Early vocabulary development in deaf native signers: a British Sign Language adaptation of the communicative development inventories

Background: There is a dearth of assessments of sign language development in young deaf children. This study gathered age-related scores from a sample of deaf native signing children using an adapted version of the MacArthur-Bates CDI (Fenson et al., 1994). Method: Parental reports on children’s receptive and expressive signing were collected longitudinally on 29 deaf native British Sign Language (BSL) users, aged 8–36 months, yielding 146 datasets. Results: A smooth upward growth curve was obtained for early vocabulary development and percentile scores were derived. In the main, receptive scores were in advance of expressive scores. No gender bias was observed. Correlational analysis identified factors associated with vocabulary development, including parental education and mothers’ training in BSL. Individual children’s profiles showed a range of development and some evidence of a growth spurt. Clinical and research issues relating to the measure are discussed. Conclusions: The study has developed a valid, reliable measure of vocabulary development in BSL. Further research is needed to investigate the relationship between vocabulary acquisition in native and non-native signers

Future developments in the prevention, diagnosis and treatment of COVID-19

The impact of the coronavirus disease-2019 (COVID-19) pandemic has been profound and global. Mitigating future waves and overcoming the pandemic is a global public health priority. This review focuses on future developments in the prevention, diagnosis and treatment of COVID-19, which may help to address these challenges. The specific relevance to women's and maternal health, which address the vulnerabilities in this group, is considered. The remarkable scientific achievements that have been made with respect to the development and implementation of both vaccines and therapeutics for COVID-19 are highlighted. The speed and processes for the development, approval and implementation of interventions herald a new way forward in combating emerging infectious diseases. However, it is important to note that this is a rapidly changing field with a constantly evolving knowledge base

Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism

Children’s assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, 2005), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct referent selection using ME does not lead to word learning unless ostensive feedback is provided on the child’s object choice (Horst & Samuelson, 2008). We found that although toddlers aged 2;0 at risk for autism can use ME to choose the correct referent of a word, they do not benefit from feedback for long-term retention of the word–object mapping. Further, their difficulty using feedback is associated with their smaller receptive vocabularies. We propose that difficulties learning from social feedback, not lexical principles, limits vocabulary building during development in children at risk for autism

Using the Theory of Reasoned Action and Planned Behavior to Create a Point-of-Use Water Treatment Behavior-Change Campaign Within the Safe Water System

During the summer of 2010, formative field research was collected in Kibera, Africa’s largest urban informal settlement, located in Nairobi, Kenya. Research explored how a Western-developed behavior-change theoretical model could be applied in a developing country. Data was collected through focus groups, a case study and direct observations. Recommendations were made for an intervention to reduce the incidence of childhood diarrhea. A campaign was proposed that promoted consistent and sustainable use of the Safe Water System, that is, point-of-use drinking water treatment and safe drinking water storage. Results revealed that it was indeed feasible to apply the Western model, Theory of Planned Behavior as the campaign’s theoretical framework, so long as the following issues were addressed: First, barriers had to be reduced to enable positive attitudes and self-efficacy. Second, normative behaviors and beliefs had to be assessed through Kenya’s societal norms – including its collectivist culture and high-context communication style. Normative behaviors were recommended to be designed directly into the campaign structure through a woman’s group train-the-trainer program that utilized peer education, behavioral modeling, and motivational interviewing principles. This paper adds to the research literature in two ways. It encourages future SWS interventions to utilize behavior-change theory and formative research in order to explain current behaviors and identify strategies that promote sustainable behavior change. Second and more importantly, this thesis adds to the existing research pertaining to the use of the Theory of Planned Behavior in the developing world. Although the theory was designed and perhaps intended for application in Western cultures, if assessed through a cultural lens the theory shows efficacy in other cultures

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

Early vocabulary development in children with bilateral cochlear implants

BackgroundChildren with unilateral cochlear implants (CIs) may have delayed vocabulary development for an extended period after implantation. Bilateral cochlear implantation is reported to be associated with improved sound localization and enhanced speech perception in noise. This study proposed that bilateral implantation might also promote early vocabulary development. Knowledge regarding vocabulary growth and composition in children with bilateral CIs and factors associated with it may lead to improvements in the content of early speech and language intervention and family counselling. AimsTo analyse the growth of early vocabulary and its composition during the first year after CI activation and to investigate factors associated with vocabulary growth. Methods & ProceduresThe participants were 20 children with bilateral CIs (12 boys; eight girls; mean age at CI activation = 12.9 months). Vocabulary size was assessed with the Finnish version of the MacArthur Communicative Development Inventories (CDI) Infant Form and compared with normative data. Vocabulary composition was analysed in relation to vocabulary size. Growth curve modelling was implemented using a linear mixed model to analyse the effects of the following variables on early vocabulary growth: time, gender, maternal education, residual hearing with hearing aids, age at first hearing aid fitting and age at CI activation. Outcomes & ResultsDespite clear vocabulary growth over time, children with bilateral CIs lagged behind their age norms in receptive vocabulary during the first 12 months after CI activation. In expressive vocabulary, 35% of the children were able to catch up with their age norms, but 55% of the children lagged behind them. In receptive and expressive vocabularies of 1-20 words, analysis of different semantic categories indicated that social terms constituted the highest proportion. Nouns constituted the highest proportion in vocabularies of 101-400 words. The proportion of verbs remained below 20% and the proportion of function words and adjectives remained below 10% in the vocabularies of 1-400 words. There was a significant main effect of time, gender, maternal education and residual hearing with hearing aids before implantation on early receptive vocabulary growth. Time and residual hearing with hearing aids had a significant main effect also on expressive vocabulary growth. Conclusions & ImplicationsVocabulary development of children with bilateral CIs may be delayed. Thus, early vocabulary development needs to be assessed carefully in order to provide children and families with timely and targeted early intervention for vocabulary acquisition.Peer reviewe

An investigation of the sociolinguistic aspects of communities in border areas : The case of Nakonde on the Zambia-Tanzania border

学位記番号 : 甲第27号（旧）大阪外国語大学で授与された博士論文であ

Shaping electron wave functions in a carbon nanotube with a parallel magnetic field

A magnetic field, through its vector potential, usually causes measurable changes in the electron wave function only in the direction transverse to the field. Here we demonstrate experimentally and theoretically that in carbon nanotube quantum dots, combining cylindrical topology and bipartite hexagonal lattice, a magnetic field along the nanotube axis impacts also the longitudinal profile of the electronic states. With the high (up to 17T) magnetic fields in our experiment the wave functions can be tuned all the way from "half-wave resonator" shape, with nodes at both ends, to "quarter-wave resonator" shape, with an antinode at one end. This in turn causes a distinct dependence of the conductance on the magnetic field. Our results demonstrate a new strategy for the control of wave functions using magnetic fields in quantum systems with nontrivial lattice and topology.Comment: 5 figure

The role of demonstrator familiarity and language cues on infant imitation from television

An imitation procedure was used to investigate the impact of demonstrator familiarity and language cues on infant learning from television. Eighteen-month-old infants watched two pre-recorded videos showing an adult demonstrating a sequence of actions with two sets of stimuli. Infants' familiarity with the demonstrator and the language used during the demonstration varied as a function of experimental condition. Immediately after watching each video, infants' ability to reproduce the target actions was assessed. A highly familiar demonstrator did not enhance infants' performance. However, the addition of a narrative, developed from mothers' naturalistic description of the event, facilitated learning from an unfamiliar demonstrator. We propose that the differential effect of demonstrator familiarity and language cues may reflect the infants' ability to distinguish between important and less important aspects in a learning situation. (C) 2010 Elsevier Inc. All rights reserved

What Our Hands Say: Exploring Gesture Use in Subgroups of Children With Language Delay

Purpose The aim of this study was to investigate whether children with receptive-expressive language delay (R/ELD) and expressive-only language delay (ELD) differ in their use of gesture; to examine relationships between their use of gesture, symbolic comprehension, and language; to consider implications for assessment and for the nature of problems underlying different profiles of early language delay. Method Twelve children with ELD (8 boys, 4 girls) and 10 children with R/ELD (8 boys, 2 girls), aged 2–3 years, were assessed on measures of gesture use and symbolic comprehension. Results Performance of the R/ELD group was significantly poorer than performance of the ELD group on measures of gesture and symbolic comprehension. Gesture use and symbolic comprehension were significantly associated with receptive language, but associations with expressive language were not significant. Conclusions Findings of this study support previous research pointing to links between gesture and language development, and more specifically, between delays in gesture, symbolic understanding, and receptive rather than expressive language. Given potentially important implications for the nature of problems underlying ELD and R/ELD, and for assessment of children with language delay, this preliminary study invites further investigation comparing the use of different gesture types in samples of children matched on age and nonverbal IQ