bluuebunny/crossref_metadata_2025_split huggingface dataset:
Infiltrating T cells promote prostate cancer metastasis via modulation of FGF11→miRNA‐541→androgen receptor (AR)→MMP9 signaling
Authors: Hu Shuai , Li Lei , Yeh Shuyuan , Cui Yun , Li Xin , Chang Hong-Chiang , Jin Jie , Chang Chawnshang 
Published: July 2014

Early clinical studies suggested infiltrating T cells might be associated with poor outcomes in prostate cancer (PCa) patients. The detailed mechanisms how T cells contribute to PCa progression, however, remained unclear. Here, we found PCa cells have a better capacity to recruit more CD4(+) T cells than the surrounding normal prostate cells via secreting more chemokines‐CXCL9. The consequences of more recruited CD4(+) T cells to PCa might then lead to enhance PCa cell invasion. Mechanism dissection revealed that infiltrating CD4(+) T cells might function through the modulation of FGF11→miRNA‐541 signals to suppress PCa androgen receptor (AR) signals. The suppressed AR signals might then alter the MMP9 signals to promote the PCa cell invasion. Importantly, suppressed AR signals via AR‐siRNA or anti‐androgen Enzalutamide in PCa cells also enhanced the recruitment of T cells and the consequences of this positive feed back regulation could then enhance the PCa cell invasion. Targeting these newly identified signals via FGF11‐siRNA, miRNA‐541 inhibitor or MMP9 inhibitor all led to partially reverse the enhanced PCa cell invasion. Results from in vivo mouse models also confirmed the in vitro cell lines in co‐culture studies. Together, these results concluded that infiltrating CD4(+) T cells could promote PCa metastasis via modulation of FGF11→miRNA‐541→AR→MMP9 signaling. Targeting these newly identified signals may provide us a new potential therapeutic approach to better battle PCa metastasis.
The contribution of narrative morphosyntactic quality to reading comprehension in French immersion students
Authors: HIPFNER-BOUCHER KATHLEEN , LAM KATIE , CHEN XI 
Published: July 2014

ABSTRACTThis study investigated the relationship between L2 oral narrative morphosyntactic quality and L2 reading comprehension in a sample of 81 students enrolled in a Canadian French immersion program in Grade 1. Measures of French narrative generation and reading comprehension were administered concurrently. The proportion of utterances in the narratives that were judged to be grammatically acceptable was found to explain unique variance in reading comprehension, controlling for nonverbal intelligence, maternal education, phonological awareness, vocabulary and word reading. The results suggest that even in the earliest stages of L2 literacy acquisition, L2 oral language skills contribute to reading comprehension outcomes. The results of our study suggest that there may be value in providing L2 children with classroom-based story-related experiences that expose them to literate language.
Resolving the Morphology of Niobium Carbonitride Nano-Precipitates in Steel Using Atom Probe Tomography
Authors: Breen Andrew J. , Xie Kelvin Y. , Moody Michael P. , Gault Baptiste , Yen Hung-Wei , Wong Christopher C. , Cairney Julie M. , Ringer Simon P. 
Published: July 2014

AbstractAtom probe is a powerful technique for studying the composition of nano-precipitates, but their morphology within the reconstructed data is distorted due to the so-called local magnification effect. A new technique has been developed to mitigate this limitation by characterizing the distribution of the surrounding matrix atoms, rather than those contained within the nano-precipitates themselves. A comprehensive chemical analysis enables further information on size and chemistry to be obtained. The method enables new insight into the morphology and chemistry of niobium carbonitride nano-precipitates within ferrite for a series of Nb-microalloyed ultra-thin cast strip steels. The results are supported by complementary high-resolution transmission electron microscopy.
Nonspeech Communication and Childhood Autism
Authors: Schuler Adriana L. , Baldwin Marylud 
Published: July 2014

Speech has been a prime target of remedial efforts with the autistic population. But so far, prospects of functional language gains have remained poor. Because alternative nonspeech communication systems have become increasingly employed in cases of language deficiencies, it needs to be determined whether such systems hold promise for the autistic individual and which systems are most suitable.
This paper reviews the various nonspeech options available to clinicians and educators, and it discusses them critically with regard to behavioral characteristics of the autistic and autistic-like individual. Comparisons are made between the various systems in terms of the sense modalities involved and the discriminations required, the complexity of the response mode, and the coding potential. A rationale is presented for selecting a communication system commensurate with level of communicative (nonverbal) and conceptual development and with learning strategies of individual children.
Teaching the Language of Feelings to Students With Severe Emotional and Behavioral Handicaps
Authors: Giddan Jane J. , Bade Karen M. , Rickenberg Debra , Ryley Anderia Trail 
Published: July 2014

Educators in school programs are challenged to help children with severe emotional problems learn to use language to express their thoughts and feelings and describe and process their emotional conflicts. For a variety of reasons, such children usually have not acquired skills in this realm through normal developmental processes. They require deliberate instruction, training, and practice by all members of collaborative teams of professionals that include skilled speech-language pathologists, special education teachers, and counselors, among others.This article reviews aspects of normal affective development and the accompanying language of feelings, explains how children with behavioral and emotional problems diverge from normal patterns, and describes relevant intervention programs for early childhood and the primary and intermediate grades.
Withdrawn and Sociable Behavior of Children With Language Impairment
Authors: Fujiki Martin , Brinton Bonnie , Morgan Melanie , Hart Craig H. 
Published: July 2014

This study examined the dimensions of withdrawal and sociability in children with language impairment (LI) and their typically developing chronological age-matched peers. Classroom teachers rated the withdrawn and sociable behaviors of 41 children with LI and 41 typically developing peers using the Teacher Behavioral Rating Scale (TBRS, Hart & Robinson, 1996). Children were sampled from the age ranges of 5 to 8 years and 10 to 13 years. Subtypes of both withdrawn (solitary-passive withdrawal, solitary-active withdrawal, reticence) and sociable (impulse control/likability, prosocial) behavior were examined.
Teachers rated children with LI as displaying higher levels of reticent behavior than typically developing children. Teachers also rated boys with LI as displaying significantly higher levels of solitary-active withdrawal than girls with LI or typically developing children of either gender. The groups did not differ on solitary-passive withdrawal, although boys were rated higher than girls. In the dimension of sociable behavior, children with LI were rated significantly below typical peers on subtypes of impulse control/likability and prosocial behavior.
The relationship between language impairment and withdrawn and sociable behavior is complex. Although language impairment is an important factor in social difficulty, the current results suggest that language impairment is not the sole factor leading to social problems in children with LI. Assessment and intervention procedures for children with language and social problems should take the complex nature of this relationship into account.
Teaching the Conditional Use of Communicative Requests to Two School-Age Children With Severe Developmental Disabilities
Authors: Reichle Joe , Johnston Susan S. 
Published: July 2014

Purpose
Two boys with severe developmental disabilities were taught to conditionally use requests to obtain desired snack items.

Method
When items were in the possession of another person (teacher, peer) or proximally distant, learners were taught to emit communicative requests. When items were proximally near, learners engaged in a self-selecting response.

Results
Results suggest that the conditional discriminations were established quickly. Both learners generalized their conditional discriminations to other contexts within the classroom.

Clinical Implications
This study demonstrates the importance of attending to conditional discriminations when teaching communication requests.
Multiple Perspectives for Determining the Roles of Speech-Language Pathologists in Inclusionary Classrooms
Authors: Prelock Patricia A. 
Published: July 2014

Most likely, readers will be left with more questions than answers in reflecting on the six perspectives presented in the clinical forum. Despite the different points of view and approaches of the contributors, their message is clear. One aspect of this message is that a theoretical and empirical foundation has been laid for the use, and potential misuse, of collaborative, inclusionary models of service delivery and their related practices.
The second aspect of the contributors’ message is equally important. Regardless of variations in conceptual frameworks, we all share a common goal—to meet more effectively the needs of students with LLI who are being educated in inclusion programs.
The New Peabody Picture Vocabulary Test—III:
Authors: Stockman Ida J. 
Published: July 2014

This article examines whether changes in the ethnic minority composition of the standardization sample for the latest edition of the Peabody Picture Vocabulary Test (PPVT-III, Dunn & Dunn, 1997) can be used as the sole explanation for children's better test scores when compared to an earlier edition, the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981). Results from a comparative analysis of these two test editions suggest that other factors may explain improved performances. Among these factors are the number of words and age levels sampled, the types of words and pictures used, and characteristics of the standardization sample other than its ethnic minority composition. This analysis also raises questions regarding the usefulness of converting scores from one edition to the other and the type of criteria that could be used to evaluate whether the PPVT-III is an unbiased test of vocabulary for children from diverse cultural and linguistic backgrounds.
KEY WORDS: vocabulary, multicultural assessment,
standardized tests, Peabody Picture Vocabulary Test, test bias
Effects of Maternal Cocaine Abuse on Neonatal Auditory Brainstem Responses
Authors: Cone-Wesson Barbara , Spingarn Aaron 
Published: July 2014

Auditory brainstem responses (ABRs) were recorded from 18 neonates born to mothers who used cocaine during pregnancy, and from 18 control infants matched to the cocaine group on the basis of birthweight and conceptional age. ABRs were elicited using click signals presented at 40, 60, and 80 dB nHL at a rate of 33 clicks/sec and also at 11 and 89 clicks/sec at 80 dB nHL. The absolute latencies for ABR components I, III, and V and wave I–V interpeak latencies (IPLs) were measured for each signal condition.ABR absolute and IPLs for the infants who had been exposed to cocaine were prolonged relative to their age- and weight-matched controls. Neurodevelopmental compromise of the auditory system appears to result from gestational exposure to cocaine.
Preferred Hearing Aid Response Characteristics Under Acoustic and Telecoil Coupling Conditions
Authors: Rodriguez Gary P. , Holmes Alice E. , DiSarno Neil J. , Kaplan Holly 
Published: July 2014

Telephone communication remains a major obstacle for hearing-impaired listeners. Even with the use of amplification, many hearing aid (HA) users report significant difficulty understanding telephone conversations. Although much effort has recently been focused on determining ideal HA performance for typical communication settings, less has been directed toward preferred HA responses during telephone coupling conditions. If one assumes that telecoil coupling strategies may require different HA performance characteristics because of line noise, filtering effects, coupling method, and output limitations imposed by the telephone system and receiver, then further study of listeners' preferred HA response characteristics under telecoil coupling conditions appears warranted.This study evaluated the preferred real ear aided response (REAR) for a group of hearing-impaired listeners under acoustic and telecoil conditions when coupled to a standard telephone receiver. Findings revealed that subjects preferred substantially more low-frequency gain than would be predicted using three popular prescriptive formulae. In general, a gradually rising to flat response was preferred by most of the hearing-impaired listeners. Implications for HA fitting and management will be discussed.
Mismatch Negativity in the Assessment of Central Auditory Function
Authors: Kraus Nina , McGee Therese J. 
Published: July 2014

The mismatch negativity (MMN) is an auditory evoked potential that is undergoing research both on its basic characteristics and its potential clinical applications. Current work indicates that the MMN is a passively elicited measure of the brain's response to stimulus change and is therefore a measure of auditory discrimination. If the MMN can be evoked by acoustic stimulus differences that are important in everyday communication, it may serve as a tool for evaluating central auditory processing in individuals whose hearing sensitivity is normal but whose history and behavior indicate difficulties in auditory perception.
In this Short Course, we provide an overview of the MMN, how it is recorded and current thinking on what it reflects. We describe its characteristics in normal school-age children, particularly in response to speech stimuli. We also describe our early experience with populations for whom the assessment of central auditory processing is important for clinical management.
Palatal Morphology Can Influence Speaker-Specific Realizations of Phonemic Contrasts
Authors: Weirich Melanie , Fuchs Susanne 
Published: July 2014

Purpose
The purpose of this study was to further explore the understanding of speaker-specific realizations of the /s/–/ʃ/ contrast in German in relation to individual differences in palate shape.

Method
Two articulatory experiments were carried out with German native speakers. In the first experiment, 4 monozygotic and 2 dizygotic twin pairs were recorded by means of electromagnetic articulography. In the second experiment, 12 unrelated speakers were recorded by means of electropalatography. Interspeaker variability in the articulatory distance between the sibilants was measured and was correlated with several parameters of the palate shape.

Results
The results were twofold: (a) Similar palatal morphologies as found in monozygotic twins yield similar articulatory realizations of the /s/–/ʃ/ contrast regarding vertical and horizontal distance of the target tongue tip positions, and (b) the realization of the contrast was influenced by palatal steepness, especially the inclination angle of the alveolo–palatal region. Speakers with flat inclination angles mainly retracted their tongue to realize the contrast, whereas speakers with steep inclination angles also elevated their tongue.

Conclusion
The articulatory realization of the sibilant contrast is influenced not only by speaker-specific auditory acuity, as previously observed, but also by palatal shape morphology, which affects the somatosensory feedback speakers receive.
Using Statistical Process Control Charts to Study Stuttering Frequency Variability During a Single Day
Authors: Karimi Hamid , O’Brian Sue , Onslow Mark , Jones Mark , Menzies Ross , Packman Ann 
Published: July 2014

Purpose
Stuttering varies between and within speaking situations. In this study, the authors used statistical process control charts with 10 case studies to investigate variability of stuttering frequency.

Method
Participants were 10 adults who stutter. The authors counted the percentage of syllables stuttered (%SS) for segments of their speech during different speaking activities over a 12-hr day. Results for each participant were plotted on control charts.

Results
All participants showed marked variation around mean stuttering frequency. However, there was no pattern of that variation consistent across the 10 participants. According to control charts, the %SS scores of half the participants were indicative of unpredictable, out-of-control systems, and the %SS scores of the other half of the participants were not. Self-rated stuttering severity and communication satisfaction correlated significantly and intuitively with the number of times participants exceeded their upper control chart limits.

Conclusions
Control charts are a useful method to study how %SS scores might be applied to the study of stuttering variability during research and clinical practice. However, the method presents some practical problems, and the authors discuss how those problems can be solved. Solving those problems would enable researchers and clinicians to better plan, conduct, and evaluate stuttering treatments.
Pragmatic Analysis of the Communicative Behavior of an Autistic Child
Authors: Bernard-Opitz Vera 
Published: July 2014

Differential responsiveness to social stimuli was demonstrated in the communicative performance of an 8-year-old autistic boy. The pragmatic behavior of the subject varied with different communicative settings (waiting vs. interaction conditions) as well as with different communicative partners (mother, stranger, clinician). Communicative intentions, relational communication, topic strategies and differential responding of adults communicative and non-communicative utterances were analyzed.
Results indicated that the adults' communicative performance was a function of their relationship with the subject (mother, stranger, clinician) as well as the different experimental conditions (waiting, interacting). The child's communicative behavior showed greater consistency in conditions with the same interlocutor than over comparable experimental settings.
Conclusions were drawn on how to facilitate communicative behavior and how to enhance generalization of remedial effects to the subject's natural environment.
The Interruption of Young Children's Responses by Older Siblings
Authors: Wellen Constance , Broen Patricia 
Published: July 2014

A group of language-delayed children, a group of older children with normal language development, and a group of younger children with normal language development served as subjects in this study. Questions were asked after a story was read to a younger child in the presence of an older sibling. The older sibling's interruptions of the question-answer dialogue was scored by frequency, type of interruption, and difficulty level of the questions being interrupted.
Older siblings interrupted the question-answer interactions of the language-delayed children with a frequency that was similar to that observed in siblings of younger normal children but the interruptions of the language-delayed children were qualitatively different. Older siblings tended to directly answer questions addressed to language-delayed children rather than to provide prompts or rephrasings of the question as they did for young normal children. Siblings of both the flanguage-delayed and the young normal children interrupted more frequently as the questions increased in difficulty.
Predicting Spoken Language Acquisition of Profoundly Hearing-Impaired Children
Authors: Geers Ann E. , Moog Jean S. 
Published: July 2014

The Spoken Language Predictor (SLP) Index is a proposed guide for making recommendations regarding the most appropriate communication mode to be used in educating a given hearing-impaired child. The SLP Index is the sum of points obtained on five predictor factors that have been weighted according to their contribution to successful spoken language acquisition. The point values assigned for each factor as well as assignment of points to particular test scores within each factor was accomplished by subjective clinical judgment followed by trial application to actual clinic cases.
Three ranges of SLP indexes are associated with three educational recommendations: speech emphasis (SLP = 80–100), provisional speech instruction (SLP = 60–75), and sign language emphasis (SLP = 0–55). The purpose of this article is to describe the development and application of the SLP and preliminary evidence for its stability and validity.
Responses of Aged Males to Time-Altered Speech Stimuli
Authors: Luterman David M. , Welsh Oliver L. , Melrose Jay 
Published: July 2014

The responses of 18 Spanish-American War veterans to compressed and expanded PB word lists were compared with the responses of two control groups composed of young hard-of-hearing subjects and young normal subjects. The responses were obtained at two levels of compression, 10% and 20%, and two levels of expansion, 10% and 20%.
All subjects in this study responded in a similar manner to the time-altered material. Neither the experimental nor the control groups' discrimination ability improved with expanded speech, or at standard or increased response time intervals. Both levels of speech compression were detrimental to subjects' performances relative to the unaltered condition. The 4-sec interval between presentation items on recorded speech appeared to be adequate for testing the hearing of aged subjects.
The Effects of Response Contingent Shock on Stuttering
Authors: Martin Richard R. , Siegel Gerald M. 
Published: July 2014

The effects of response contingent shock on stuttering frequency were studied in three adult male stutterers. Each subject’s stuttering frequency base rate was obtained, then response contingent shock and various discriminative stimuli were introduced.
The general findings were: (1) introduction of response contingent shock reduced stuttering frequency essentially to zero, while removal of shock occasioned a return to base rate frequency; (2) specific stuttering behaviors could be independently manipulated; (3) for two subjects, the shock procedure did not systematically alter word output level; (4) stuttering frequency was brought under discriminative stimulus control.
Behavioral Rigidity in Stutterers
Authors: Wingate M. E. 
Published: July 2014

Twelve young adult male stutterers were compared with a matched control group in a test developed to assess several dimensions of “behavioral rigidity.” The test yields rigidity scores in three areas: Motor-Cognitive, Personality-Perceptual, and Psychomotor Speed—as well as a Composite Rigidity score expressing the over-all test performance.
Stutterers were found to evidence more rigidity than the controls in only the Motor-Cognitive dimension. The findings are consistent with the results of earlier studies suggesting that perseveration does not exist as a general factor in stutterers, but that stutterers do evidence less flexibility in mental tests requiring a rapid and contiguous change of set. On the other hand, the findings contradict the hypothesis that “moral rigidity” is a trait typical of stutterers.