Research Committee Update

2020 ◽  
Vol 39 (9) ◽  
pp. 681-682
Author(s):  
Alexander Mihai Popovici
Keyword(s):  
American Enterprise Institute ◽  
Research Committee ◽  
Entry Level ◽  
Spoken English ◽  
Charles Murray

Recently I gave each of my five kids a copy of a book that I had been delighted to read, The Curmudgeon's Guide to Getting Ahead by Charles Murray. I identified with the curmudgeon, hence the title of this column. Murray's book had its origins in postings the author made on the internal website of the American Enterprise Institute where he works, with tips for entry-level staff and interns such as: Excise the word “like” from your spoken English. Don't suck up, meaning don't excessively flatter supervisors. Make strong language count.

Temporal Characteristics of Speech in Simultaneous Communication

1995 ◽  
Vol 38 (5) ◽  
pp. 1014-1024 ◽  
Author(s):  
Robert L. Whitehead ◽  
Nicholas Schiavetti ◽  
Brenda H. Whitehead ◽  
Dale Evan Metz
Keyword(s):  
Pause Duration ◽  
Vowel Duration ◽  
Vowel Perception ◽  
Temporal Characteristics ◽  
Spoken English ◽  
Temporal Features ◽  
Before And After ◽  
Word Duration ◽  
Rate Of Speech ◽  
Speech Condition

The purpose of this investigation was twofold: (a) to determine if there are changes in specific temporal characteristics of speech that occur during simultaneous communication, and (b) to determine if known temporal rules of spoken English are disrupted during simultaneous communication. Ten speakers uttered sentences consisting of a carrier phrase and experimental CVC words under conditions of: (a) speech, (b) speech combined with signed English, and (c) speech combined with signed English for every word except the CVC word that was fingerspelled. The temporal features investigated included: (a) sentence duration, (b) experimental CVC word duration, (c) vowel duration in experimental CVC words, (d) pause duration before and after experimental CVC words, and (e) consonantal effects on vowel duration. Results indicated that for all durational measures, the speech/sign/fingerspelling condition was longest, followed by the speech/sign condition, with the speech condition being shortest. It was also found that for all three speaking conditions, vowels were longer in duration when preceding voiced consonants than vowels preceding their voiceless cognates, and that a low vowel was longer in duration than a high vowel. These findings indicate that speakers consistently reduced their rate of speech when using simultaneous communication, but did not violate these specific temporal rules of English important for consonant and vowel perception.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Gender-role orientation and social expectations regarding female adolescents' coping with developmental tasks 1The preparation of this article was facilitated by a grant from the Swiss National Foundation for young researchers, financed by the local research committee of the University of Fribourg to the first author during her stay at the University of Illinois at Urbana-Champaign, USA. We are grateful to Susan B. Cleary for editing the English version of this article.

1999 ◽  
Vol 58 (4) ◽  
pp. 273-286 ◽  
Author(s):  
Regula P. Berger ◽  
Alexander Grob ◽  
August Flammer
Keyword(s):  
Gender Role ◽  
Female Gender ◽  
Role Orientation ◽  
Developmental Tasks ◽  
Developmental Task ◽  
Gender Role Orientation ◽  
Research Committee ◽  
National Foundation ◽  
Normative Expectations ◽  
The University

This study focuses on the importance of social developmental expectations, assessed as emotional and cognitive evaluations regarding the timing and the gender-role conformity of normative developmental tasks. Two central questions were raised. First, to what degree do the timing and the gender-role conformity affect the adults' expectations? Second, how much does the adults' own gender-role orientation (GRO), classified as traditional vs. liberal, affect their expectations? A 4 (timing modus) × 2 (developmental task) × 2 (gender-role conformity)-factorial design was administered to a sample of 140 adults of both sexes, 20 to 81 years old. Coping in time and with gender-role typical career received the most approval. Typical developmental tasks were more approved by persons with a traditional than with a liberal GRO. However, the evaluation of non-typical developmental tasks was not affected by the GRO. The possibility of a shift in normative expectations toward more liberal, diverse, and self-defined female gender-roles is discussed.

Research Committee News

1994 ◽  
Author(s):  
Peter Lichtenberg ◽  
Keyword(s):  
Research Committee

Research Committee

1983 ◽  
Author(s):  
Robert L. Glueckauf ◽  
◽  
Laurence P. Ince
Keyword(s):  
Research Committee
Sign in / Sign up

Export Citation Format

Share Document