Faster Isn't Necessarily Better: The Role of Individual Differences on Processing Words with Multiple Translations

Words that can translate several ways into another language have only recently been examined in studies of bilingualism. The present study examined how individual differences in working memory span and interference affect the processing of such words during a translation task. 20 English-Spanish bilinguals performed a Stroop task and an operation word span task to determine their interference abilities and working memory spans, respectively. They then translated from English to Spanish and Spanish to English 239 words that varied in number of translations and concreteness. Bilinguals with lower interference and lower working memory spans were predicted to have the fastest response times for words with multiple translations, due to the ability to better suppress irrelevant information as well as limited capacity to hold several competing translations of a word in memory at once. Individuals with higher interference and higher working memory spans were predicted to be able to access and hold in memory all possible meanings of the word at once, yielding slower response times. The results demonstrated that interference and working memory span did predict response times in the translation task in accordance with the hypotheses, and can have significant impact on several aspects of translation

Bean Bag Plane

Jordan used a piece of 11 x 8.5 graph paper that had holes and plastic reinforcements on one side. (see attached picture)

Small Sips, Small Bites

“Small sips, small bites.” This was my childhood mantra, echoing and rebounding in the recesses of my mind after I had repeated it to myself so often. I could only take small sips of drink and small bites of food because anything more would send my stomach reeling and my hands reaching for the bowl beside my bed. I would be left with an empty stomach, burning throat, and shaking hands

The Stuffy Airplane

Cory used a piece of graph paper that was 11 x 8.5 inches. He had holes on one side with plastic reinforcement on it. (see attached picture

Plane Tape

Sadie used a piece of 11 x 8.5 piece of graph paper with holes and some plastic reinforcement on the side. She used tape to seal some of the edges together. (see attached picture)

Kate the Cutie

Hunter used a piece of 11 x 8.5 graph paper that had holes and plastic reinforcements on one side, that he ended up cutting off. (see attached picture

The Balm of Gilead: Neuroaesthetics of Empathy in Fiction

What is empathy? Why is it so important for our human condition? How does it promote human flourishing? Is there a neuroscientific background for empathy? Our common understanding of empathy is summarized by the following Merriam-Webster dictionary definition: “the ability to understand and share the feelings of another.” We prize the ability to understand each other because of both its pragmatic and intrinsic nature. Pragmatically, empathy improves our ability to communicate and sense each other’s needs. However, empathy is also important in and of itself as it allows us to know and be known by our fellow humans. To know and be known by someone else is the basis for our human desire for relationship and connection. Ultimately, empathy allows for us to form these key connections and meaningful relationships, especially with people from diverse backgrounds whose lives and cultures we have never experienced. But how do we cultivate it? And how do we not only cultivate empathy but enable it to be long-term and/or permanent? One method of empathetic cultivation has existed in human society for centuries and yet we may not even realize it—that method is literature

Systemic Challenges During Assessment of Emerging Bilingual Students: Perspectives of Speech Language Pathologists and School Psychologists

This study explored the perspectives of speech language pathologists and school psychologists, to identify the systemic challenges they identified that negatively impact how emerging bilingual students are referred, assessed, and identified for special education. This qualitative study used semi-structured interviews with 6 speech language pathologists and 6 school psychologists (n=12) to explore these challenges and barriers, as well as to look at the systems of belief present on campuses, that impact this process. Using a systems thinking framework and detailed inductive analysis of the data many themes emerged related to barriers such as difficulty finding an interpreter and ensuring that interpreter was reliable in their translations, limited access to bilingual resources, and inconsistent and unclear referral systems. Moreover, participants reported that many biases related to race and culture were present on their campuses and impacted how emerging bilingual students were referred for assessment. This study’s findings indicate a need for changes to be made at the federal, state, district, and school levels to address the various challenges present and to improve the overall system