Naming acronyms : the influence of reading context in skilled reading and surface dyslexia

Background: Within dual route models of reading, words with regular spelling to sound correspondences can be read successfully using lexical or non-lexical reading processes. Research has indicated that which of these pathways is used is influenced by the other items that form the presentation context. We extend these findings using acronym stimuli as targets, presenting them in contexts designed to cue reading through grapheme phoneme conversion or letter naming. Method: In experiment 1, undergraduate participants (n = 30) read aloud stimuli presented onscreen. Response times and accuracy for target acronyms ambiguous in their print to pronunciation conversion (e.g. HIV versus NASA) were compared between two contexts. In one condition the majority of items were unambiguous acronyms (e.g. BBC). In the second condition, the non-target items were regular words (e.g. CAT). Experiment 2 administered the same reading task to a single case of semantic dementia. Results: A significant interaction between presentation context and acronym pronunciation was observed, such that responses were faster and more accurate to items that were pronounced in the same way as the majority of other stimuli in the list. Similar, though more dramatic, context effects were observed in a case of semantic dementia. Conclusions: We argue that context effects are pervasive in reading research and that presentation context should be considered when interpreting future findings, particularly in cases of aphasia and dyslexia.</p

Perception of nonnative tonal contrasts by Mandarin-English and English-Mandarin sequential bilinguals

This study examined the role of acquisition order and crosslinguistic similarity in influencing transfer at the initial stage of perceptually acquiring a tonal third language (L3). Perception of tones in Yoruba and Thai was tested in adult sequential bilinguals representing three different first (L1) and second language (L2) backgrounds: L1 Mandarin-L2 English (MEBs), L1 English-L2 Mandarin (EMBs), and L1 English-L2 intonational/non-tonal (EIBs). MEBs outperformed EMBs and EIBs in discriminating L3 tonal contrasts in both languages, while EMBs showed a small advantage over EIBs on Yoruba. All groups showed better overall discrimination in Thai than Yoruba, but group differences were more robust in Yoruba. MEBs’ and EMBs’ poor discrimination of certain L3 contrasts was further reflected in the L3 tones being perceived as similar to the same Mandarin tone; however, EIBs, with no knowledge of Mandarin, showed many of the same similarity judgments. These findings thus suggest that L1 tonal experience has a particularly facilitative effect in L3 tone perception, but there is also a facilitative effect of L2 tonal experience. Further, crosslinguistic perceptual similarity between L1/L2 and L3 tones, as well as acoustic similarity between different L3 tones, play a significant role at this early stage of L3 tone acquisition.Published versio

An evidence-based recommendation on bed head elevation for mechanically ventilated patients

A semi-upright position in ventilated patients is recommended to prevent ventilator-associated pneumonia (VAP) and is one of the components in the Ventilator Bundle of the Institute for Health Care Improvement. This recommendation, however, is not an evidence-based one.status: publishe

Spelling-to-sound correspondences affect acronym recognition processes

A large body of research has examined the factors which affect the speed with which words are recognised in lexical decision tasks. Nothing has yet been reported concerning the important factors in differentiating acronyms (e.g. BBC, HIV, NASA) from non-words. It appears that this task poses little problem for skilled readers, in spite of the fact that acronyms have uncommon, even illegal, spellings in English. We used regression techniques to examine the role of a number of lexical and non-lexical variables known to be important in word processing in relation to lexical decision for acronym targets. Findings indicated that acronym recognition is affected by age of acquisition and imageability. In a departure from findings in word recognition,acronym recognition was not affected by frequency. Lexical decision responses for acronyms were also affected by the relationship between spelling and sound - a pattern not usually observed in word recognition. We argue that the complexity of acronym recognition means that the process draws phonological information in addition to semantics

Epidemiology of intra-abdominal infection and sepsis in critically ill patients: “AbSeS”, a multinational observational cohort study and ESICM Trials Group Project

Purpose: To describe the epidemiology of intra-abdominal infection in an international cohort of ICU patients according to a new system that classifies cases according to setting of infection acquisition (community-acquired, early onset hospital-acquired, and late-onset hospital-acquired), anatomical disruption (absent or present with localized or diffuse peritonitis), and severity of disease expression (infection, sepsis, and septic shock). Methods: We performed a multicenter (n = 309), observational, epidemiological study including adult ICU patients diagnosed with intra-abdominal infection. Risk factors for mortality were assessed by logistic regression analysis. Results: The cohort included 2621 patients. Setting of infection acquisition was community-acquired in 31.6%, early onset hospital-acquired in 25%, and late-onset hospital-acquired in 43.4% of patients. Overall prevalence of antimicrobial resistance was 26.3% and difficult-to-treat resistant Gram-negative bacteria 4.3%, with great variation according to geographic region. No difference in prevalence of antimicrobial resistance was observed according to setting of infection acquisition. Overall mortality was 29.1%. Independent risk factors for mortality included late-onset hospital-acquired infection, diffuse peritonitis, sepsis, septic shock, older age, malnutrition, liver failure, congestive heart failure, antimicrobial resistance (either methicillin-resistant Staphylococcus aureus, vancomycin-resistant enterococci, extended-spectrum beta-lactamase-producing Gram-negative bacteria, or carbapenem-resistant Gram-negative bacteria) and source control failure evidenced by either the need for surgical revision or persistent inflammation. Conclusion: This multinational, heterogeneous cohort of ICU patients with intra-abdominal infection revealed that setting of infection acquisition, anatomical disruption, and severity of disease expression are disease-specific phenotypic characteristics associated with outcome, irrespective of the type of infection. Antimicrobial resistance is equally common in community-acquired as in hospital-acquired infection

Age-of-acquisition Effects in Novel Picture Naming: a Laboratory Analogue

Age-of-acquisition (AoA) effects are such that early-acquired items are more quickly recognized and produced than later acquired items. In this laboratory analogue, participants were trained to name a group of Greeble pictures with a novel nonsense name. We manipulated order of acquisition of the stimuli: Half of the stimuli were presented from the onset of training (early acquired) whilst the other half were introduced later in the training schedule (late acquired). At test, when early and late stimuli had equal cumulative frequency, early stimuli were named significantly faster than late items. In a second test, it was also found that visual duration thresholds were significantly smaller for the early items when participants were asked to name the critical items. These findings support the notion that order-of-acquisition effects can be manifest over a short time span in the laboratory, and that the effect of order of acquisition is distinct from mere frequency of exposure. The findings are consistent with the idea that AoA effects occurring over a large temporal scale may be a special case of more general order-of-acquisition effects, and both may be a general property of learning mechanisms