Maternal label and gesture use affects acquisition of specific object names

Ten mothers were observed prospectively, interacting with their infants aged 0 ; 10 in two contexts (picture description and noun description). Maternal communicative behaviours were coded for volubility, gestural production and labelling style. Verbal labelling events were categorized into three exclusive categories: label only; label plus deictic gesture; label plus iconic gesture. We evaluated the predictive relations between maternal communicative style and children's subsequent acquisition of ten target nouns. Strong relations were observed between maternal communicative style and children's acquisition of the target nouns. Further, even controlling for maternal volubility and maternal labelling, maternal use of iconic gestures predicted the timing of acquisition of nouns in comprehension. These results support the proposition that maternal gestural input facilitates linguistic development, and suggest that such facilitation may be a function of gesture type

Infant vocabulary development assessed with a British communicative development inventory

Communicative Development Inventories (CDIs) were collected from 669 British children aged between 1;0 and 2;1. Comprehension and production scores in each age group are calculated. This provides norming data for the British infant population. The influence of socioeconomic group on vocabulary scores is considered and shown not to have a significant effect. The data from British infants is compared to data from American infants (Fenson, Dale, Reznick, Bates, Thal & Pethick, 1994). It is found that British infants have lower scores on both comprehension and production than American infants of the same age

Name agreement in picture naming: An ERP study

Name agreement is the extent to which different people agree on a name for a particular picture. Previous studies have found that it takes longer to name low name agreement pictures than high name agreement pictures. To examine the effect of name agreement in the online process of picture naming, we compared event-related potentials (ERPs) recorded whilst 19 healthy, native English speakers silently named pictures which had either high or low name agreement. A series of ERP components was examined: P1 approximately 120ms from picture onset, N1 around 170ms, P2 around 220ms, N2 around 290ms, and P3 around 400ms. Additionally, a late time window from 800 to 900ms was considered. Name agreement had an early effect, starting at P1 and possibly resulting from uncertainty of picture identity, and continuing into N2, possibly resulting from alternative names for pictures. These results support the idea that name agreement affects two consecutive processes: first, object recognition, and second, lexical selection and/or phonological encoding

Name agreement in aphasia

Background: Images are essential materials for assessment and rehabilitation in aphasia. Psycholinguistic research has identified name agreement (the degree to which different people agree on a particular name for a particular image) to be a strong predictor of picture naming in healthy individuals in a wide variety of languages. Despite its significance in naming performance and its impact across linguistic families, studies investigating the effects of name agreement in neuropsychological populations are limited. Determining the impact of name agreement in neuropsychological populations can inform us about lexical processing, which in turn can aid in development of improved assessment and rehabilitation materials. Aims: To compare the naming accuracy and error profile in naming high versus low name agreement (HighNA and LowNA) images in people with aphasia (PWA) and in healthy Adults (HA). Methods & Procedures: Participants were 10 PWA and 21 age and gender-matched HA. Stimuli were black-and-white line drawings of 50 HighNA images (e.g., acorn, bell) and 50 LowNA images (e.g., jacket, mitten). The image sets were closely matched on a range of image and lexical variables. Participants were instructed to name the drawings using single words. Responses were coded into exclusive categories: correct, hesitations, Alternate names, visual errors, semantic errors and omissions. Outcomes and Results: HighNA images were named more accurately than LowNA images; the HA group had higher accuracy than the PWA group; there was a significant interaction in which the name agreement effect was stronger in HA than in PWA. In individual analyses, 7 of 10 PWA participants showed the group pattern of higher accuracies for HighNA, whilst 3 PWA did not. HighNA and LowNA images gave rise to more alternate names in HA than in PWA. There were also fewer visual errors, and more omissions, in PWA than in HA, but only for LowNA items. Conclusions: Name agreement produced measurable differences in naming accuracy for both HA and PWA. PWA shows a reduced effect of name agreement and exhibit a different pattern of errors, compared to healthy controls. We speculate that in picture naming tasks, lower name agreement increases competitive lexical selection, which is difficult for PWA to resolve. In preparation of clinical materials, we need to be mindful of image properties. Future research should replicate our findings in a larger population, and a broader range of pathologies, as well as determine the executive mechanisms underpinning name agreement effects

Immediate auditory repetition of words and nonwords: An ERP study of lexical and sublexical processing

ERPs were elicited to (1) words, (2) pseudowords derived from these words, and (3) nonwords with no lexical neighbors, in a task involving listening to immediately repeated auditory stimuli. There was a significant early (P200) effect of phonotactic probability in the first auditory presentation, which discriminated words and pseudowords from nonwords; and a significant somewhat later (N400) effect of lexicality, which discriminated words from pseudowords and nonwords. There was no reliable effect of lexicality in the ERPs to the second auditory presentation. We conclude that early sublexical phonological processing differed according to phonotactic probability of the stimuli, and that lexically-based redintegration occurred for words but did not occur for pseudowords or nonwords. Thus, in online word recognition and immediate retrieval, phonological and/or sublexical processing plays a more important role than lexical level redintegration

Cognitive effects following acute wild blueberry supplementation in 7 – 10 year old children

Purpose: Previously, anthocyanin-rich blueberry treatments have shown positive effects on cognition in both animals and human adults. However, little research has considered whether these benefits transfer to children. Here we describe an acute time-course and dose–response investigation considering whether these cognitive benefits extend to children. Methods: Using a double-blind cross-over design, on three occasions children (n = 21; 7–10 years) consumed placebo (vehicle) or blueberry drinks containing 15 or 30 g freeze-dried wild blueberry (WBB) powder. A cognitive battery including tests of verbal memory, word recognition, response interference, response inhibition and levels of processing was performed at baseline, and 1.15, 3 and 6 h following treatment. Results: Significant WBB-related improvements included final immediate recall at 1.15 h, delayed word recognition sustained over each period, and accuracy on cognitively demanding incongruent trials in the interference task at 3h. Importantly, across all measures, cognitive performance improved, consistent with a dose–response model, with the best performance following 30 g WBB and the worst following vehicle. Conclusion: Findings demonstrate WBB-related cognitive improvements in 7- to 10-year-old children. These effects would seem to be particularly sensitive to the cognitive demand of task

Qualification of Laser Diode Arrays for Mercury Laser Altimeter

NASA's requirements for high reliability, high performance satellite laser instruments have driven the investigation of many critical components; specifically, 808 nm laser diode array (LDA) pump devices. Performance of Quasi-CW, High-power, laser diode arrays under extended use is presented. We report the optical power over several hundred million pulse operation and the effect of power cycling and temperature cycling of the laser diode arrays. Data on the initial characterization of the devices is also presented

The effect of cognitive demand on performance of an executive function task following wild blueberry supplementation in 7 to 10 years old children

The cognitive benefits of acute flavonoid interventions have been well documented, however, research to date has found that, depending on developmental stage, these benefits manifest themselves in different cognitive domains. It is argued that the lack of global cognitive effects following flavonoid intervention may be a result of insufficient task sensitivity for those domains where no benefits are found. In children, executive function is a cognitive domain which has shown little apparent benefit following flavonoid intervention. Here, we describe a Modified Attention Network Task (MANT) designed to vary levels of cognitive demand across trials in order to investigate whether flavonoid related benefits can be shown for executive function when task sensitivity is carefully manipulated. Twenty-one children were recruited to a double blind cross-over study consuming 30 g freeze dried blueberry powder (WBB) or placebo before being tested at 3 hours. Performance in the WBB condition was found to be significantly faster in comparison to placebo particularly on more cognitively demanding incongruent and high load trials. Trials in which a visual cue alerted participants to the imminent appearance of the target also showed better performance following WBB administration. We conclude that WBB administration can enhance executive function during demanding elements of a task, but that the complexity and demand of the task as a whole may be equally important to performance

Testing a word is not a test of word learning

Although vocabulary acquisition requires children learn names for multiple things, many investigations of word learning mechanisms teach children the name for only one of the objects presented. This is problematic because it is unclear whether children's performance reflects recall of the correct name-object association or simply selection of the only object that was singled out by being the only object named. Children introduced to one novel name may perform at ceiling as they are not required to discriminate on the basis of the name per se, and appear to rapidly learn words following minimal exposure to a single word. We introduced children to four novel objects. For half the children, only one of the objects was named and for the other children, all four objects were named. Only children introduced to one word reliably selected the target object at test. This demonstration highlights the over-simplicity of one-word learning paradigms and the need for a shift in word learning paradigms where more than one word is taught to ensure children disambiguate objects on the basis of their names rather than their degree of salience

The Athabasca University edusource Project: Building An Accessible Learning Object Repository

Athabasca University - Canada's Open University (AU) made the commitment to put all of its courses online as part of its Strategic University Plan. In pursuit of this goal, AU participated in the eduSource project, a pan-Canadian effort to build the infrastructure for an interoperable network of learning object repositories. AU acted as a leader in the eduSource work package, responsible for the metadata and standards for learning objects. In addition, the team of professionals, academics, librarians and other researchers worked to create an accessible repository of learning objects across university departments and subjects. Most critically, the team worked beyond the development of a learning object repository and considered the adaptation of content and related applications, pedagogical approaches and the use of learning objects by instructional designers, faculty and the learners themselves. This paper describes one institution's approach to learning object repository development, from a technical and pedagogical perspective, along with some of the lessons learned during the process