Comprehension of familiar and unfamiliar native accents under adverse listening conditions

This study aimed to determine the relative processing cost associated with comprehension of an unfamiliar native accent under adverse listening conditions. Two sentence verification experiments were conducted in which listeners heard sentences at various signal-to-noise ratios. In Experiment 1, these sentences were spoken in a familiar or an unfamiliar native accent or in two familiar native accents. In Experiment 2, they were spoken in a familiar or unfamiliar native accent or in a nonnative accent. The results indicated that the differences between the native accents influenced the speed of language processing under adverse listening conditions and that this processing speed was modulated by the relative familiarity of the listener with the native accent. Furthermore, the results showed that the processing cost associated with the nonnative accent was larger than for the unfamiliar native accent

Categorization of regional and foreign accent in 5- to 7-year-old British children

This study examines children's ability to detect accent-related information in connected speech. British English children aged 5 and 7 years old were asked to discriminate between their home accent from an Irish accent or a French accent in a sentence categorization task. Using a preliminary accent rating task with adult listeners, it was first verified that the level of accentedness was similar across the two unfamiliar accents. Results showed that whereas the younger children group behaved just above chance level in this task, the 7-year-old group could reliably distinguish between these variations of their own language, but were significantly better at detecting the foreign accent than the regional accent. These results extend and replicate a previous study (Girard, Floccia, & Goslin, 2008) in which it was found that 5-year-old French children could detect a foreign accent better than a regional accent. The factors underlying the relative lack of awareness for a regional accent as opposed to a foreign accent in childhood are discussed, especially the amount of exposure, the learnability of both types of accents, and a possible difference in the amount of vowels versus consonants variability, for which acoustic measures of vowel formants and plosives voice onset time are provided. © 2009 The International Society for the Study of Behavioural Development

The influence of social contagion within education: a motivational perspective

This article provides an overview of research on social contagion in the context of education. We highlight the importance of students' social interactions in school, considering contagion between peers and contagion from teachers to students, using a motivation perspective. The framework of contagion is introduced broadly, followed by a focused review on social contagion in school environments, both peer and teacher related. Then we introduce methodology for mapping behavior change to networks that are a direct representation of school cohorts. We argue that these different lines of research can be coherently interpreted from a motivation perspective, suggesting the critical role of motivation in social contagion, in the context of education. We highlight the limited amount of research on positive contagion effects and we call for further investigation into ways in which to increase the contagion of positive, academic behaviors. Finally, the neuroscience behind social contagion, both for the mechanisms and the interactions, is discussed

Effects of imitation on language attitudes associated with regional and standard accents of British English

This study investigated whether and how imitation of sentences spoken in Liverpool English (LE) and Standard Southern British English (SSBE), affected attitudes related to these accents. LE has low prestige and low social attractiveness, while SSBE has high prestige and high attractiveness. A previous study showed that imitation positively affects social attractiveness, but not prestige, for an accent with low attractiveness and low prestige. It is unclear how imitation affects attitudes for accents with high attractiveness and high prestige. For both accents, participants repeated or imitated sentences. They gave prestige and attractiveness ratings for either accent at three points: before the experiment (baseline, before participants had heard the accent) and after each repeat/imitation session. A positive effect of imitation on attractiveness was found for LE, but not for SSBE. Also, an effect of audio exposure is reported: ratings were less stereotypical after listening to sentences spoken in the accent

Male breast cancer

Male breast cancer (MBC) is a rare disease representing less than 1% of all breast cancers (BC) and less than 1% of cancers in men. Age at presentation is mostly in the late 60s. MBC is recognized as an estrogen-driven disease, specifically related to hyperestrogenism. About 20% of MBC patients have family history for BC. Mutations in BRCA1 and, predominantly, BRCA2, account for approximately 10% of MBC cases. Because of its rarity, MBC is often compared with female BC (FBC). Based on age-frequency distribution, age-specific incidence rate patterns and prognostic factors profiles, MBC is considered similar to late-onset, postmenopausal estrogen/progesterone receptor positive (ER+/PR+) FBC. However, clinical and pathological characteristics of MBC do not exactly overlap FBC. Compared with FBC, MBC has been reported to occur later in life, present at a higher stage, and display lower histologic grade, with a higher proportion of ER+ and PR+ tumors. Although rare, MBC remains a substantial cause for morbidity and mortality in men, probably because of its occurrence in advanced age and delayed diagnosis. Diagnosis and treatment of MBC generally is similar to that of FBC. Men tend to be treated with mastectomy rather than breast-conserving surgery. The backbone of adjuvant therapy or palliative treatment for advanced disease is endocrine, mostly tamoxifen. Use of FBC-based therapy led to the observation that treatment outcomes for MBC are worse and that survival rates for MBC do not improve like FBC. These different outcomes may suggest a non-appropriate utilization of treatments and that different underlying pathogenetic mechanisms may exist between male and female BC

The Study of Education Effect on Knowledge of, and Attitudes Toward Electroconvulsive Therapy Among Iranian Nurses and Patients’ Relatives in a Psychiatric Hospital, 2009-2010

AbstractElectroconvulsive therapy (ECT) is a cost effective method in the treatment of some psychiatric disorders. Although, service users such as health providers and nurses, also patients and their relatives may refuse ECT when indicated, due to the myths and little or lack of knowledge about the procedure. The knowledge of and attitudes toward ECT among nurses, may reflect on patients and influence treatment choice. For doing this procedure relatives informed consent is necessary, so their knowledge of and attitude toward ECT is important for getting informed consent and following treatment sessions. Objective: This research was conducted as a quasi-experimental study to measure knowledge of and attitudes toward ECT in 2 groups: relatives and nursing. Also, to study the effect of education on knowledge of and attitudes toward ECT in 2 groups. Methods: In this research the pre and post test self – administered questionnaires were completed by 46 relatives and 46 nurses before and after education about ECT. Results: Nurses in this research received a mean score of X=34.97 knowledge before education and X=39.78 after education (t=2.02, p<0.05), and a mean score of X=33.41 attitude before education and, X=42.82 after education (t=-14.25, p<0.001). Relatives received a mean score of X=23.41 knowledge before education and X=30.15 after education (t=-12.44, p<0.001), and a mean score of X=33.39 attitude before education and, X=41.13 after education (t=-9.10, p<0.001). The differences between the 2 means among two groups were found to be statistically significant. Conclusion: Education given to nurses and relatives about ECT increased their knowledge of, and improved their attitudes toward ECT. For this reason it is recommended that continuing education about ECT process should be planned and given at regular intervals

The causal role of left and right superior temporal gyri in speech perception in noise, a TMS study

Successful perception of speech in everyday listening conditions requires effective listening strategies to overcome common acoustic distortions, such as background noise. Convergent evidence from neuroimaging and clinical studies identify activation within the temporal lobes as key to successful speech perception. However, current neurobiological models disagree on whether the left temporal lobe is sufficient for successful speech perception or whether bilateral processing is required. We addressed this issue using TMS to selectively disrupt processing in either the left or right superior temporal gyrus (STG) of healthy participants to test whether the left temporal lobe is sufficient or whether both left and right STG are essential. Participants repeated keywords from sentences presented in background noise in a speech reception threshold task while receiving online repetitive TMS separately to the left STG, right STG, or vertex or while receiving no TMS. Results show an equal drop in performance following application of TMS to either left or right STG during the task. A separate group of participants performed a visual discrimination threshold task to control for the confounding side effects of TMS. Results show no effect of TMS on the control task, supporting the notion that the results of Experiment 1 can be attributed to modulation of cortical functioning in STG rather than to side effects associated with online TMS. These results indicate that successful speech perception in everyday listening conditions requires both left and right STG and thus have ramifications for our understanding of the neural organization of spoken language processing

Performance of BRCA1/2 mutation prediction models in male breast cancer patients

To establish whether existing mutation prediction models can identify which male breast cancer (MBC) patients should be offered BRCA1 and BRCA2 diagnostic DNA screening, we compared the performance of BOADICEA (Breast and Ovarian Analysis of Disease Incidence and Carrier Estimation Algorithm), BRCAPRO (BRCA probability) and the Myriad prevalence table ("Myriad"). These models were evaluated using the family data of 307 Dutch MBC probands tested for BRCA1/2, 58 (19%) of whom were carriers. We compared the numbers of observed vs predicted carriers and assessed the Area Under the Receiver Operating Characteristic (ROC) Curve (AUC) for each model. BOADICEA predicted the total number of BRCA1/2 mutation carriers quite accurately (observed/predicted ratio: 0.94). When a cut-off of 10% and 20% prior probability was used, BRCAPRO showed a non-significant better performance (observed/predicted ratio BOADICEA: 0.81, 95% confidence interval [CI]: [0.60-1.09] and 0.79, 95% CI: [0.57-1.09], vs. BRCAPRO: 1.02, 95% CI: [0.75-1.38] and 0.94, 95% CI: [0.68-1.31], respectively). Myriad underestimated the number of carriers in up to 69% of the cases. BRCAPRO showed a non-significant, higher AUC than BOADICEA (0.798 vs 0.776). Myriad showed a significantly lower AUC (0.671). BRCAPRO and BOADICEA can efficiently identify MBC patients as BRCA1/2 mutation carriers. Besides their general applicability, these tools will be of particular value in countries with limited healthcare resources

Perceptual Learning of Noise-Vocoded Speech Under Divided Attention

Speech perception performance for degraded speech can improve with practice or exposure. Such perceptual learning is thought to be reliant on attention and theoretical accounts like the predictive coding framework suggest a key role for attention in supporting learning. However, it is unclear whether speech perceptual learning requires undivided attention. We evaluated the role of divided attention in speech perceptual learning in two online experiments (N = 336). Experiment 1 tested the reliance of perceptual learning on undivided attention. Participants completed a speech recognition task where they repeated forty noise-vocoded sentences in a between-group design. Participants performed the speech task alone or concurrently with a domain-general visual task (dual task) at one of three difficulty levels. We observed perceptual learning under divided attention for all four groups, moderated by dual-task difficulty. Listeners in easy and intermediate visual conditions improved as much as the single-task group. Those who completed the most challenging visual task showed faster learning and achieved similar ending performance compared to the single-task group. Experiment 2 tested whether learning relies on domain-specific or domain-general processes. Participants completed a single speech task or performed this task together with a dual task aiming to recruit domain-specific (lexical or phonological), or domain-general (visual) processes. All secondary task conditions produced patterns and amount of learning comparable to the single speech task. Our results demonstrate that the impact of divided attention on perceptual learning is not strictly dependent on domain-general or domain-specific processes and speech perceptual learning persists under divided attention