Fostering Broad Oral Language Skills in Preschoolers from Low SES Background

Socioeconomic disparities increase the probability that children will enter school behind their more advantaged peers. Early intervention on language skills may enhance language and literacy outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic Status) children. This study aimed to analyze the feasibility and effectiveness of a brief narrative-based intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers (N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed whether children's initial vocabulary mediates the intervention's responsiveness. Results have shown that children in treatment group obtained greater gains than children in control group in almost all intervention-based measures. There is also some evidence for the generalizability of the intervention to other skills not directly trained during the intervention. Moreover, it was found that children's initial vocabulary mediates the intervention's responsiveness showing that children with high vocabulary made greater gains in higher-level components of language comprehension, whereas children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest that a relatively brief, but quite intensive narrative-based intervention, may produce improvements on broad oral language skills in preschoolers from low-SES backgrounds

Fostering Broad Oral Language Skills in Preschoolers from Low SES Background

Socioeconomic disparities increase the probability that children will enter school behind their more advantaged peers. Early intervention on language skills may enhance language and literacy outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic Status) children. This study aimed to analyze the feasibility and eectiveness of a brief narrative-based intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers (N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed whether children’s initial vocabulary mediates the intervention’s responsiveness. Results have shown that children in treatment group obtained greater gains than children in control group in almost all intervention-based measures. There is also some evidence for the generalizability of the intervention to other skills not directly trained during the intervention. Moreover, it was found that children’s initial vocabulary mediates the intervention’s responsiveness showing that children with high vocabulary made greater gains in higher-level components of language comprehension, whereas children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest that a relatively brief, but quite intensive narrative-based intervention, may produce improvements on broad oral language skills in preschoolers from low-SES backgrounds

STAT3, tumor microenvironment, and microvessel density in diffuse large B cell lymphomas

Constitutively activated STAT3 is correlated with more advanced clinical stage and overall poor survival of diffuse large B-cell lymphoma (DLBCL). The aim of this study was to evaluate STAT3 and Ki67 tumor cell expression, inflammatory cell infiltration, microvascular density in DLBCL bioptic specimens. RNA-scope showed that activated B cell (ABC) tissue samples contained a significant higher number of STAT3+ cells as compared to germinal center B (GCB) tissue samples. Immunohistochemical analysis showed a significant increased levels of CD3, CD8, CD68, CD163, CD34, and Ki67 positive cells in ABC patients. A positive correlation between STAT3 and CD3, CD8, CD68, and CD163 was evidenced in ABC group. In ABC group, we found also a positive correlation between CD8 and CD34 and a positive correlation between Ki67 and, CD68, and CD163. These data indicate that in ABC—as compared to GCB-DLBCL, a higher STAT3 expression is associated with a higher CD163+ TAM and CD8+ cell infiltration which induces a strong angiogenic response

Behavioral modeling of SAR ADCs in Simulink

This paper presents a toolbox for the behavioral simulation of SAR ADCs in Simulink®. The models include the most limiting circuit effects such as sampled thermal noise, capacitor mismatch, finite settling, comparator noise and offset. A user friendly interface is also included to allow study and high-level design of SAR ADCs, which is illustrated by means of a design example. It is also shown that the proposed toolbox is several orders of magnitude faster than electrical simulators, while keeping a high accuracy

Are the Effects of Variation in Quantity of Daily Bilingual Exposure and Socioeconomic Status on Language and Cognitive Abilities Independent in Preschool Children?

Bilingual exposure (BE) and socioeconomic status (SES) are associated with children\u2019s development, but their specific and unique effects are still unclear. This study analyzed the influence of these environmental factors on a set of cognitive and linguistic abilities in preschoolers to disentangle their effects. One hundred-eleven Italian-speaking preschool children (mean age = 61 months; SD = 6.8) growing in a monolingual or multilingual context completed an assessment of cognitive (theory of mind, inhibition, attention shifting and working memory) and linguistic abilities (vocabulary, grammar, narrative comprehension, lexical access). The results of hierarchical regressions with predictors variation in BE (both Length and Daily exposure) and SES on each ability, shown a specific contribution of variation in SES, after controlling for BE, in vocabulary, grammar, and working memory (WM), and a specific contribution of variation in BE, over and above effect of SES, in vocabulary, narrative comprehension and WM. In addition, we found an interaction between these factors in predicting the performance of the theory of mind task (ToM). To conclude, variations in BE and SES are related independently to individual differences in linguistic and cognitive skills of children in preschool

Comprehension of explicit and implicit information in prereaders: the role of maternal education, receptive vocabulary, executive functions, and theory of mind

Listening narrative comprehension is a complex process that requires the processing of explicit (i.e., information presented in the text) and implicit information (i.e., information inferable from the text) and involves several linguistic and cognitive skills. However, the specific role of these skills in children's comprehension remains unclear. This study investigated the contribution of maternal education, receptive vocabulary, executive functions (working memory, inhibitory control and cognitive flexibility), and Theory of Mind to the comprehension of explicit and implicit information during a listening comprehension task among 100 Italian native speakers attending first grade (M-age = 6.5 years, SD = 3.7). Hierarchical linear regression analyses indicated that maternal education and children's verbal skills were positively associated with comprehension of explicit information, whereas cognitive flexibility and Theory of Mind provided an independent contribution to the comprehension of implicit information over and above maternal education and verbal skills. Prereaders not only process different types of information during a listening comprehension task and engage in integrative processes to go beyond the information presented in the text but also rely on different linguistic and cognitive skills in the comprehension of both explicit and implicit information