Late negative response revealed language-specific processing of word-level prosodic phonology in the adult brain

2018 ◽  
Vol 143 (3) ◽  
pp. 1749-1750
Author(s):  
Luodi Yu ◽  
Yang Zhang ◽  
Suiping Wang ◽  
Jiajing Zeng
Keyword(s):  
Adult Brain ◽  
Negative Response ◽  
Word Level ◽  
Prosodic Phonology

Phonetic Encoding Contributes to the Processing of Linguistic Prosody at the Word Level: Cross-Linguistic Evidence From Event-Related Potentials

2021 ◽  
pp. 1-11
Author(s):  
Luodi Yu ◽  
Jiajing Zeng ◽  
Suiping Wang ◽  
Yang Zhang
Keyword(s):  
Auditory Processing ◽  
Event Related Potentials ◽  
Event Related Potential ◽  
Acoustic Cues ◽  
Prosodic Features ◽  
Speech Stimuli ◽  
Word Level ◽  
Acoustic Control ◽  
Related Potentials ◽  
Prosodic Phonology

Purpose This study aimed to examine whether abstract knowledge of word-level linguistic prosody is independent of or integrated with phonetic knowledge. Method Event-related potential (ERP) responses were measured from 18 adult listeners while they listened to native and nonnative word-level prosody in speech and in nonspeech. The prosodic phonology (speech) conditions included disyllabic pseudowords spoken in Chinese and in English matched for syllabic structure, duration, and intensity. The prosodic acoustic (nonspeech) conditions were hummed versions of the speech stimuli, which eliminated the phonetic content while preserving the acoustic prosodic features. Results We observed language-specific effects on the ERP that native stimuli elicited larger late negative response (LNR) amplitude than nonnative stimuli in the prosodic phonology conditions. However, no such effect was observed in the phoneme-free prosodic acoustic control conditions. Conclusions The results support the integration view that word-level linguistic prosody likely relies on the phonetic content where the acoustic cues embedded in. It remains to be examined whether the LNR may serve as a neural signature for language-specific processing of prosodic phonology beyond auditory processing of the critical acoustic cues at the suprasyllabic level.

Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention

2020 ◽  
Vol 51 (3) ◽  
pp. 544-560 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Emily A. Diehm
Keyword(s):  
Written Language ◽  
Morphological Knowledge ◽  
English Orthography ◽  
Word Level ◽  
Novel Approach ◽  
Language Pathology ◽  
The One ◽  
Critical Intervention ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

Predicting Affective Cognitions in the Resting Adult Brain

2018 ◽  
Author(s):  
Keith Bush ◽  
Anthony Privratsky ◽  
Clinton Kilts
Keyword(s):  
Adult Brain

Role of melatonin in regulating neurogenesis: Implications for the neurodegenerative pathology and analogous therapeutics for Alzheimer’s disease

2020 ◽  
Vol 3 (2) ◽  
pp. 216-242 ◽  
Author(s):  
Mayuri Shukla ◽  
Areechun Sotthibundhu ◽  
Piyarat Govitrapong
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Adult Neurogenesis ◽  
Adult Brain ◽  
Therapeutic Approaches ◽  
Therapeutic Implications ◽  
Cell Proliferation And Differentiation ◽  
Proliferation And Differentiation ◽  
Progenitor Cell Proliferation

The revelation of adult brain exhibiting neurogenesis has established that the brain possesses great plasticity and that neurons could be spawned in the neurogenic zones where hippocampal adult neurogenesis attributes to learning and memory processes. With strong implications in brain functional homeostasis, aging and cognition, various aspects of adult neurogenesis reveal exuberant mechanistic associations thereby further aiding in facilitating the therapeutic approaches regarding the development of neurodegenerative processes in Alzheimer’s Disease (AD). Impaired neurogenesis has been significantly evident in AD with compromised hippocampal function and cognitive deficits. Melatonin the pineal indolamine augments neurogenesis and has been linked to AD development as its levels are compromised with disease progression. Here, in this review, we discuss and appraise the mechanisms via which melatonin regulates neurogenesis in pathophysiological conditions which would unravel the molecular basis in such conditions and its role in endogenous brain repair. Also, its components as key regulators of neural stem and progenitor cell proliferation and differentiation in the embryonic and adult brain would aid in accentuating the therapeutic implications of this indoleamine in line of prevention and treatment of AD.   

1H MR Spectroscopic Patterns of Normal Adult Brain

1996 ◽  
Vol 35 (4) ◽  
pp. 435 ◽  
Author(s):  
In Chan Song ◽  
Kee Hyun Chang ◽  
Kwan Hong Min ◽  
Dong Sung Kim ◽  
Moon Hee Han ◽  
...  
Keyword(s):  
Adult Brain ◽  
Normal Adult

Enhancing the Performance of One Dimensional Median Filter

2019 ◽  
Vol 118 (7) ◽  
pp. 73-76
Author(s):  
Sharanabasappa ◽  
P Ravibabu
Keyword(s):  
Impulse Noise ◽  
Rank Order ◽  
Median Filter ◽  
Filter Method ◽  
Salt And Pepper Noise ◽  
Edge Preservation ◽  
Word Level ◽  
Look Ahead ◽  
Filter Architecture ◽  
Salt And Pepper

Nowadays, during the process of Image acquisition and transmission, image information data can be corrupted by impulse noise. That noise is classified as salt and pepper noise and random impulse noise depending on the noise values. A median filter is widely used digital nonlinear filter  in edge preservation, removing of impulse noise and smoothing of signals. Median filter is the widely used to remove salt and pepper noise than rank order filter, morphological filter, and unsharp masking filter. The median filter replaces a sample with the middle value among all the samples present inside the sample window. A median filter will be of two types depending on the number of samples processed at the same cycle i.e, bit level architecture and word level architecture.. In this paper, Carry Look-ahead Adder median filter method will be introduced to improve the hardware resources used in median filter architecture for 5 window and 9 window for 8 bit and 16 bit median filter architecture.

Sign in / Sign up

Export Citation Format

Share Document