Expressive vocabulary predicts non-verbal executive function: a 2-year longitudinal study of deaf and hearing children

Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6-11 years old at first time of testing, and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again two years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse

Drinking behaviour and rs738409:g in pnpla3 are associated with slower recovery of liver function following severe alcoholic hepatitis

Abstract PWE-079 published in Gut, vol 66, suppl 2 (July 2017), pages A166-A167

Semantic fluency in deaf children who use spoken and signed language in comparison with hearing peers

BACKGROUND: Deafness has an adverse impact on children's ability to acquire spoken languages. Signed languages offer a more accessible input for deaf children, but because the vast majority are born to hearing parents who do not sign, their early exposure to sign language is limited. Deaf children as a whole are therefore at high risk of language delays. AIMS: We compared deaf and hearing children's performance on a semantic fluency task. Optimal performance on this task requires a systematic search of the mental lexicon, the retrieval of words within a subcategory and, when that subcategory is exhausted, switching to a new subcategory. We compared retrieval patterns between groups, and also compared the responses of deaf children who used British Sign Language (BSL) with those who used spoken English. We investigated how semantic fluency performance related to children's expressive vocabulary and executive function skills, and also retested semantic fluency in the majority of the children nearly 2 years later, in order to investigate how much progress they had made in that time. METHODS & PROCEDURES: Participants were deaf children aged 6-11 years (N = 106, comprising 69 users of spoken English, 29 users of BSL and eight users of Sign Supported English-SSE) compared with hearing children (N = 120) of the same age who used spoken English. Semantic fluency was tested for the category 'animals'. We coded for errors, clusters (e.g., 'pets', 'farm animals') and switches. Participants also completed the Expressive One-Word Picture Vocabulary Test and a battery of six non-verbal executive function tasks. In addition, we collected follow-up semantic fluency data for 70 deaf and 74 hearing children, nearly 2 years after they were first tested. OUTCOMES & RESULTS: Deaf children, whether using spoken or signed language, produced fewer items in the semantic fluency task than hearing children, but they showed similar patterns of responses for items most commonly produced, clustering of items into subcategories and switching between subcategories. Both vocabulary and executive function scores predicted the number of correct items produced. Follow-up data from deaf participants showed continuing delays relative to hearing children 2 years later. CONCLUSIONS & IMPLICATIONS: We conclude that semantic fluency can be used experimentally to investigate lexical organization in deaf children, and that it potentially has clinical utility across the heterogeneous deaf population. We present normative data to aid clinicians who wish to use this task with deaf children

“Mzungu!” : Implications of Identity, Role Formation and Programme Delivery in the Sport for Development Movement

Prevailing academic notions regarding Sport-for-Development-and-Peace (SDP) programmes advocate a ‘transformative vision’ that is hoped to convert the movement from a ‘damaging’ development practice, to one which fulfils its potential and elicits benefits worldwide. Volunteers are perceived to be a fundamental element of this transformative vision. This paper provides insight into the voluntary experience of the SDP movement, placing particular attention towards notions of self, the (re)construction of identity and its impact upon the delivery of a developmental initiative located within a Zambian community. Utilising an interactionist perspective, the paper identifies three related themes which collectively represent the experiential landscape across which participant views were aired—preconceptions and effect on identity and behaviour; experiences and effect on identity and behaviour; and responses to experiences of identity disruption. Following analysis of these themes, the paper finds that SDP programmes may be enhanced through increased transparency of communication in relation to the role of the volunteer to limit preconceptions and expectations associated with the programme and enable volunteers to arrive in the field better equipped to respond to the challenges of the role

Enabling Lightweight Video Annotation and Presentation for Cultural Heritage

Collaboration-intensive research is increasingly becoming the norm in the humanities and social science arenas. eResearch tools such as online repositories offer researchers the opportunity to access and interact with data online. For the last 20 years video has formed an important part of humanities research, although dealing with multimedia in an online setting has proven difficult with existing tools. File size limitations, lack of interoperability with existing security systems, and the inability to include rich supportive detail regarding files have hampered the use of video. This paper describes a collaborative and data management solution for video and other files using a combination of existing tools (SRB and Plone integrated with Shibboleth) and a custom application for video upload and annotation (Mattotea). Rather than creating new proprietary systems, this development has examined the reuse of existing technologies with the addition of custom extensions to provide fullfeatured access to research data

Promoting healthy eating in pregnancy: What kind of support services do women say they want?

Aim: To identify characteristics of the services and support women want to enable them to eat healthily during pregnancy to make a potential future service acceptable to this population. Background: An unhealthy diet during pregnancy may have a significant influence on pregnancy outcome, either directly through nutrient deficiencies or indirectly through maternal weight gain. Many pregnant women in the United Kingdom gain too much weight in pregnancy, and this weight gain may lead to an increased risk of preeclampsia, gestational diabetes and having an obese child. Thus, there is a need for interventions aimed at improving healthy eating in pregnancy. It is crucial in developing successful interventions to understand how participation can be maximised by optimising intervention acceptability. Methods: Four focus groups were conducted; two with prenatal women (n = 9) and two with postnatal women (n = 14). Discussion focused on identifying relevant characteristics of a service targeting prenatal and postnatal women's eating to ensure that a future service was acceptable to the women. Findings: The participants’ responses were clustered into three broad themes: (1) early information leading to routine formation of healthier eating habits, (2) the delivery of practical sessions to increase information and (3) health professionals providing support and signposting to services. The participants reported wanting a practical service held in a convenient location, preferably led by women who have been pregnant themselves. The participants also reported wanting to be offered this service in pregnancy to help them get into a routine before they gave birth. Several suggestions for how this service should be marketed were mentioned, including through midwives and the internet. This research provides practical information for how to design support for prenatal women to increase their knowledge and practical skills regarding eating healthily during their pregnancy

Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices

Previous research has highlighted that deaf children acquiring spoken English have difficulties in narrative development relative to their hearing peers both in terms of macro-structure and with micro-structural devices. The majority of previous research focused on narrative tasks designed for hearing children that depend on good receptive language skills. The current study compared narratives of 6 to 11-year-old deaf children who use spoken English (N=59) with matched for age and non-verbal intelligence hearing peers. To examine the role of general language abilities, single word vocabulary was also assessed. Narratives were elicited by the retelling of a story presented non-verbally in video format. Results showed that deaf and hearing children had equivalent macro-structure skills, but the deaf group showed poorer performance on micro-structural components. Furthermore, the deaf group gave less detailed responses to inferencing probe questions indicating poorer understanding of the story's underlying message. For deaf children, micro-level devices most strongly correlated with the vocabulary measure. These findings suggest that deaf children, despite spoken language delays, are able to convey the main elements of content and structure in narrative but have greater difficulty in using grammatical devices more dependent on finer linguistic and pragmatic skills