Monthly Archives: June 2009
Executive Functions and Theory-of-Mind Among Deaf Children: Different Routes to Understanding Other Minds?
The aim of the present study was to investigate the role of executive functions (EF) in theory-of-mind (ToM) performance in deaf children and adolescents. Four groups of deaf children aged 7-16 years, with different language backgrounds at home and at school, that is, bilingually instructed native signers, oralist-instructed native signers, and two groups of bilingually instructed late signers from Sweden and Estonia, respectively, were given eight ToM and four EF measures. The bilingually instructed native signers performed at a significantly higher level on the ToM measures than the other groups of deaf children. On the EF measures, there were no significant differences found between any of the groups, with one exception—the Swedish bilingual late signers had a significantly shorter average reaction time on the go-no-go inhibition task than the oralist native signers and the Estonian bilingual late signers. However, the Swedish children’s better EF performance was not mirrored in better performance on ToM tasks. Our results indicate that despite all deaf children’s good general cognitive abilities, there were still differences in their performance on ToM tasks that need to be explained in other terms. Thus, whatever the cause of late signers’ difficulties with ToM, poor EF-skills seem to be of minor importance.
Naming Facilitates Young Children’s Understanding of Scale Models: Language and the Development of Symbolic Understanding
Two studies examined language and understanding of scale models. First, children (N = 16; ages 2;4 to 3;5) received either the standard DeLoache model task or a naming version (in which children are asked to name the hiding location before retrieving a hidden object). Language ability positively correlated with performance on the model task, and children had significantly more errorless retrievals in the naming condition. Study 2 examined naming and transfer effects by giving children (N = 18; ages 2;5-3;1) both versions of the model task. Language ability correlated significantly only with performance in the naming condition. Both prior experience and naming condition significantly improved performance, with the effects being additive. Language and children’s development of symbolic understanding are discussed.
AAC technologies for young children with complex communication needs: State of the science and future research directions
Augmentative and alternative communication (AAC) technologies offer the potential to provide children who have complex communication needs with access to the magic and power of communication. This paper is intended to (a) summarize the research related to AAC technologies for young children who have complex communication needs; and (b) define priorities for future research to improve AAC technologies and interventions for children with complex communication needs. With the realization of improved AAC technologies, young children with complex communication needs will have better tools to maximize their development of communication, language, and literacy skills, and attain their full potential.
Multisensory guidance of orienting behavior
We use both vision and audition when localizing objects and events in our environment. However, these sensory systems receive spatial information in different coordinate systems: sounds are localized using interaural and spectral cues, yielding a head-centered representation of space, whereas the visual system uses an eye-centered representation of space, based on the site of activation on the retina. In addition, the visual system employs a place-coded, retinotopic map of space, whereas the auditory system’s representational format is characterized by broad spatial tuning and a lack of topographical organization. A common view is that the brain needs to reconcile these differences in order to control behavior, such as orienting gaze to the location of a sound source. To accomplish this, it seems that either auditory spatial information must be transformed from a head-centered rate code to an eye-centered map to match the frame of reference used by the visual system, or vice versa. Here we review a number of studies that have focused on the neural basis underlying such transformations in the primate auditory system. Although these studies have found some evidence for such transformations, many differences in the way the auditory and visual system encode space exist throughout the auditory pathway. We will review these differences at the neural level, and will discuss them in relation to differences in the way auditory and visual information is used in guiding orienting movements.
from Hearing Research
Interaural Time-Delay Sensitivity in Bilateral Cochlear Implant Users: Effects of Pulse Rate, Modulation Rate, and Place of Stimulation
Overall, ITD sensitivity was somewhat better with unmodulated pulse trains than with high-rate pulse trains modulated at matched rates, although comparisons at individual rates showed that difference to be significant only at 300 Hz. Electrodes presenting with the lowest thresholds at 600 Hz were further assessed using bursts with a ramped onset of 10 ms. The slower rise time resulted in decreased performance in four of the listeners, but not in the two best performers, indicating that those two could use ongoing cues at 600 Hz. Performance at each place was also measured using single-pulse stimuli. Comparison of those data with the unmodulated 300-ms burst thresholds showed that on average, the addition of ongoing cues beyond the onset enhanced overall ITD sensitivity at 100 and 300 Hz, but not at 600 Hz. At 1,000 Hz, the added ongoing cues actually decreased performance. That result is attributed to the introduction of ambiguous cues within the physiologically relevant range and increased dichotic firing.
from JARO — Journal of the Association for Research in Otolaryngology
Vocal symptoms and acoustic changes in relation to the expanded disability status scale, duration and stage of disease in patients with multiple sclerosis
Abstract Vocal symptoms and acoustic measures of patients with multiple sclerosis (MS) are investigated in relation to the duration of the disease, stage of the disease and the degree of disability. Eighty-two patients were enrolled in this study (40 MS, 42 controls). In the MS group, the most common vocal symptoms were vocal breaks and vocal fatigue present in 10. None of the patients in the control group had voice breaks. In the male group, there was a significant decrease in the fundamental frequency, habitual pitch and maximum phonation time with a significant increase in Shimmer. In the female group, there was a significant decrease in the maximum phonation time only. There was no correlation between vocal symptoms and acoustic measures versus duration of the disease and extent of disability except for vocal fatigue which significantly associated with EDSS (expanded disability status scale) score. Patients with MS may develop vocal symptoms irrespective of the EDSS score, duration and stage of the disease. Vocal fatigue and vocal breaks are more common than hoarseness.
from ORL -Journal for Oto-Rhino-Laryngology and Its Related Specialties
Cochrane review: Financial benefits for child health and well-being in low income or socially disadvantaged families in developed world countries
Background
A strong and consistent relationship has been observed between relative poverty and poor child health and wellbeing even among rich nations. This review set out to examine evidence that additional monies provided to poor or disadvantaged families may benefit children by reducing relative poverty and thereby improving children’s health, well-being and educational attainment.
Objectives
To assess the effectiveness of direct provision of additional monies to socially or economically disadvantaged families in improving children’s health, well-being and educational attainment
The Cochrane Library and acute otitis media in children: an overview of reviews
Methods
The Cochrane Library was searched using the terms otitis media and ear infection. Those reviews focusing on the treatment of AOM in children were included. Data on patient relevant outcomes (pain, treatment failure, AOM recurrence, and adverse events) were extracted by two authors.
Main Results
Five reviews were included in this overview. In the first review, antibiotics were compared with placebo. Although it appeared from the reports reviewed that antibiotics have marginal efficacy (number needed to treat = 12; number needed to harm = 12), because the reviewed studies included mostly older children with mild AOM, the results can not be generalized to young children or to children with severe AOM. In the second review, short (<7 days) and long courses of antibiotics were compared. Although the data were limited, shorter courses resulted in an increased likelihood of treatment failure [odds ratio (OR): 1.34, 95% confidence interval (CI): 1.16, 1.55]. In the third review, once-daily administration of antibiotics was compared with two- or three-times-daily administration. Although no significant differences were noted, the quality of the original data on which the review was based was less than optimal. In the fourth review, decongestants and/or antihistamines were compared with placebo. Decongestants and antihistamines provided no appreciable benefit and were associated with significant adverse events (OR: 7.34, 95% CI: 1.67, 32.25). In the fifth review, topical analgesic drops and placebo were compared in two small studies. Use of analgesic drops was associated with significant reductions in pain level (OR: 3.07, 95% CI: 1.33, 7.05 for pain reduction of 50%).
Noun Incorporation: Essentials and Extensions
This paper presents an overview of the principal debates in the literature on noun incorporation, citing key examples and references. There has been much discussion about which constructions can rightly fall under the term ‘noun incorporation’; for example, compounding, denominal, deverbal, light verb, conflation, and narrow scope indefinite constructions have all been treated as noun incorporation constructions. In addition, there has been much discussion about where in the grammar noun incorporation should be handled: the lexicon or the syntax. This debate has shifted with the development of theories without a clear lexicon–syntax division. In the early studies, the main focus was on the morphology of noun incorporation, but in recent years, the focus has shifted to understanding the semantics of the construction, including semantic incorporation, pseudo noun incorporation, detransitivizing, and noun stripping constructions. In addition, there have been many empirical studies over the years exploring subject and modifier incorporation, incorporation of larger phrases and other topics. Noun incorporation studies also intersect with other areas such as bare nominals, complex predicates, possessor raising constructions, and classifier systems. These issues are reviewed in this paper.
Behavioral/Systems/Cognitive Feeling the Beat: Premotor and Striatal Interactions in Musicians and Nonmusicians during Beat Perception
The presence of a beat was also associated with greater connectivity between the putamen and the supplementary motor area (SMA), the premotor cortex (PMC), and auditory cortex. In contrast, the type of accent within the beat conditions modulated the coupling between premotor and auditory cortex, with greater modulation for musicians than nonmusicians. Importantly, the response of the putamen to beat conditions was not attributable to differences in temporal complexity between the three rhythm conditions. We propose that a cortico-subcortical network including the putamen, SMA, and PMC is engaged for the analysis of temporal sequences and prediction or generation of putative beats, especially under conditions that may require internal generation of the beat. The importance of this system for auditory–motor interaction and development of precisely timed movement is suggested here by its facilitation in musicians.
from the Journal of Neuroscience
Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms
The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%–81% of students made one or more year’s progress annually. Teachers rated 69%–81% of students as average or above average in academic competence over the 5 years. The teacher’s ratings also indicated that 89% of students made average or above-average progress. Students’ expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.
Predicting Academic Success Among Deaf College Students
For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students have focused primarily on younger students and variables such as degree of hearing loss, use of cochlear implants, educational placement, and communication factors—although these typically are considered only one or two at a time. The present investigation utilizes data from 10 previous experiments, all using the same paradigm, in an attempt to discern significant predictors of readiness for college (utilizing college entrance examination scores) and classroom learning at the college level (utilizing scores from tests in simulated classrooms). Academic preparation was a clear and consistent predictor in both domains, but the audiological and communication variables examined were not. Communication variables that were significant reflected benefits of language flexibility over skills in either spoken language or American Sign Language.
Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry
This study investigated three questions: Is it realistic to expect age-appropriate spoken language skills in children with cochlear implants (CIs) who received auditory–oral intervention during the preschool years? What characteristics predict successful spoken language development in this population? Are children with CIs more proficient in some areas of language than others? We analyzed language skills of 153 children with CIs as measured by standardized tests. These children (mean age = 5 years and 10 months) attended programs in the United States (N = 39) that used an auditory–oral educational approach. Age-appropriate scores were observed in 50% of the children on measures of receptive vocabulary, 58% on expressive vocabulary, 46% on verbal intelligence, 47% on receptive language, and 39% on expressive language. Regression analysis indicated that, after controlling for the effects of nonverbal intelligence and parent education level, children who received their implants at young ages had higher scores on all language tests than children who were older at implantation. On average, children with CIs performed better on certain language measures than others, indicating that some areas of language may be more difficult for these children to master than others. Implications for educators of deaf children with CIs are discussed.
Suprasegmental Characteristics of Speech Produced during Simultaneous Communication by Inexperienced Signers
This study investigated suprasegmental variables of syllable stress and intonation contours in contextual speech produced during simultaneous communication (SC) by inexperienced signers. Ten hearing inexperienced sign language users were recorded under SC and speech-alone (SA) conditions speaking a set of sentences containing stressed versus unstressed versions of the same syllables and a set of sentences containing interrogative versus declarative versions of the same words. Results indicated longer sentence durations for SC than SA for all speech materials. Vowel duration and fundamental frequency differences between stressed and unstressed syllables as well as intonation contour differences between declarative and interrogative sentences were essentially the same in both SC and SA conditions. The conclusion that prosodic rules were not violated by inexperienced signers in SC is consistent with previous research indicating that temporal alterations produced during SC do not involve degradation of other temporal or spectral characteristics of English speech.
