Beyond Counting Words: A paradigm Shift for the Study of Language Acquisition

The 30-million-word gap, the quantified difference in the amount of speech that children growing up in low-resourced homes hear compared to their peers from high-resourced homes, is a phrase that has entered the collective consciousness. In the discussion of quantity, the complex and nuanced environments in which children learn language were distilled into a singular metric—number of words. In this article, we propose examining children’s language environments by focusing on what caregivers communicate to children and how they communicate it. Focusing on the features of the language environment promotes a more inclusive approach to understanding how children learn and the diverse contexts in which that learning occurs

Pressure tolerance of Artemia cysts compressed in water medium

The high pressure tolerance of cysts of Artemia salina was investigated up to several GPa in water. No survival was observed after exposure to 1.0 GPa for 15 min. After exposure to 2.0 GPa for the same time duration, the hatching rate had recovered to 33%, but decreased to 8% following compression at 7.5 GPa. This contrasts with results using Fluorinert™ as the pressure-transmitting medium where 80–88% recovery was observed. The lower survival rate in water is accompanied by swelling of the eggs, indicating that liquid H2O close to the ice-VI crystallization pressure penetrated inside the eggs. This pressure exceeds the stability limit for proteins and other key biomolecules components within the embryos that could not be resuscitated. Rehydration takes several minutes and so was not completed for all samples compressed to higher pressures, prior to ice-VI formation, resulting in renewed survival. However H2O penetration inside the shell resulted in increased mortalit

Learning in Complex Environments: The Effects of Background Speech on Early Word Learning

Although most studies of language learning take place in quiet laboratory settings, everyday language learning occurs under noisy conditions. The current research investigated the effects of background speech on word learning. Both younger (22- to 24-month-olds; n = 40) and older (28- to 30-month-olds; n = 40) toddlers successfully learned novel label–object pairings when target speech was 10 dB louder than background speech but not when the signal-to-noise ratio (SNR) was 5 dB. Toddlers (28- to 30-month-olds; n = 26) successfully learned novel words with a 5-dB SNR when they initially heard the labels embedded in fluent speech without background noise, before they were mapped to objects. The results point to both challenges and protective factors that may impact language learning in complex auditory environments

Soap-less Solutions in Sub-Saharan Africa

There is a need to reduce the spread of disease in Sub-Saharan Africa

Determining Limitations of Kinetic Models for Pyrolysis Simulation of Fiber Reinforced Polymer Composites

Recently the fire protection engineering community has started to use comprehensive pyrolysis models, to analyze the thermal performance of fire resistant polymers. In order to use these pyrolysis models material kinetics must be understood. This study evaluated recently proposed simplified kinetic modeling and analysis techniques. Limited available literature on this topic makes it pertinent research to add to the fire protection engineering field

Anticipatory Coarticulation Facilitates Word Recognition in Toddlers

Children learn from their environments and their caregivers. To capitalize on learning opportunities, young children have to recognize familiar words efficiently by integrating contextual cues across word boundaries. Previous research has shown that adults can use phonetic cues from anticipatory coarticulation during word recognition. We asked whether 18-24. month-olds (n= 29) used coarticulatory cues on the word the when recognizing the following noun. We performed a looking-while-listening eyetracking experiment to examine word recognition in neutral vs. facilitating coarticulatory conditions. Participants looked to the target image significantly sooner when the determiner contained facilitating coarticulatory cues. These results provide the first evidence that novice word-learners can take advantage of anticipatory sub-phonemic cues during word recognition

Caregiver presence and involvement in a Canadian neonatal intensive care unit: an observational cohort study

Background: presence in the neonatal intensive care unit (NICU) is a vital step for caregivers initiating involvement, such as skin-to-skin contact, holding or singing/reading to their newborn. Little is known about caregiver presence and involvement in Canadian NICU's context by caregiver type (mother, father, other), and the association between maternal presence and key maternal and newborn characteristics. Purpose: the primary objective was to examine the presence and involvement of family caregivers in the NICU. The secondary objective was to examine the relationship between maternal presence and maternal and newborn characteristics. Design and methods: a prospective observational cohort study in an open bay setting of an Eastern Canadian NICU. Presence (physically present at the newborn's bedside) and involvement (e.g., skin-to-skin, singing/reading) were tracked daily by families in the NICU until discharge. Demographic information was also collected. Results: participants included 142 mothers and their newborns. Mothers were present 8.7 h/day, fathers were present 4.1 h/day, and other caregivers were present 1.8 h/day in the NICU in the first 34 days. Mothers were involved in care activities 50% of the time they were present in the NICU, whereas fathers and other caregivers were spending 20% and 6% of their time respectively. Regression identified maternal age, distance to home, parity, birthweight, and length of stay to be statistically significant variables related to maternal presence. Conclusions: there is variation in presence and involvement by caregiver type. Targeted interventions to maintain and increase mothers, fathers and other caregivers' presence and involvement in care throughout their stay in the NICU are recommended.</p