Monthly Archives: November 2010
New test can screen all deafness genes simultaneously
Comprehensive genetic test for inherited hearing loss is cheaper and faster than the current methods, which sequence genes 1 at a time
from EurekAlert.org
Researchers identify molecular cascade that drives process of reconnection in adult brain after stroke
Now researchers at UCLA have achieved a promising first step. Reporting in the current online edition of the journal Nature Neuroscience, senior author Dr. S. Thomas Carmichael, a UCLA associate professor of neurology, and colleagues have, for the first time, identified in the mouse the molecular cascade that drives the process of reconnection or sprouting in the adult brain after stroke.
from News-Medical.net
Children with high blood pressure more likely to have learning disabilities
Children who have hypertension are much more likely to have learning disabilities than children with normal blood pressure, according to a new University of Rochester Medical Center (URMC) study published this week in the journal, Pediatrics. In fact, when variables such as socio-economic levels are evened out, children with hypertension were four times more likely to have cognitive problems.
from EurekAlert.org
Studies Reveal Brain Underpinnings For Auditory And Visual Illusions And Everyday Experiences
New research indicates that the integration of senses and functions in the brain is common. About two percent of the population has a condition called synesthesia, in which two different sensations, like color and sound, are experienced at once. Although this condition is rare, the new findings suggest the brain is wired in complex and sometimes overlapping ways to help people interpret and understand their environments. The research was presented at Neuroscience 2010, the annual meeting of the Society for Neuroscience and the world’s largest source of emerging news on brain science and health.
IQ Scores Fail To Predict Academic Performance In Children With Autism
New data show that many children with autism spectrum disorders have greater academic abilities than previously thought. In a study by researchers at the University of Washington, 90 percent of high-functioning children with autism spectrum disorders showed a discrepancy between their IQ score and their performance on reading, spelling and math tests.
Musicians Less Likely to Experience Age-Related Changes in the Auditory Cortex
The old adage “use it or lose it” applies to hearing, suggests a new study. Older musicians do not experience certain changes in the auditory cortex — the part of the brain involved with hearing — that are associated with aging, according to research presented at Neuroscience 2010, the annual meeting of the Society for Neuroscience, held in San Diego.
from ScienceDaily.com
Apps to Revolutionize Your Therapy
Several applications can be used as a communication device, some can be recommended to parents for improving their child’s language skills, and others are designed specifically as therapy materials. The apps discussed here are compatible with iPod touch® and iPhone®.
from Advance for Speech-Language Pathologists and Audiologists
Effective Diagnosis, Treatment Of Ear Infections In Children Examined In Study
Among the findings of an analysis of previous studies regarding ear infections in children are that results from otoscopic exams (an instrument for examining the interior of the ear) are critical to accurate diagnosis and antibiotics are modestly more effective than no treatment, with most antibiotics demonstrating similar rates of clinical success among children at normal risk, according to an article in the November 17 issue of JAMA.
Early numeracy in cerebral palsy: review and future research
Children with cerebral palsy (CP) often have problems with arithmetic, but the development of numerical abilities in these children has received only minor attention. In comparison, detailed accounts have been written on the arithmetic abilities of typically developing children, but a theoretical framework is still lacking. A promising perspective is the embodied cognition framework, which focuses on the influence of perception and action behaviours on cognition. We searched the literature to find the available studies on the early numeracy capacities of children with CP. We reviewed eight studies in which primary school-aged children with CP with a verbal IQ of at least 70 participated. The selected studies showed that these children are regularly delayed in performing simple arithmetic operations compared with their typically developing peers. However, owing to the limited number of studies no definite conclusions can be drawn regarding the precursors and developmental trajectories of arithmetic abilities in children with CP. We argue that the embodied cognition framework is well suited to scrutinize the arithmetic abilities of children with CP and provide future directions for research.
Neurocognitive start-up tools for symbolic number representations
Attaching meaning to arbitrary symbols (i.e. words) is a complex and lengthy process. In the case of numbers, it was previously suggested that this process is grounded on two early pre-verbal systems for numerical quantification: the approximate number system (ANS or analogue magnitude), and the object tracking system (OTS or parallel individuation), which children are equipped with before symbolic learning. Each system is based on dedicated neural circuits, characterized by specific computational limits, and each undergoes a separate developmental trajectory. Here, I review the available cognitive and neuroscientific data and argue that the available evidence is more consistent with a crucial role for the ANS, rather than for the OTS, in the acquisition of abstract numerical concepts that are uniquely human.
Phonological memory, attention control, and musical ability: Effects of individual differences on rater judgments of second language speech
This study examines how listener judgments of second language speech relate to individual differences in listeners’ phonological memory, attention control, and musical ability. Sixty native English listeners (30 music majors, 30 nonmusic majors) rated 40 nonnative speech samples for accentedness, comprehensibility, and fluency. The listeners were also assessed for phonological memory (serial recognition), attention control (trail making), and musical aptitude. Results showed that music majors assigned significantly lower scores than nonmusic majors solely for accentedness, particularly for low ability second language speakers. However, the ratings were not significantly affected by individual differences in listeners’ phonological memory and attention control, which implies that these factors do not bias listeners’ subjective judgments of speech. Implications for psycholinguistic research and for high-stakes speaking assessments are discussed.
Quantifying phonological representation abilities in Spanish-speaking preschool childrenQuantifying phonological representation abilities in Spanish-speaking preschool children
Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed three important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Third, we supply data on Spanish phonological representation abilities of incipient Spanish–English bilingual children to address the need for information on phonological representation across languages. Specifically, nine measures of accessibility to and precision of phonological presentations were administered to 129 preschool children in the United States. Confirmatory factor analyses validated three separate but correlated a priori phonological processing abilities, that is, efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. Most prototypic measures were strong indicators of their respective representation-related phonological ability. We discuss how the current data in Spanish compares to limited data in English, and the implications for the organization of phonological representations abilities.
Size matters: Early vocabulary as a predictor of language and literacy competence
This paper investigated the predictive ability of expressive vocabulary size and lexical composition at age 2 on later language and literacy skills from ages 3 through 11. Multivariate analysis of covariance was performed to compare 16 language and literacy outcomes between children with large expressive vocabulary size at 24 months (N = 1,073) and those with smaller expressive vocabulary size. Comparisons between large and small verb size groups as a measure of lexical composition were also conducted. Our findings indicate that, after controlling for gender, birth order, ethnicity and socioeconomic status, total vocabulary size at age 2 can significantly predict subsequent language and literacy achievement up to fifth grade. Moreover, vocabulary size is a better predictor of later language ability than lexical composition.
The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore
Research in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test—Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and mother tongue vocabulary were found to be significant predictors of English vocabulary, controlling for mother’s years of education and family income. The curriculum emphasis of the kindergarten center was also found to be a significant predictor of English vocabulary.
Vocabulary size matters: The assimilation of second-language Australian English vowels to first-language Japanese vowel categories
Adult second-language (L2) learners’ perception of L2 phonetic segments is influenced by first-language phonological and phonetic properties. It was recently proposed that L2 vocabulary size in adult learners is related to changes in L2 perception (perceptual assimilation model), analogous to the emergence of first-language phonological function (i.e., attunement to the phonological identity of words) associated with the “vocabulary explosion” at 18 months. In a preliminary investigation of the relationship between L2 perception and vocabulary size, Japanese learners of Australian English identified Australian English vowels, provided goodness of fit ratings, and completed a vocabulary size questionnaire. We adopted a “whole-system” approach, allowing learners to apply all native vowel system possibilities to the full L2 vowel system. Learners with a larger L2 vocabulary were more consistent in their vowel assimilation patterns, compatible with the L2 perceptual assimilation model.
