Ujian Munaqosyah Mahasiswa PBA IAIN Ponorogo: Analisis Psikolinguistik pada Senyapan dan Kilir Lidah

This paper aims to identify the types of pauses and slips of the tongue that occur in students of PBA IAIN Ponorogo in the Munaqosyah exam and reveal the causal factors. This study uses descriptive qualitative methods. Data collection techniques include documentation, observation, and data analysis using the theory of MacGregor and Barfield et al. The study results show that the types of pauses in students of PBA IAIN Ponorogo in the thesis Munaqosyah include: silent silence, filled silence, repetition, correction, and a false start. In addition, the factors that cause the pauses are the processing load, gender, unfamiliarity conversation partners, coordination function, and effects of these variables upon disfluencies. Meanwhile, slips of the tongue that occur include semantic error and transposition. With this study, it is hoped that students can prepare the material and substance of the thesis well so that in the Munaqosyah exam, they can answer fluently and avoid silence and a slip of the tongue

Linguistic mechanisms of coherence in aphasic and non-aphasic discourse

Background: Coherence is the quality that distinguishes discourse from a random collection of sentences. People with aphasia have been reported to produce less-coherent discourse than non-language-impaired speakers. It is largely unclear how coherence is established in natural language and what leads to its impairment in aphasia.Aims: This paper presents a cross-methodological investigation on coherence in the discourse of Russian native speakers with and without aphasia. The purpose of this study was to examine the connection between language impairments in aphasia and different aspects of discourse coherence in order to determine the linguistic mechanisms that could be involved in establishing and maintaining it.Methods &amp; Procedures: Coherence was operationalised as a combination of four aspects: informativeness, clarity, connectedness, and understandability. Twenty participants were asked to retell the content of a short movie. The retellings were annotated using Rhetorical Structure Theory (RST), a formalistic framework for discourse-structure analysis. Next, they were evaluated for coherence on a four-point scale by trained raters. The ratings were compared between groups. A classification analysis was performed to determine whether the ratings could be predicted based on the macrolinguistic variables collected from the RST annotations and several microlinguistic variables previously linked to coherence.Results: Retellings produced by speakers with aphasia received lower ratings than those of control participants on all aspects of coherence. The results indicate that different combinations of microlinguistic and discourse-structure variables play a role in establishing each of the coherence aspects.Conclusions: Our results provided supporting evidence on coherence impairment in aphasia. Perception of a discourse as more or less coherent was associated with both microlinguistic and macrolinguistic variables, with different combinations of variables relevant for each of the aspects. Furthermore, we found that discourse structure plays an important role, especially for understandability. We speculate that pragmatic knowledge shared by interlocutors may boost the coherence of aphasic discourse.</p

Analysis of communication styles underpinning clinical decision-making in cancer multidisciplinary team meetings

INTRODUCTION: In cancer care, multidisciplinary team (MDT) meetings are the gold standard. While they are trying to maximize productivity on the back of the steadily increasing workload, growing cancer incidence, financial constraints, and staff shortages, concerns have been raised with regards to the quality of team output, as reported by Cancer Research UK in 2017: "Sometimes we discuss up to 70 patients. This is after a whole day of clinics, and we do not finish until after 19.00. Would you want to be number 70?". This study aimed to explore systematically some of the dynamics of group interaction and teamwork in MDT meetings. MATERIALS AND METHODS: This was a prospective observational study conducted across three MDTs/university hospitals in the United Kingdom. We video-recorded 30 weekly meetings where 822 patient cases were reviewed. A cross-section of the recordings was transcribed using the Jefferson notation system and analyzed using frequency counts (quantitative) and some principles of conversation analysis (qualitative). RESULTS: We found that, across teams, surgeons were the most frequent initiators and responders of interactional sequences, speaking on average 47% of the time during case discussions. Cancer nurse specialists and coordinators were the least frequent initiators, with the former speaking 4% of the time and the latter speaking 1% of the time. We also found that the meetings had high levels of interactivity, with an initiator-responder ratio of 1:1.63, meaning that for every sequence of interactions initiated, the initiator received more than a single response. Lastly, we found that verbal dysfluencies (laughter, interruptions, and incomplete sentences) were more common in the second half of meetings, where a 45% increase in their frequency was observed. DISCUSSION: Our findings highlight the importance of teamwork in planning MDT meetings, particularly with regard to Cancer Research UK in 2017 cognitive load/fatigue and decision-making, the hierarchy of clinical expertise, and the increased integration of patients' psychosocial information into MDT discussion and their perspectives. Utilizing a micro-level methodology, we highlight identifiable patterns of interaction among participants in MDT meetings and how these can be used to inform the optimization of teamwork

Technologies, Discourse Analysis, and the Spoken Word: The MRC Approach: An Empirical Approach to Interpreter Performance Evaluation and Pedagogy

Given the evanescent quality of the spoken word, interpreters tend to be evaluated, trained, and selected on the basis of unproven theories and preconceptions about the cognitive processes and areas of difficulty associated with their work. A gap persists between theoretical work and empirical evidence of the processes proposed by such studies. Recent developments in technology are now being applied to interpreter performance evaluation, shedding light on aspects of interpreter performance that have previously resisted systematic analysis. It is now possible to examine large volumes of language in use, in both audio and textual realms. This paper presents the MRC model for analysis of interpreter performance and a study conducted using that method for the purpose of identifying interpreter training needs. Theoretical background, the MRC model, and the study outcomes and pedagogical implications are presented.La parole étant évanescente, les interprètes sont évalués, formés et choisis en s’appuyant sur des bases théoriques non prouvées et sur des préconceptions des processus cognitifs et des secteurs de difficultés liées au travail. Un fossé existe entre les travaux théoriques et l’évidence empirique des processus proposés par de telles études. De récents développements technologiques utilisés à présent pour l’évaluation de la performance des interprètes apporte des informations sur certains aspects de la performance des interprètes inanalysables auparavant. Il est à présent possible d’analyser d’importantes quantité de « parole » à la fois auditives et textuelles. Cet article présente le modèle MRC d’analyse de la performance des interprètes et une étude avec cette méthode dans le but de déterminer les besoins de formation des interprètes. On donne également l’histoire théorique du modèle MRC, ainsi que les conclusions et implications pédagogiques

Exploring Associations between Language and Working Memory Abilities in Children with Specific or Combined Impairments in Language and Working Memory

Children with disproportionate deficits in language, known as Specific Language Impairment (SLI), often demonstrate deficits in nonverbal cognitive abilities, such as working memory. Such findings have prompted much debate on the association between language and working memory functioning. The primary aim of this thesis was to examine the connection between working memory and language abilities among children with specific or combined impairments in these domains. Study 1 examined the potential of narrative retell performance to indicate impairment in language or working memory among 17 children with specific or combined impairment in language or working memory as well as 9 controls. Quantitative analysis using logistic regression revealed that language impairment was predicted best by the interaction between mean length of utterance, percent grammatical utterances, and age, whereas working memory impairment was best predicted by the interaction between events recalled and subordinate clauses per utterance. Exploratory qualitative analysis using qualitative descriptors differentiated narratives of children with and without impairment and revealed clusters of descriptors that identified contrasting speaking styles. Study 2 tested domain-specific interventions in language or working memory using a single subject design. Chapter 3 reports the effects of a narrative-based language intervention for 10 children with language impairment with or without working memory impairment. Results showed gains on narrative ability for most participants, and broader linguistic gains for half of the participants. Intervention effects on related domains (i.e., working memory, reading, math) were evident for some participants as well. Chapter 4 reports the effects of a working memory training program for 7 children with working memory impairment with or without language impairment. Results showed training effects on working memory tasks similar to training tasks for all participants. Transfer to language ability was seen for 4 participants, and transfer to reading or math was evident for 3 participants. Responder analyses for Study 2 showed associations between intervention effectiveness and baseline cognitive abilities, age, speaking style, and intervention intensity. Results support the view that working memory and language are separable but closely related cognitive processes. Responder analyses highlight the importance of considering heterogeneity among children with impairments in research and clinical settings

Connected Language in Primary Progressive Aphasia: Testing the Utility of Linguistic Measures in Differentially Diagnosing PPA and its Variants

Difficulty in using language is the primary impairment in Primary Progressive Aphasia (PPA). Individuals with different variants of PPA have been shown to have unequal deficits in various domains of language; however, little research has focused on finding common deficits in PPA that could aid in the differential diagnosis of PPA relative to healthy aging and age-related neurogenerative conditions. The commonality of deficits in variants of PPA was explored in this study by examining the connected speech of 26 individuals with PPA (10 with PPA-G, 9 with PPA-L, 7 with PPA-S), compared to 25 neurologically healthy controls, 20 individuals with Mild Cognitive Impairments (MCI), and 20 individuals with Alzheimer’s Dementia (AD). Measures of fluency, word retrieval, and syntax were used to assess linguistic ability in a between-groups comparison, in addition to a within-groups comparison of the same linguistic measures among specific PPA variants. It was found that participants with PPA showed significant deficits on certain measures of fluency, word retrieval, and syntax. These findings support the idea that a brief language sample has clinical utility in contributing to the differential diagnosis of PPA

Disfluency and listeners' attention: An investigation of the immediate and lasting e ects of hesitations in speech

Hesitations in speech marked by pauses, fillers such as er, and prolongations of words are remarkably common in most spontaneous speech. Experimental evidence indicates that they affect both the processing of speech and the lasting representation of the spoken material. One theory as to the mechanisms that underlie these effects is that filled pauses heighten listeners' attention to upcoming speech. For example, in the utterance: (1) She hated the CD, but then she's never liked my taste in er music The hesitation marked by the filler er would heighten listeners' attention to the post-dis fluent material (music) which would then be processed and represented differently to an equivalent stimulus in a passage of fluent speech. The thesis examines this proposition in the context of an explicit de finition of attention. The first half of the work investigates whether hesitations heighten two different aspects of listeners' attention: these are the immediate engagement of attention to post-dis fluent stimuli at the point they are encountered, and the continued attention to the representation of stimuli after they are encountered. In experiment 1, a speech `oddball' paradigm is used to show that event-related potentials (ERPs) associated with attention (MMN and P3) are affected by a preceding hesitation, indicating an immediate effect of hesitations on listeners overt attention. Experiments 2 and 3 use behavioural responses and eye-movements measures during a change-detection paradigm. These experiments show that there is also an effect on the listeners' attention to the post-dis fluent material after the initial presentation of the utterance. The second half of the thesis concerns itself with the timecourse of the attentional effects. It addresses questions such as: how long-lived is the attentional heightening and what is the attentional heightening trigger? Experiments 4{7 explore the relationship between the filler er and periods of silent pause that surround it. Behavioural (exp. 4{6) and ERP (exp. 7) results show that while extending the period of silence after the filler er does not affect the immediate engagement of attention, it will affect subsequent attention to the post-disfluent material: constituents that are not immediately preceded by the filler er are not attended to in an enhanced way. Together, these experiments confirm the proposition that hesitations heighten listeners' attention to upcoming speech. The thesis outlines the ways in which the components of this attentional heightening are differentially affected by interaction between the content and timing of the hesitations encountered. Attention has an important role to play in the processing of any stimulus. Using disfluency as a test case, this thesis illuminates its importance in language comprehension

Metacognition and Decision-Making Style in Clinical Narratives

Clinical decision-making has high-stakes outcomes for both physicians and patients, yet little research has attempted to model and automatically annotate such decision-making. The dual process model (Evans, 2008) posits two types of decision-making, which may be ordered on a continuum from intuitive to analytical (Hammond, 1981). Training clinicians to recognize decision-making style and select the most appropriate mode of reasoning for a particular context may help reduce diagnostic error (Norman, 2009). This study makes preliminary steps towards detection of decision style, based on an annotated dataset of image-based clinical reasoning in which speech data were collected from physicians as they inspected images of dermatological cases and moved towards diagnosis (Hochberg et al., 2014a). A classifier was developed based on lexical, speech, disfluency, physician demographic, cognitive, and diagnostic difficulty features to categorize diagnostic narratives as intuitive vs. analytical; the model improved on the baseline by over 30%. The introduced computational model provides construct validity for the dual process theory. Eventually, such modeling may be incorporated into instructional systems that teach clinicians to become more effective decision makers. In addition, metacognition, or self-assessment and self-management of cognitive processes, has been shown beneficial to decision-making (Batha & Carroll, 2007; Ewell-Kumar, 1999). This study measured physicians\u27 metacognitive awareness, an online component of metacognition, based on the confidence-accuracy relationship, and also exploited the corpus annotation of decision style to derive decision metrics. These metrics were used to examine the relationships between decision style, metacognitive awareness, expertise, case difficulty, and diagnostic accuracy. Based on statistical analyses, intuitive reasoning was associated with greater diagnostic accuracy, with an advantage for expert physicians. Case difficulty was associated with greater user of analytical decision-making, while metacognitive awareness was linked to decreased diagnostic accuracy. These results offer a springboard for further research on the interactions between decision style, metacognitive awareness, physician and case characteristics, and diagnostic accuracy