No Childhood Advantage in the Acquisition of Skill in Using an Artificial Language Rule

A leading notion is that language skill acquisition declines between childhood and adulthood. While several lines of evidence indicate that declarative (“what”, explicit) memory undergoes maturation, it is commonly assumed that procedural (“how-to”, implicit) memory, in children, is well established. The language superiority of children has been ascribed to the childhood reliance on implicit learning. Here we show that when 8-year-olds, 12-year-olds and young adults were provided with an equivalent multi-session training experience in producing and judging an artificial morphological rule (AMR), adults were superior to children of both age groups and the 8-year-olds were the poorest learners in all task parameters including in those that were clearly implicit. The AMR consisted of phonological transformations of verbs expressing a semantic distinction: whether the preceding noun was animate or inanimate. No explicit instruction of the AMR was provided. The 8-year-olds, unlike most adults and 12-year-olds, failed to explicitly uncover the semantic aspect of the AMR and subsequently to generalize it accurately to novel items. However, all participants learned to apply the AMR to repeated items and to generalize its phonological patterns to novel items, attaining accurate and fluent production, and exhibiting key characteristics of procedural memory. Nevertheless, adults showed a clear advantage in learning implicit task aspects, and in their long-term retention. Thus, our findings support the notion of age-dependent maturation in the establishment of declarative but also of procedural memory in a complex language task. In line with recent reports of no childhood advantage in non-linguistic skill learning, we propose that under some learning conditions adults can effectively express their language skill acquisition potential. Altogether, the maturational effects in the acquisition of an implicit AMR do not support a simple notion of a language skill learning advantage in children

The University of Iowa Biomass Energy Sustainability Index: A decision-making tool for the University of Iowa Biomass Partnership Project

Work continued on a plan to increase the renewable, sustainable fuel sources available to power operations at the University of Iowa in Iowa City. A team of researchers from multiple institutions collaborated to create a tool that would allow the UI to evaluate its alternative energy options more effectively

Bringing People Back into Public Health Data: Community Feedback on a Set of Visualization Tools - Summary Report

This course-based study is a product of the University of Denver’s Spring 2022 The Social Determination of Health (ANTH 2424) class. The study aimed to understand how well a set of public health visualization tools tells the data stories about people in Colorado, and about important public health problems. For this, a team of almost sixty undergraduate students taking the class, coordinated by three graduate teaching assistants, and directed by the course instructor interviewed a total of fifty-six people from Colorado, qualitatively analyzed those interviews, and wrote reports that draw conclusions and recommendations

Genome sequencing analysis identifies new loci associated with Lewy body dementia and provides insights into its genetic architecture

The genetic basis of Lewy body dementia (LBD) is not well understood. Here, we performed whole-genome sequencing in large cohorts of LBD cases and neurologically healthy controls to study the genetic architecture of this understudied form of dementia, and to generate a resource for the scientific community. Genome-wide association analysis identified five independent risk loci, whereas genome-wide gene-aggregation tests implicated mutations in the gene GBA. Genetic risk scores demonstrate that LBD shares risk profiles and pathways with Alzheimer's disease and Parkinson's disease, providing a deeper molecular understanding of the complex genetic architecture of this age-related neurodegenerative condition

International Survey of Speech-Language Pathologists' Practices in Working with Children with Autism Spectrum Disorder

Objective: Autism spectrum disorder (ASD) is a complex neurodevelopmental impairment. To better understand the role of speech-language pathologists (SLPs) in different countries in supporting children with ASD, the International Association of Logopedics and Phoniatrics (IALP) Child Language Committee developed a survey for SLPs working with children or adolescents with ASD. Method and Participants: The survey comprised 58 questions about background information of respondents, characteristics of children with ASD, and the role of SLPs in diagnosis, assessment, and intervention practices. The survey was available in English, French, Russian, and Portuguese, and distributed online. Results: This paper provides a descriptive summary of the main findings from the quantitative data from the 1,114 SLPs (representing 35 countries) who were supporting children with ASD. Most of the respondents (91%) were experienced in working with children with ASD, and the majority (75%) worked in schools or early childhood settings. SLPs reported that the children’s typical age at diagnosis of ASD on their caseload was 3–4 years, completed mostly by a professional team. Conclusions: The results support positive global trends for SLPs using effective practices in assessment and intervention for children with ASD. Two areas where SLPs may need further support are involving parents in assessment practices, and supporting literacy development in children with ASD

International Survey of Speech-Language Pathologists' Practices in Working with Children with Autism Spectrum Disorder

Objective: Autism spectrum disorder (ASD) is a complex neurodevelopmental impairment. To better understand the role of speech-language pathologists (SLPs) in different countries in supporting children with ASD, the International Association of Logopedics and Phoniatrics (IALP) Child Language Committee developed a survey for SLPs working with children or adolescents with ASD. Method and Participants: The survey comprised 58 questions about background information of respondents, characteristics of children with ASD, and the role of SLPs in diagnosis, assessment, and intervention practices. The survey was available in English, French, Russian, and Portuguese, and distributed online. Results: This paper provides a descriptive summary of the main findings from the quantitative data from the 1,114 SLPs (representing 35 countries) who were supporting children with ASD. Most of the respondents (91%) were experienced in working with children with ASD, and the majority (75%) worked in schools or early childhood settings. SLPs reported that the children’s typical age at diagnosis of ASD on their caseload was 3–4 years, completed mostly by a professional team. Conclusions: The results support positive global trends for SLPs using effective practices in assessment and intervention for children with ASD. Two areas where SLPs may need further support are involving parents in assessment practices, and supporting literacy development in children with ASD

Global TALES Project Protocol 2018

Download our protocol to elicit personal narrative language samples from children and adolescents using 6 simple prompts. Updates and translations are posted here