability, and Health. The researchers use the theory of social recognition as a theoretical tool in understanding the dynamics between personal factors and environment in the context of secondary upper-school education. Thirty-four students with deafblindness responded to a questionnaire; the survey's findings indicate experiences of barriers in the natural and social environments that restrict participation. Experience of considerateness--such as concern for the special requirements of students with deafblindness--and experience of the lack of considerateness are the most important factors. Negative roles adapted by some students for themselves may be interpreted as resulting from a lack of recognition, in the form of denigration or insults."

  35. The efficacy of ASL/ENGLISH bilingual education: considering public schools
    from American Annals of the Deaf
    "The study investigated the efficacy and viability of American Sign Language (ASL)/English bilingual education for public schools serving deaf and hard of hearing children. Prior research related to ASL/English bilingual education is reviewed. Quantitative data related to the reading comprehension achievement of 25 deaf and hard of hearing students that were collected for the study are analyzed. The subjects' school program is described in depth. Overall performance of the sample is discussed. A description of high and low gainers is included. A statistically significant correlation between years of ASL usage and reading achievement is identified. Implications for the implementation of ASL/English bilingual methodology are reviewed, and suggestions for future research are offered."

  36. The influence of partner-specific memory associations on language production: Evidence from picture naming
    from Language and Cognitive Processes
    "In typical interactions, speakers frequently produce utterances that appear to reflect beliefs about the common ground shared with particular addressees. Horton and Gerrig (2005a) proposed that one important basis for audience design is the manner in which conversational partners serve as cues for the automatic retrieval of associated information from memory. This paper reports the results of two experiments demonstrating the influence of partner-specific memory associations on language production. Following an initial task designed to establish associations between specific words (Experiment 1) or object categories (Experiment 2) and each of two partners, participants named a series of pictures in the context of the same two individuals. Naming latencies were shortest for responses associated with the current partner, and were not significantly correlated with explicit recall of partner-item associations. Such partner-driven memory retrieval may constrain the information accessible to speakers as they produce utterances for particular addressees."

  37. Visual Scenes Trigger Immediate Syntactic Reanalysis: Evidence from ERPs during Situated Spoken Comprehension
    from Cerebral Cortex
    "A central topic in sentence comprehension research is the kinds of information and mechanisms involved in resolving temporary ambiguity regarding the syntactic structure of a sentence. Gaze patterns in scenes during spoken sentence comprehension have provided strong evidence that visual scenes trigger rapid syntactic reanalysis. However, they have also been interpreted as reflecting nonlinguistic, visual processes. Furthermore, little is known as to whether similar processes of syntactic revision are triggered by linguistic versus scene cues. To better understand how scenes influence comprehension and its time course, we recorded event-related potentials (ERPs) during the comprehension of spoken sentences that relate to depicted events. Prior electrophysiological research has observed a P600 when structural disambiguation toward a noncanonical structure occurred during reading and in the absence of scenes. We observed an ERP component with a similar latency, polarity, and distribution when depicted events disambiguated toward a noncanonical structure. The distributional similarities further suggest that scenes are on a par with linguistic contexts in triggering syntactic revision. Our findings confirm the interpretation of previous eye movement studies and highlight the benefits of combining ERP and eye-tracking measures to ascertain the neuronal processes enabled by, and the locus of attention in, visual contexts."

  38. Maturation of the auditory system: 1. Transient otoacoustic emissions as an index of inner ear maturation
    from International Journal of Audiology
    "The transiently evoked otoacoustic emission amplitude of 42 preterm babies (84 ears; post-conceptional age [PCA] 30-36 weeks) was compared with the TEOAE amplitude of 39 full-term babies (78 ears; PCA 37-45 weeks) in order to trace the inner ear maturation characteristics. An ILO-92 otoacoustic emission recording system was used with linear clicks of 70 dB peak equivalent SPL. The results obtained indicated: (1) There was no statistically significant difference between preterm and full-term ears; (2) There was no significant difference between males and females; (3) There was a significant difference between left and right ear TEOAE amplitude; (4) The interaction of ear with age in relation to TEOAE amplitude was statistically significant; (5) Noise and stimulus parameters did not reveal any significant differences between right and left ears; (6) A positive correlation existed between birthweight and TEOAE amplitude; and (7) A negative correlation existed between aminoglycoside treatment and TEOAE amplitude. The results indicate subtle changes in TEOAE amplitude over time, showing a natural development of the inner ear function during the process of maturation."

  39. Maturation of the auditory system: 2. Transient otoacoustic emission suppression as an index of the medial olivocochlear bundle maturation
    from International Journal of Audiology
    "Contralateral suppression of transient otoacoustic emissions in 42 premature babies (84 ears; post-conceptional age [PCA] 30-36 weeks) was compared to that of 39 full-term babies (78 ears; PCA: 37-45 weeks). Eighteen healthy adults and ten young children (5-14 years old) were studied as controls. Risk factors for hearing loss were registered in both preterm and full-term groups. An ILO-92 otoacoustic emission recording system was used to deliver linear clicks to the ear examined and broadband noise to the contralateral ear in an alternating on and off mode. Suppression in full-term babies was statistically higher than in preterms, whereas no differences existed between children and adults and children and full-terms. Peripheral auditory lateralization was evident in adults but was observed only as a trend in newborns. Only prematurity at the time of examination and aminoglycoside treatment for more than seven days had a negative impact on suppression. The results support the conclusion that maturation of the efferent system takes place from 30 to 45 weeks PCA. The exact age at which this maturation is accomplished has not yet been clearly determined."

  40. Defining phonosurgery: a proposal for classification and nomenclature by the Phonosurgery Committee of the European Laryngological Society (ELS)
    from the European Archives of Oto-Rhino-Laryngology
    "Abstract The term phonosurgery (PS) refers to any operation designed primarily for the improvement or restoration of voice. It is defined by the intended operative goal, which pertains to quality of life rather than its preservation, and informed consent needs to account for this emphasis. Since the aim is improvement or maintenance of vocal function, it is essential to document voice accurately pre-operatively. As important as the surgery itself is a team approach to perioperative care and rehabilitation. Although not a new concept, the PS portfolio of operations continues to grow rapidly, making this one of the most dynamic field in Laryngology. However, this has also led to confusion regarding terminology and classification, with the result that it is presently difficult to compare results between institutions. The aim of this paper is to establish a practical classification system for PS and to thereby establish a common language for reporting results. We propose four groups of operation: vocal fold surgery (VFS), laryngeal framework surgery (LFS), neuromuscular surgery (NHS) and reconstructive surgery (RCS) (for either partial or total laryngeal replacement)."

  41. Subjective pulsatile tinnitus associated with extensive pneumatization of temporal bone
    from the European Archives of Oto-Rhino-Laryngology
    "Abstract Pulsatile tinnitus (PT), a rare otologic symptom, is frequently associated with identifiable and treatable causes. We report two cases of subjective PT due to extensive pneumatization of temporal bone around the internal carotid artery."

  42. Racial and gender effects on pure-tone thresholds and distortion-product otoacoustic emissions (DPOAEs) in normal-hearing young adults
    from International Journal of Audiology
    "This study examined racial and gender effects on behavioral thresholds and distortion-product otoacoustic emissions (DPOAEs) in the same subjects. Pure-tone behavioral thresholds and DPOAEs were measured in 60 young normal-hearing adult subjects (20 Caucasian, 20 Asian, 20 African-American, with ten females and ten males in each group). Behavioral thresholds were measured from 1000 through 16 000 Hz using Békèsy tracking. A DPOAE frequency sweep was measured with primary stimulus levels of L1/L2=60/45 dB SPL, and an f2/f1 of 1.2 at discrete f2 frequencies between 2000 through 12 000 Hz for each subject. Significant racial and gender differences in behavioral thresholds were found at 14 000 and 16 000 Hz, with the African Americans and females having the best hearing sensitivity. Based on the current results, similar findings for DPOAE frequency sweeps can be expected amongst different racial groups given that no significant differences were identified between the groups. To further define the effects of race and gender on auditory measures, future studies should include larger numbers of subjects, measurement of body size and middle ear reflectance, and examine emission generators."

July 25, 2007