1,286 research outputs found
Phonophobia Mediates the Relationship Between the Myelinated Vagus and Selective Mutism
When active, the myelinated vagus (the tenth cranial nerve) acts as a brake that inhibits sympathetic activity by reducing heart rate and blood pressure, and thus allows for social engagement by redirecting metabolic resources. Among those with selective mutism (SM), a disorder characterized by an inability to speak in certain situations, the vagal brake is dysregulated. One consequence of this is a weakening of the middle-ear acoustic reflex (MEAR), which helps clarify human voices and filters out low-frequency background noise, including the speakerâs own voice. I tested a proposed etiological model of SM and comorbid social anxiety disorder (SAD) by investigating the relationship between MEAR dysfunction and phonophobia (fear of oneâs own voice), which were hypothesized to be positively correlated. A nonclinical sample of Bard undergraduate students was recruited. MEARs were assessed using a tympanometer and a signal-to-noise ratio hearing test; phonophobia was gauged by comparing transient anxiety levels before and after reading neutral words aloud. Analyses revealed no reliable correlation between MEAR dysfunction and phonophobia. I suggest an alternative explanation that incorporates a possible compensatory mechanism for unfiltered auditory information. These findings have implications for our understanding of the impact of the vagus nerve on the auditory system, as well as our conceptualization and treatment of SM, which is currently addressed with pharmacological interventions better suited to SAD than SM
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The silent experiences of young bilingual learners : a small scale sociocultural study into the silent period
This ethnographic study focuses upon the experiences of a small number of early years bilingual learners' during the emergent stage of English language acquisition - the silent period. Building upon historical understandings of sociocultural theory, Vygotsky (1986), Lave and Wenger (1991), Wenger (1998), Rogoff (2003) and Gee (2004) provide the platform upon which the evolution of sociocultural learning theory is applied and tested out in relation to the interconnectedness of the spoken mother tongue, thought, and learning. Legitimate peripheral participation is examined as a workable concept through which to explore the initial learning trajectory of an emergent bilingual learner whilst negotiating participation within, through and beyond the early years community of practice during the silent period. A multi-method ethnographic approach to data gathering adopts Flewitt's (2005) `gaze following', as an alternative means of participant observation through which to identify silent participation within an early years setting. Additional ethnographic methods include unstructured interviews with bilingual and monolingual participants, which are interspersed with significant auto-ethnographic accounts. Funnelling the data through thematic analysis facilitates both the emergence of significant patterns and the `encapsulation' of significant data within vignettes. Sociocultural theory is tested out against the research findings through the analysis of nine selected vignettes. The findings present the silent period as a crucial time for learning; distributed through a synthesis of close observation, intense listening and copying. Examining the silent period through a sociocultural lens tentatively reveals silent participation as a significant but lesser acknowledged contribution to the early years community of practice
Celebrating Faculty Accomplishment 2013
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Finding A Voice: Exploring the Biographical Narratives of Adults with Selective Mutism
This research explores the lived experiences of adults with selective mutism using interpretative phenomenological analysis. Existing literature has typically positioned selective mutism as a disorder of childhood and as a result little is known about the difficulties faced by individuals who continue to experience the effects of selective mutism throughout adolescence and adulthood. This research seeks to gain an understanding of the phenomenology of selective mutism as a lived experience and to allow participant's voices to be heard.
In-depth narrative interviews were conducted with six individuals who had continued to experience selective mutism throughout their adult life. Data from my own experience of suffering from SM were also included. Interpretative phenomenological analysis was used to identify five essential themes. These findings provide an insight into the embodied experience of selective mutism, the process of sense making in which individuals engage to negotiate their identities and the effects of social isolation. Furthermore this research explores the experiences of therapy and help seeking which were important topics within participant narratives.
This research encourages a thoughtful reflection on the lives of those whose realities have been profoundly affected by selective mutism. This research and the exploratory nature of phenomenological inquiry will hopefully encourage further investigations into selective mutism as it exists beyond childhood
Diagnosing selective mutism: a critical review of measures for clinical practice and research
Education and Child Studie
Jefferson Digital Commons quarterly report: October-December 2018
This quarterly report includes: Articles Dissertations From the Archives Grand Rounds and Lectures Industrial Design Capstones Journals and Newsletters LabArchives Launch Masters of Public Health Capstones Posters Reports Videos What People are Saying About the Jefferson Digital Common
McNair Research Journal - Summer 2015
Journal articles based on research conducted by undergraduate students in the McNair Scholars Program
Table of Contents
Biography of Dr. Ronald E. McNair
Statements:
Dr. Neal J. Smatresk, UNLV President
Dr. Juanita P. Fain, Vice President of Student Affairs
Dr. William W. Sullivan, Associate Vice President for Retention and Outreach
Mr. Keith Rogers, Deputy Executive Director of the Center for Academic Enrichment and Outreach
McNair Scholars Institute Staf
Parental Age at Conception: An Examination of Risk Factors Related to Autism Severity and Comorbid Psychopathology
Many researchers have cited the continuing increase in the prevalence of autism worldwide and have speculated on the potential causes of that increase. One theory that suggests at least a contributory effect is the general trend for parents to have children at later ages. Previous research has begun to examine the relationship between advanced parental age at conception and the incidence of autism and have noted strong relationships between advanced parental age and other developmental disabilities. The purpose of this study was to not only confirm the relationship between advanced parental age and autism risk but to extend that knowledge to the association between parental age and severity of autism symptoms as well as comorbid psychopathology. The current study included 252 participants between the ages of 2-17 years of age and their parents. It was found that paternal age and childâs gender were both significant predictors of an autism diagnosis in this clinical sample. Males were found to have an odds ratio of 4.17 (95% Confidence Interval, 2.06-8.44) when compared to females. While the effect was not as large for paternal age, the predictive power was found to be statistically significant (odds ratio = 1.06; 95% Confidence Interval, 1.00-1.12). Childâs gender and paternal age were also found to be significant predictors of autism severity; however, paternal age was not found to be a significant predictor of comorbid symptoms. Interestingly, maternal age was not found to be a significant predictor of autism risk, severity, or comorbid psychopathology in this sample. Possible explanations for this finding and other findings are discussed, as well as future directions for research in this area
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