IU Indianapolis ScholarWorks :: Browsing by Subject "Language"

Browsing by Subject "Language"

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A 9.8 Mb deletion at 7q31.2q31.31 downstream of FOXP2 in an individual with speech and language impairment suggests a possible positional effect
(Wiley, 2022-11-19) Iwata-Otsubo, Aiko; Klee, Victoria H.; Ahmad, Aaliya A.; Walsh, Laurence E.; Breman, Amy M.; Medical and Molecular Genetics, School of Medicine
Haploinsufficiency of FOXP2 causes FOXP2-related speech and language disorder. We report a 9.8 Mb deletion downstream of FOXP2 in a girl with speech and language impairment, developmental delay, and other features. We propose involvement of FOXP2 in pathogenesis of these phenotypes, likely due to positional effects on the gene.
A comparison of techniques for deriving clustering and switching scores from verbal fluency word lists
(Frontiers Media, 2022-09-14) Bushnell, Justin; Svaldi, Diana; Ayers, Matthew R.; Gao, Sujuan; Unverzagt, Frederick; Del Gaizo, John; Wadley, Virginia G.; Kennedy, Richard; Goñi, Joaquín; Clark, David Glenn; Neurology, School of Medicine
Objective: To compare techniques for computing clustering and switching scores in terms of agreement, correlation, and empirical value as predictors of incident cognitive impairment (ICI). Methods: We transcribed animal and letter F fluency recordings on 640 cases of ICI and matched controls from a national epidemiological study, amending each transcription with word timings. We then calculated clustering and switching scores, as well as scores indexing speed of responses, using techniques described in the literature. We evaluated agreement among the techniques with Cohen's κ and calculated correlations among the scores. After fitting a base model with raw scores, repetitions, and intrusions, we fit a series of Bayesian logistic regression models adding either clustering and switching scores or speed scores, comparing the models in terms of several metrics. We partitioned the ICI cases into acute and progressive cases and repeated the regression analysis for each group. Results: For animal fluency, we found that models with speed scores derived using the slope difference algorithm achieved the best values of the Watanabe-Akaike Information Criterion (WAIC), but with good net reclassification improvement (NRI) only for the progressive group (8.2%). For letter fluency, different models excelled for prediction of acute and progressive cases. For acute cases, NRI was best for speed scores derived from a network model (3.4%), while for progressive cases, the best model used clustering and switching scores derived from the same network model (5.1%). Combining variables from the best animal and letter F models led to marginal improvements in model fit and NRI only for the all-cases and acute-cases analyses. Conclusion: Speed scores improve a base model for predicting progressive cognitive impairment from animal fluency. Letter fluency scores may provide complementary information.
Best Practices in the Multidialectal High School English Class: Implementing Code-switching and Code-meshing
(2022-01) Johnson, Alicia M.; Fox, Stephen; Lovejoy, Kim Brian; Buchenot, Andre
Linguists define dialect as a form of a language, and they agree that all dialects are equally legitimate forms of the language. The stratification of dialects, however, is based on social hierarchies and results in some dialects being privileged and others carrying stigma. The bias against nondominant dialects results in language discrimination and limits one’s access to social power. This inequity gives rise to additional obstacles that impede academic success for students who speak a nondominant variety. A significant portion of those obstacles can be addressed with appropriate teacher training and the incorporation of language studies in the secondary English classroom. Language studies will benefit students who speak the dominant dialect by preparing them for interactions with the wide varieties of English they will encounter in the increasingly diverse and global workforce. Students who speak nondominant dialects will be equipped with the tools to navigate and challenge the standard language ideology.
Classification of Alzheimer’s Disease Leveraging Multi-task Machine Learning Analysis of Speech and Eye-Movement Data
(Frontiers Media, 2021-09-20) Jang, Hyeju; Soroski, Thomas; Rizzo, Matteo; Barral, Oswald; Harisinghani, Anuj; Newton-Mason, Sally; Granby, Saffrin; da Cunha Vasco, Thiago Monnerat Stutz; Lewis, Caitlin; Tutt, Pavan; Carenini, Giuseppe; Conati, Cristina; Field, Thalia S.; Computer Science, Luddy School of Informatics, Computing, and Engineering
Alzheimer’s disease (AD) is a progressive neurodegenerative condition that results in impaired performance in multiple cognitive domains. Preclinical changes in eye movements and language can occur with the disease, and progress alongside worsening cognition. In this article, we present the results from a machine learning analysis of a novel multimodal dataset for AD classification. The cohort includes data from two novel tasks not previously assessed in classification models for AD (pupil fixation and description of a pleasant past experience), as well as two established tasks (picture description and paragraph reading). Our dataset includes language and eye movement data from 79 memory clinic patients with diagnoses of mild-moderate AD, mild cognitive impairment (MCI), or subjective memory complaints (SMC), and 83 older adult controls. The analysis of the individual novel tasks showed similar classification accuracy when compared to established tasks, demonstrating their discriminative ability for memory clinic patients. Fusing the multimodal data across tasks yielded the highest overall AUC of 0.83 ± 0.01, indicating that the data from novel tasks are complementary to established tasks.
Culture in an English-language Training Program
(Publisher of original article: Chinese University Press. Copyright © 2004 Chinese University Press[BREAK]The definitive publisher-authenticated version of: Connor, Ulla, Rozycki, William, and Kyle McIntosh. "Culture in an English-Language Training Program". Asian Journal of English Language Teaching 16, (2006): 89-112, is available online at:[BREAK][LINK]http://cup.cuhk.edu.hk/ojs/index.php/AJELT/issue/view/30[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students please check University Library resources before purchasing an article. Questions on finding the original article via our databases? Ask a librarian: [LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK]., 2006) Connor, Ulla, 1948-; Rozycki, William V.; McIntosh, Kyle
The received notion of culture as monolithic national identity has in recent decades given way to a new conceptualization. Culture is increasingly viewed as dynamic and multidimensional. Culture can include national or ethnic, but also disciplinary or professional, institutional, consumer, technological, and individual dimensions. This new understanding of culture plays a role in analysis of relationships in the English language classroom between students and instructor, and in negotiations between students and administrators.
The effect of limited cognitive resources on communication disturbances in serious mental illness
(Elsevier, 2017-02) Le, Thanh P.; Najolia, Gina M.; Minor, Kyle S.; Cohen, Alex S.; Psychology, School of Science
Semantically incoherent speech is a pernicious clinical feature of serious mental illness (SMI). The precise mechanisms underlying this deficit remain unclear. Prior studies have found that arousal of negative emotion exaggerates the severity of these communication disturbances; this has been coined "affective reactivity". Recent research suggests that "cognitive reactivity" may also occur, namely reflecting reduced "on-line" cognitive resources in SMI. We tested the hypothesis that communication disturbances manifest as a function of limited cognitive resources in SMI above and beyond that associated with state affectivity. We also investigated individual differences in symptoms, cognitive ability, and trait affect that may be related to cognitive reactivity. We compared individuals with SMI (n=52) to nonpsychiatric controls (n=27) on a behavioral-based coding of communication disturbances during separate baseline and experimentally-manipulated high cognitive-load dual tasks. Controlling for state affective reactivity, a significant interaction was observed such that communication disturbances decreased in the SMI group under high cognitive-load. Furthermore, a reduction in communication disturbances was related to lower trait and state positive affectivity in the SMI group. Contrary to our expectations, limited cognitive resources temporarily relieved language dysfunction. Implications, particularly with respect to interventions, are discussed.
Effects of Oral Rivastigmine on Cognitive Domains in Mild-to-Moderate Alzheimer’s Disease
(Sage, 2010) Farlow, Martin R.; Cummings, Jeffrey L.; Olin, Jason T.; Meng, Xiangyi; Neurology, School of Medicine
Rivastigmine has beneficial effects on cognitive functioning in Alzheimer's disease (AD). Effects of cholinesterase inhibitors, particularly rivastigmine, on AD Assessment Scale-cognitive subscale (ADAS-cog) domains and individual items have rarely been analyzed. Results from 4 randomized, double-blind, placebo-controlled, 26-week rivastigmine capsule trials in patients with mild-to-moderate AD were pooled and ADAS-cog domains and individual items were evaluated. Data were available from 878, 1053, and 863 patients in the 1 to 4 mg/d, 6 to 12 mg/d, and placebo groups, respectively. Rivastigmine-treated groups were superior to placebo on total ADAS-cog and memory domain scores (P < or = .0001). Rivastigmine 6 to 12 mg/d was also significantly better versus placebo on language (P < .001) and praxis (P < .001); greatest treatment responses were seen on memory items (P < .0001). Although rivastigmine was associated with dose-dependent improvements in all cognitive domains, largest effects were on memory items. Evaluation of ADAS-cog domain scores provides insight into test items most likely to respond to treatment.
Executive functioning and speech-language skills following long-term use of cochlear implants
(Oxford University Press, 2014-10) Kronenberger, William G.; Colson, Bethany G.; Henning, Shirley C.; Pisoni, David B.; Department of Medicine, IU School of Medicine
Neurocognitive processes such as executive functioning (EF) may influence the development of speech-language skills in deaf children after cochlear implantation in ways that differ from normal-hearing, typically developing children. Conversely, spoken language abilities and experiences may also exert reciprocal effects on the development of EF. The purpose of this study was to identify EF domains that are related to speech-language skills in cochlear implant (CI) users, compared to normal-hearing peers. Sixty-four prelingually deaf, early-implanted, long-term users of CIs and 74 normal-hearing peers equivalent in age and nonverbal intelligence completed measures of speech-language skills and three domains of EF: working memory, fluency-speed, and inhibition-concentration. Verbal working memory and fluency-speed were more strongly associated with speech-language outcomes in the CI users than in the normal-hearing peers. Spatial working memory and inhibition-concentration correlated positively with language skills in normal-hearing peers but not in CI users. The core domains of EF that are associated with spoken language development are different in long-term CI users compared to normal-hearing peers, suggesting important dissociations in neurocognitive development.
Executive functioning and spoken language skills in young children with hearing aids and cochlear implants: Longitudinal findings
(Frontiers Media, 2022-09-23) Jamsek, Izabela A.; Kronenberger, William G.; Pisoni, David B.; Holt, Rachael Frush; Psychiatry, School of Medicine
Deaf or hard-of-hearing (DHH) children who use auditory-oral communication display considerable variability in spoken language and executive functioning outcomes. Furthermore, language and executive functioning skills are strongly associated with each other in DHH children, which may be relevant for explaining this variability in outcomes. However, longitudinal investigations of language and executive functioning during the important preschool period of development in DHH children are rare. This study examined the predictive, reciprocal associations between executive functioning and spoken language over a 1-year period in samples of 53 DHH and 59 typically hearing (TH) children between ages 3-8 years at baseline. Participants were assessed on measures of receptive spoken language (vocabulary, sentence comprehension, and following spoken directions) and caregiver-completed executive functioning child behavior checklists during two in-person home visits separated by 1 year. In the sample of DHH children, better executive functioning at baseline (Time 1) was associated with better performance on the higher-order language measures (sentence comprehension and following spoken directions) 1 year later (Time 2). In contrast, none of the Time 1 language measures were associated with better executive functioning in Time 2 in the DHH sample. TH children showed no significant language-executive functioning correlations over the 1-year study period. In regression analyses controlling for Time 1 language scores, Time 1 executive functioning predicted Time 2 language outcomes in the combined DHH and TH samples, and for vocabulary, that association was stronger in the DHH than in the TH sample. In contrast, after controlling for Time 1 executive functioning, none of the regression analyses predicting Time 2 executive functioning from Time 1 language were statistically significant. These results are the first findings to demonstrate that everyday parent-rated executive functioning behaviors predict basic (vocabulary) and higher-order (comprehension, following directions) spoken language development 1 year later in young (3-8 year old) DHH children, even after accounting for initial baseline language skills.
Family Environment in Children With Hearing Aids and Cochlear Implants: Associations With Spoken Language, Psychosocial Functioning, and Cognitive Development
(Wolters Kluwer, 2020) Frush Holt, Rachael; Beer, Jessica; Kronenberger, William G.; Pisoni, David B.; Lalonde, Kaylah; Mulinaro, Lindsay; Otolaryngology -- Head and Neck Surgery, School of Medicine
Objectives: To examine differences in family environment and associations between family environment and key speech, language, and cognitive outcomes in samples of children with normal hearing and deaf and hard-of-hearing (DHH) children who use hearing aids and cochlear implants. Design: Thirty families of children with normal hearing (n = 10), hearing aids (n = 10), or cochlear implants (n = 10) completed questionnaires evaluating executive function, social skills, and problem behaviors. Children's language and receptive vocabulary were evaluated using standardized measures in the children's homes. In addition, families were administered a standardized in-home questionnaire and observational assessment regarding the home environment. Results: Family environment overall was similar across hearing level and sensory aid, although some differences were found on parental responsivity and physical environment. The level of supportiveness and enrichment within family relationships accounted for much of the relations between family environment and the psychosocial and neurocognitive development of DHH children. In contrast, the availability of objects and experiences to stimulate learning in the home was related to the development of spoken language. Conclusions: Whereas broad characteristics of the family environments of DHH children may not differ from those of hearing children, variability in family functioning is related to DHH children's at-risk speech, language, and cognitive outcomes. Results support the importance of further research to clarify and explain these relations, which might suggest novel methods and targets of family-based interventions to improve developmental outcomes.

Browsing by Subject "Language"

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