Domain-specificity in the Acquisition of Non-adjacent Dependencies

At the forefront of investigations into the cognitive underpinnings of language acquisition is the question of domain-specificity, i.e. whether the processes involved in learning language are unique to language. Recent investigations suggest that the mechanisms employed in language learning are also involved in sequential learning of non-linguistic stimuli and are therefore domain-general. Non-adjacent dependencies are an important feature of natural languages. They describe relationships between two elements separated by an arbitrary number of intervening items, and thus potentially pose a challenge for learners. As a hallmark of natural languages they are ubiquitous, an example from English being subject-verb agreement: The socks on the floor are red. Here, learners are required to track the dependencies amongst the two underlined elements across an intervening prepositional phrase. Importantly, it has been shown that non-adjacent dependencies can be learned in the linguistic (Gómez, 2002) and non-linguistic (Creel, Newport & Aslin, 2004) domain. The majority of work presented in this thesis is based on Gómez’s (2002) artificial language learning experiment involving non-adjacent dependencies, adapted to directly compare adults’ learning in the linguistic and non-linguistic domain, in order to build a comprehensive map showing factors and conditions that enhance/ inhibit the learnability of non-adjacencies. Experiment 1 shows that the Gestalt Principle of Similarity is not a requirement for the detection of non-adjacent dependencies in the linguistic domain. Experiment 2 aims to explore the robustness of the ability to track non-adjacent regularities between linguistic elements by removing cues that indicate the correct level of analysis (i.e. interword breaks). Experiments 3 and 4 study domain-specificity in the acquisition of non-adjacencies, and show that non-adjacent dependencies are learnable in the linguistic and nonlinguistic domain, provided that the non-linguistic materials are simple and lacking internal structure. However, language is rich in internal structure: it is combinatorial on the phonemic/ orthographic level in that it recombines elements (phonemes/graphemes) to form larger units. When exposed to non-linguistic stimuli which capture this componential character of language, adult participants fail to detect the non-adjacencies. However, when exposed to non-componential non-linguistic materials, adult participants succeed in learning the non-adjacent dependencies. Experiment 5 looks at modality effects in the acquisition of non-adjacent dependencies across the linguistic and non-linguistic domain. Experiment 6 provides evidence that high familiarity with componential non-linguistic patterns does not result in the correct extraction of non-adjacencies in sequence learning tasks involving these patterns. Overall, the work presented here demonstrates that the acquisition of nonadjacent dependencies is a domain-general ability, which is guided by stimulus simplicity

Collaboration versus Pull-Out Intervention: Effects on Vocabulary Acquisition and Classroom Communication

This study investigated improvement in curricular vocabulary in school-aged children grades kindergarten through third at two different elementary schools. One school received collaborative classroom-based language lessons from the teacher and speech-language pathologist (Collaborative School). The other school received regular instruction from the classroom teacher without the input of the speech-language pathologist (Traditional School). The speech-language pathologist provided services to the children with speech or language IEP goals at the Collaborative School primarily in the classroom through these language lessons. The students who received speech or language therapy at the Traditional School received services solely through the pull-out model of intervention. Results revealed that the collaborative classroom-based language lessons fostered greater gains on a curricular vocabulary test than pull-out therapy for children who qualified for speech or language services. Results also indicated that the collaborative classroom-based language lessons were more effective in increasing curricular vocabulary knowledge than regular instruction provided by the teacher alone for subjects who did not qualify for speech or language services. The gains made by the students at the Collaborative School were significantly greater than the improvement demonstrated by subjects at the Traditional School across all four grades and regardless of special services received

Collaboration versus Pull-Out Intervention: Effects on Vocabulary Acquisition and Classroom Communication

This study investigated improvement in curricular vocabulary in school-aged children grades kindergarten through third at two different elementary schools. One school received collaborative classroom-based language lessons from the teacher and speech-language pathologist (Collaborative School). The other school received regular instruction from the classroom teacher without the input of the speech-language pathologist (Traditional School). The speech-language pathologist provided services to the children with speech or language IEP goals at the Collaborative School primarily in the classroom through these language lessons. The students who received speech or language therapy at the Traditional School received services solely through the pull-out model of intervention. Results revealed that the collaborative classroom-based language lessons fostered greater gains on a curricular vocabulary test than pull-out therapy for children who qualified for speech or language services. Results also indicated that the collaborative classroom-based language lessons were more effective in increasing curricular vocabulary knowledge than regular instruction provided by the teacher alone for subjects who did not qualify for speech or language services. The gains made by the students at the Collaborative School were significantly greater than the improvement demonstrated by subjects at the Traditional School across all four grades and regardless of special services received

Winter Home Range and Habitat Use of the Virginia Northern Flying Squirrel (Glaucomys sabrinus fuscus)

We radio-tracked two male and one female Virginia northern flying squirrels (Glaucomys sabrinus fuscus) in the Allegheny Mountains of West Virginia at Snowshoe Mountain Resort, in winter 2003 and Canaan Valley National Wildlife Refuge in winter 2004, respectively, to document winter home range and habitat use in or near ski areas. Male home range size in the winter was larger than that reported for males during summer and fall, whereas the female home range we observed was smaller than those reported for summer and fall. However, winter habitat use was similar to summer and fall habitat use reported in other studies. Virginia northern flying squirrels foraged and denned in both red spruce (Picea rubens)-dominated forests and northern hardwood forests; however, selection of red spruce-dominated forests and open areas was greater than expected based on availability. Use of northern hardwood forest occurred less than expected based on availability. Male squirrels denned near, and routinely crossed, downhill ski slopes and unimproved roads during foraging bouts, whereas the female approached, but did not cross forest edges onto roads or trails

Teaching Case Conceptualization Skills to Clinical Mental Health Students to Enhance Clinical Competency and Cognitive Complexity

A primary purpose of counselor education is the development of competency in diagnosis, case conceptualization, treatment formulation, and intervention. This paper describes a series of experiential case-based workshops designed to directly target and enhance students’ understanding of these specific clinical mental health counseling competencies in order to promote student involvement in constructivist learning, develop students’ cognitive complexity, and elucidate the thinking of an experienced clinician. This paper provides an overview of the workshop design and implementation, discussion of workshop efficacy with examples, and suggestions for curricular implementation

A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting

The present study evaluated the effectiveness of three service delivery models in the elementary school setting. Differences were investigated between (a) a collaborative approach, (b) a classroom-based intervention model with the speech-language pathologist (SLP) and classroom teachers working independently, and (c) a traditional pull-out model for children in kindergarten through third grade who qualified for speech or language services. The same curricular vocabulary targets and materials were used in all conditions. This study also examined the vocabulary skills of regular education children who participated in the collaborative approach, the independent classroom-based model, or received instruction from only classroom teachers, without the SLP’s involvement. Results indicated the collaborative model was more effective for teaching curricular vocabulary to students who qualified for speech or language services than a classroom-based model (teacher-SLP independent) or a traditional pull-out model. The findings for students who were not enrolled in speech or language services indicated the collaborative and classroom-based models increased vocabulary skills to a significantly greater degree than receiving only regular instruction from the classroom teacher. The results are congruent with the theoretical advantages of the collaborative model reported in the literature and support the use of integrated service delivery models for intervention in the school setting

A randomised phase I study of etrolizumab (rhuMAb β7) in moderate to severe ulcerative colitis.

ObjectiveEtrolizumab (rhuMAb β7, anti-β7, PRO145223) is a humanised monoclonal antibody targeting the β7 subunit of the heterodimeric integrins α4β7 and αEβ7, which are implicated in leucocyte migration and retention in ulcerative colitis (UC). This randomised phase I study evaluated the safety and pharmacology of etrolizumab in patients with moderate to severe UC.DesignIn the single ascending dose (SAD) stage, etrolizumab (0.3, 1.0, 3.0, 10 mg/kg intravenous, 3.0 mg/kg subcutaneous (SC) or placebo) was administered 4:1 (n=25) in each cohort. In the multiple dose (MD) stage, new patients received monthly etrolizumab (0.5 mg/kg SC (n=4), 1.5 mg/kg SC (n=5), 3.0 mg/kg SC (n=4), 4.0 mg/kg intravenous (n=5)) or placebo (n=5). The pharmacokinetics was studied and Mayo Clinic Score evaluated at baseline, day 29 (SAD), and days 43 and 71 (MD).ResultsIn the SAD stage, there were no dose limiting toxicities, infusion or injection site reactions. Two impaired wound healing serious adverse events occurred in two patients receiving etrolizumab. In the MD stage, there were no dose limiting toxicities, and no infusion or injection site reactions. Headache was the most common adverse event, occurring more often in etrolizumab patients. Antietrolizumab antibodies were detected in two subjects. The duration of β7 receptor full occupancy was dose related. A clinical response was observed in 12/18 patients, and clinical remission in 3/18 patients treated with etrolizumab in the MD stage, compared with 4/5 and 1/5 placebo patients, respectively.ConclusionEtrolizumab is well tolerated in moderate to severe UC. Further investigation is warranted