Expressive and receptive use of speech and graphic symbols by typically developing children: What skills contribute to performance on structured sentence-level tasks?

Purpose: To explore expressive and receptive use of speech and graphic symbols and relationships with linguistic and cognitive skills in children with typical development. Method: Participants were 82 children with typical development (4 to 9 years). Measures of memory, visual analysis skills, and receptive language were used, along with five experimental tasks with speech or symbols as input (stimulus) or output (response), using single clause and compound clause stimuli. Cluster analysis grouped participants with similar performances patterns, who were then compared on linguistic and cognitive skill measures. Result: The lowest performing group sometimes accurately interpreted graphic symbol utterances that were visible during responding. The mid-performing group was stronger on expressive than receptive symbol utterances when the model did not remain visible. The highest group was comparable on expressive and receptive symbol tasks, but nonetheless stronger with spoken utterances. Relationships of linguistic and cognitive skills with task performance differed across the clusters. Conclusion: The findings help clarify the input-output modality asymmetry in graphic symbol communication. Spoken language proficiency does not directly transfer to sentence-level expressive and receptive graphic symbol use. Exploring potentially challenging sentence-level phenomena is important. Research is warranted to explore developmental progressions and potential clinical applications more systematically

Strategies in conveying information about unshared events using aided communication

Describing events may be challenging for any child, but children who use communication aids may face unique linguistic, pragmatic, and strategic challenges in conveying information with the communication means they have available. This study explores strategies used by young, aided communicators when describing the content of a video unknown to their communication partners. The participants of the study were 48 aided communicators (aged 5;3-15;2) from nine countries and seven language groups and their communication partners (parents, professionals, and peers) who used natural speech. Descriptive and statistical analyses were utilized to investigate the relationships between individual characteristics, linguistic and non-linguistic factors, linguistic strategies, and performance in conveying the content of the video event. Analyses of the 48 videotaped interactions revealed the use of a variety of linguistic elements and multimodal strategies, demonstrating both creativity and challenges. Success in relaying messages was significantly related to age, mode of communication, and individual profiles, such as everyday communication functioning and comprehension of grammar. Measures of receptive vocabulary and non-verbal reasoning were not significantly related to communicative success. The use of shared context and negotiation of meaning of potentially ambiguous utterances demonstrate the shared responsibility of disambiguation and meaning construction in interactions involving aided and naturally speaking communicators.Peer reviewe

Museum collections: Natural history training bridges time, space, and digital platforms.

Natural history collections offer a number of unique physical and virtual opportunities to create formal and informal progressive learning environments. Collections provide direct interaction with biodiversity as it changes through time and space. Collections-based experiences lead to an increased understanding and substantive interaction with the living world. Recent studies demonstrate how nature and outdoor experiences can improve learning. We discuss how collections, and the data associated with collections, are a critical component linking nature and scientific inquiry. Partnerships that develop around collections and collections-based science can foster innovative educational and research experiences that are enhanced by access to museum specimens. Such collaborations can also facilitate new avenues of learning through not only traditional classroom settings, but also citizen science initiatives, cross-disciplinary field experiences, or other place-based learning environments. We emphasize how the recent surge in specimen-based digitization initiatives has resulted in unprecedented access to a wealth of biodiversity information and how this vastly expands the reach of natural history collections. Natural history collections, the data they contain, and the emergences of digital databases enable scientists and the public to address global, regional, and local issues related to biodiversity that were simply unachievable a decade ago

Bi-Phasic Vesicles: instability induced by adsorption of proteins

The recent discovery of a lateral organization in cell membranes due to small structures called 'rafts' has motivated a lot of biological and physico-chemical studies. A new experiment on a model system has shown a spectacular budding process with the expulsion of one or two rafts when one introduces proteins on the membrane. In this paper, we give a physical interpretation of the budding of the raft phase. An approach based on the energy of the system including the presence of proteins is used to derive a shape equation and to study possible instabilities. This model shows two different situations which are strongly dependent on the nature of the proteins: a regime of easy budding when the proteins are strongly coupled to the membrane and a regime of difficult budding.Comment: 19 avr. 200

Conversation Patterns between Children with Severe Speech Impairment and their Conversation Partners in Dyadic and Multi-person Interactions

Active engagement in interactions is crucial for the development of identity, social competence, and cognitive abilities. For children with severe speech impairment (SSI) who have little or no intelligible speech, active participation in conversations is challenging and can be critical for their social inclusion and participation. The present study investigated the conversational patterns emerging from interactions between children with SSI who use aided communication and typically speaking conversation partners (CPs) and explored whether active participation was different in interactions with different numbers of partners (dyadic versus multi-person interactions). An unusually large multilingual dataset was used (N= 85 conversations). This allowed us to systematically investigate discourse analysis measures indicating participation: the distribution of conversational control (initiations versus responses versus recodes) and summoning power (obliges versus comments). The findings suggest that (i) conversations were characterized by asymmetrical conversational patterns with CPs assuming most of the conversational control and (ii) multi-person interactions were noticeably more symmetric compared to dyadic, as children's active participation in multi-person interactions was significantly increased. Clinical implications and best practice recommendations are discussed.Peer reviewe

Natural History Collections: Teaching About Biodiversity Across Time, Space, and Digital Platforms

Natural history collections offer unique physical and virtual opportunities for formal and informal progressive learning. Collections are unique data in that they each represent a biological record at a single place and time that cannot be obtained by any other method. Collections-based experiences lead to an increased understanding of and substantive interaction with the living world. Global biological diversity and changes in that diversity are directly tracked through specimens in collections, regardless of whether changes are ancient or recent. We discuss how collections, specimens, and the data associated with them, can be critical components linking nature and scientific inquiry. Specimens are the basic tools for educating students and interested citizens through direct or virtual contact with the diversity of collections. Such interactions include instruction in a formal classroom setting, volunteering to gather and curate collections, and informal presentations at coffee shops. We emphasize how the recent surge in specimen-based digitization initiatives has resulted in unprecedented access to a wealth of biodiversity information and how this availability vastly expands the reach of natural history collections. The emergence of online databases enables scientists and the public to utilize the specimens and associated data contained in natural history collections to address global, regional, and local issues related to biodiversity in a way that was unachievable a decade ago