Three approaches to undergraduate calculus instruction: Their nature and potential impact on students’ language use and sources of conviction

A PrEP Information and Self-Screening Tool for Women

AIDS Education and Prevention ◽

10.1521/aeap.2018.30.1.13 ◽

2018 ◽

Vol 30 (1) ◽

pp. 13-25 ◽

Cited By ~ 6

Author(s):

Kate L. Collier ◽

Lisa G. Colarossi ◽

Kimberly Sanders

Keyword(s):

New York ◽

Hiv Prevention ◽

Hiv Risk ◽

Language Use ◽

Service Providers ◽

Self Assessment ◽

Women Studies ◽

Potential Impact ◽

Exposure Prophylaxis ◽

Assessment Questions

Although HIV pre-exposure prophylaxis (PrEP) is effective for women, studies show limited uptake among women to date. Barriers to women's PrEP uptake include their limited knowledge about PrEP and low perceived HIV risk. To address these barriers, we developed and pretested a printed palm card containing HIV prevention/PrEP information that addressed HIV prevention motivation with self-assessment questions about HIV risk. We conducted expert interviews (N = 8), focus groups with health, education, and social service providers (N = 13), and interviews with community women (N = 30) in New York City to assess attention to and acceptability of the card, comprehension of the information, and potential impact on prevention motivation. The card format and content were found to be acceptable and potentially motivational for preventive behaviors, as well as particularly relevant for women. Results of testing for language use, comprehension, and attention guided the final version of the card content.

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Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-s-19-0047 ◽

2019 ◽

Vol 62 (11) ◽

pp. 4001-4014

Author(s):

Melanie Weirich ◽

Adrian Simpson

Keyword(s):

Parental Involvement ◽

Gender Identity ◽

Spontaneous Speech ◽

First Year ◽

Space Size ◽

Vowel Space ◽

Potential Impact ◽

Phonetic Features ◽

And Gender ◽

Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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Exploring the Potential Impact of Sentence-Level Comprehension and Sentence-Level Fluency on Deaf Students' Passage Comprehension

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00205 ◽

2020 ◽

Vol 63 (7) ◽

pp. 2281-2292

Author(s):

Ying Zhao ◽

Xinchun Wu ◽

Hongjun Chen ◽

Peng Sun ◽

Ruibo Xie ◽

...

Keyword(s):

Independent Predictor ◽

Vocabulary Knowledge ◽

Group Differences ◽

Regression Analyses ◽

Deaf Students ◽

Mediating Role ◽

Sentence Level ◽

Mediating Mechanisms ◽

Potential Impact ◽

The Relationship

Purpose This exploratory study aimed to investigate the potential impact of sentence-level comprehension and sentence-level fluency on passage comprehension of deaf students in elementary school. Method A total of 159 deaf students, 65 students ( M age = 13.46 years) in Grades 3 and 4 and 94 students ( M age = 14.95 years) in Grades 5 and 6, were assessed for nonverbal intelligence, vocabulary knowledge, sentence-level comprehension, sentence-level fluency, and passage comprehension. Group differences were examined using t tests, whereas the predictive and mediating mechanisms were examined using regression modeling. Results The regression analyses showed that the effect of sentence-level comprehension on passage comprehension was not significant, whereas sentence-level fluency was an independent predictor in Grades 3–4. Sentence-level comprehension and fluency contributed significant variance to passage comprehension in Grades 5–6. Sentence-level fluency fully mediated the influence of sentence-level comprehension on passage comprehension in Grades 3–4, playing a partial mediating role in Grades 5–6. Conclusions The relative contributions of sentence-level comprehension and fluency to deaf students' passage comprehension varied, and sentence-level fluency mediated the relationship between sentence-level comprehension and passage comprehension.

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Linguistic Competence in Aphasia

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac17.3.87 ◽

2008 ◽

Vol 17 (3) ◽

pp. 87-92

Author(s):

Leonard L. LaPointe

Keyword(s):

Language Use ◽

Linguistic Competence ◽

Careful Study ◽

Feral Children ◽

Performance Factors ◽

Performance Loss ◽

Linguistic Rules ◽

Communication Goals ◽

Aphasia Treatment ◽

And Performance

Abstract Loss of implicit linguistic competence assumes a loss of linguistic rules, necessary linguistic computations, or representations. In aphasia, the inherent neurological damage is frequently assumed by some to be a loss of implicit linguistic competence that has damaged or wiped out neural centers or pathways that are necessary for maintenance of the language rules and representations needed to communicate. Not everyone agrees with this view of language use in aphasia. The measurement of implicit language competence, although apparently necessary and satisfying for theoretic linguistics, is complexly interwoven with performance factors. Transience, stimulability, and variability in aphasia language use provide evidence for an access deficit model that supports performance loss. Advances in understanding linguistic competence and performance may be informed by careful study of bilingual language acquisition and loss, the language of savants, the language of feral children, and advances in neuroimaging. Social models of aphasia treatment, coupled with an access deficit view of aphasia, can salve our restless minds and allow pursuit of maximum interactive communication goals even without a comfortable explanation of implicit linguistic competence in aphasia.

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