Examining the roles of regularity and lexical class in 18--26-month-olds' representations of how words sound

By around 12 months, infants have well-specified phonetic representations for the nouns they understand, for instance looking less at a car upon hearing ‘cur’ than ‘car’ (Swingley & Aslin, 2002). Here we test whether such high-fidelity representations extend to irregular nouns, and regular and irregular verbs. A corpus analysis confirms the intuition that irregular verbs are far more common than irregular nouns in speech to young children. Two eyetracking experiments then test whether toddlers are sensitive to mispronunciation inregular and irregular nouns (Experiment 1) and verbs (Experiment 2). For nouns, we find both a mispronunciation and regularity effect in 18-month-olds. For verbs, in Experiment 2a, we find only a regularity effect and no mispronunciation effect in 18-month-olds, though toddlers’ poor comprehension overall limits interpretation. Finally, in Experiment 2b we find a mispronunciation effect and no regularity effect in 26-month-olds. Implications for wordform representations, lexical class, and learning are discussed.

Preverbal syntactic complexity leads to local coherence effects in Hindi

The effective use of preverbal linguistic cues to make successful clause-final verbal prediction as well as robust prediction maintenance has been argued to be a cross-linguistic generalization for SOV languages such as German and Japanese. In this paper, we show that native speakers of Hindi (an SOV language) falter in maintaining clause-final verbal predictions in the presence of a center-embedded relative clause with a non-canonical word order. The fallibility of the parser is illustrated by the formation of a grammatically illicit locally coherent parse as well as by poor comprehension accuracy. Our investigations suggest that while plausibility is essential, presence of overt agreement features might not be necessary for forming a locally coherent parse in Hindi. The work highlights how top-down processing and bottom-up information interact during sentence comprehension in SOV languages – comprehension suffers with increased complexity of the preverbal linguistic environment.

Older Adults-Friendly Multi-Modal Touch-Screen Platform Measures for Bilingual Cognitive Interventions

There is an increasing interest in using touch-screen devices to conduct cognitive training and collect measurements of cognitive performance. However, older adults often have concerns such as anxiety about using these systems and poor comprehension of language instructions (Czaja & Lee, 2007). Given that Singapore is a multilingual society, we examined the deployment of an age-friendly multi-modal touch-screen platform (a game-based application on a tablet) in a cognitive intervention research. After modification of the platform to include features such as simplified instructions, multi-level prompts with a local accent, and four different instructional languages (including local dialects), participants were less reliant on the researchers and reported fewer difficulties in comprehending the instructions. The integrity and reliability of the data collected improved as a result. In sum, multilingual age-friendly touch-screen platform can be a novel yet effective method to study cognitive interventions in the Asian older adult populations.

Directive-Following Based on Graphic Symbol Sentences Involving an Animated Verb Symbol: An Exploratory Study

Many children with autism spectrum disorder (ASD) demonstrate poor comprehension of language at the sentence level in both the spoken modality and the graphic symbol modality. This study explored whether children with ASD are able to follow directives when presented with a graphic symbol sentence that includes an animated symbol for a verb. A total of five participants with moderate-to-severe ASD were presented with 10 graphic symbol sentences and asked to perform the directive using the provided figurines/objects. Results demonstrated that children with ASD can correctly carry out full-sentence directives to varying degrees when the directives represented graphically include an animated verb. Several observations were noted pertaining to participants’ performance and autism severity. The results of this study may have important implications for using animation as a tool to facilitate symbol syntax comprehension.

The impact of expressive language development and the left inferior longitudinal fasciculus on listening and reading comprehension

Background During the first 3-years of life, as the brain undergoes dramatic growth, children begin to develop speech and language. Hallmarks of this progression are seen when children reach developmental milestones, forming the foundation of language. Expressive language milestones, such as the production of a child’s first word, are delayed in 5–8% of children. While for some children delays in reaching these milestones are harbingers of developmental disorders, for others expressive language delays appear to resolve. Regardless of whether or not early language skills appear resolved, difficulty with later comprehension is a likely outcome. Whether this heightened risk for poor comprehension differs based on text features, individual characteristics, or receipt of intervention remains unknown. Moreover, this relationship between expressive language development and comprehension is not yet linked to neurobiology, though the inferior longitudinal fasciculus (ILF) is a potential neurobiological correlate. Therefore, we investigated the impact of, and interactions between, expressive language development, early intervention, and the ILF on comprehension. Methods Longitudinal recurrent survival analyses predicted the risk of answering a comprehension question incorrectly. Predictors of comprehension included expressive language development, passage features, participant characteristics, fractional anisotropy, receipt of early intervention, and later diagnosis of speech or language disorders. Results Children with later expressive language milestones had poorer comprehension. When comprehension text features were examined, children with later milestones had poorer listening and reading comprehension, and poorer narrative and expository comprehension. The left ILF acted as a neurodevelopmental correlate, one that moderated the relationship between expressive language milestones and comprehension. Specifically, the left ILF exacerbated the relationship for those who did not receive early intervention and buffered the relationship for those who received intervention services. Early intervention decreased the risk of poor comprehension by 39% for children later diagnosed with a speech or language disorder. Conclusions Early intervention should be provided for children with delayed expressive language milestones, particularly those who are at risk for speech or language disorders. The ILF plays a critical role in the relationship between expressive language development and comprehension, which may be that of a protective factor for children with the most severe early issues with speech and language.

The DNA Triangle and Its Application to Learning Meiosis

Although instruction on meiosis is repeated many times during the undergraduate curriculum, many students show poor comprehension even as upper-level biology majors. We propose that the difficulty lies in the complexity of understanding DNA, which we explain through a new model, the DNA triangle. The DNA triangle integrates three distinct scales at which one can think about DNA: chromosomal, molecular, and informational. Through analysis of interview and survey data from biology faculty and students through the lens of the DNA triangle, we illustrate important differences in how novices and experts are able to explain the concepts of ploidy, homology, and mechanism of homologous pairing. Similarly, analysis of passages from 16 different biology textbooks shows a large divide between introductory and advanced material, with introductory books omitting explanations of meiosis-linked concepts at the molecular level of DNA. Finally, backed by textbook findings and feedback from biology experts, we show that the DNA triangle can be applied to teaching and learning meiosis. By applying the DNA triangle to topics on meiosis we present a new framework for educators and researchers that ties concepts of ploidy, homology, and mechanism of homologous pairing to knowledge about DNA on the chromosomal, molecular, and informational levels.

Development of a screening tool to assess prostate cancer health literacy.

127 Background: Poor comprehension of prostate cancer (PCa) related terms can create barriers to informed discussions on screening, treatment, and measuring outcomes, and contribute to disparities in African American (AA) men. We developed a screening tool to assess for low PCa-related health literacy. Methods: We assessed PCa-related literacy in a sample of 189 AA men, age >40 years from diverse socioeconomic status (SES) using a 27-item scale derived comprehension of commonly used terms for urinary, bowel and sexual function. Using item-response models we examined differential item functioning by education. We developed rapid screening tools based on understanding of 1 or 2 words to predict overall comprehension. Receiver operating characteristic curves assessed the sensitivity and specificity for individuals understanding less than a pre-specified threshold of 70% on the overall scale, defined as “low literacy.” Results are being tested in an independent sample of 110 AA men. Results: The 27-item scale had good internal reliability (Cronbach alpha = 0.93). 47% of the sample met criteria for low literacy. Lower education groups had relatively poor comprehension of sexual function terms compared to higher education groups. 1-item scales using comprehension of the term “rectal urgency” had a sensitivity of 95% for identifying low literacy, “erection” had a specificity of 98%, and “vaginal intercourse” had a sensitivity of 91% and specificity of 81%. Combining “vaginal intercourse” and “rectal urgency” yielded a 2-item scale with strong characteristics (sensitivity 88%, specificity 89%), as did combining “vaginal intercourse” and “erection” (sensitivity 94%, specificity 81%). Conclusions: Rapid screening tools assessing PCa-related literacy performed well in a community sample of AA men with varied SES. Providers can use these tools to identify those at risk of poor comprehension to tailor outcome measurement and shared decision making. [Table: see text]

Understanding Word Reading Difficulties in Children With SLI

Children with specific language impairment (SLI) often show considerable reading difficulties. Research has revealed two primary reading profiles among children with SLI: (a) one of poor word reading and decoding skills and associated reading comprehension difficulties, and (b) one involving relatively strong word reading skills but poor comprehension. This article reviews studies characterizing these two subtypes of SLI, discusses their current clinical implications, and suggests important directions for future study.