bluuebunny/crossref_metadata_2025_split huggingface dataset:
Repetitive transcranial magnetic stimulation reduces cortisol concentrations in bulimic disorders
Authors: Claudino A. M. , Van den Eynde F. , Stahl D. , Dew T. , Andiappan M. , Kalthoff J. , Schmidt U. , Campbell I. C. 
Published: October 2010

BackgroundIn people with bulimic eating disorders, exposure to high-calorie foods can result in increases in food craving, raised subjective stress and salivary cortisol concentrations. This cue-induced food craving can be reduced by repetitive transcranial magnetic stimulation (rTMS). We investigated whether rTMS has a similar effect on salivary cortisol concentrations, a measure of hypothalamic–pituitary–adrenal axis (HPAA) activity.MethodWe enrolled twenty-two female participants who took part in a double-blind randomized sham-controlled trial on the effects of rTMS on food craving. Per group, eleven participants were randomized to the real or sham rTMS condition. The intervention consisted of one session of high-frequency rTMS delivered to the left dorsolateral prefrontal cortex (DLPFC). Salivary cortisol concentrations were assessed at four time points throughout the 90-min trial. To investigate differences in post-rTMS concentrations between the real and sham rTMS groups, a random-effects model including the pre-rTMS cortisol concentrations as covariates was used.ResultsSalivary cortisol concentrations following real rTMS were significantly lower compared with those following sham rTMS. In this sample, there was also a trend for real rTMS to reduce food craving more than sham rTMS.ConclusionsThese results suggest that rTMS applied to the left DLPFC alters HPAA activity in people with a bulimic disorder.
Quantifying phonological representation abilities in Spanish-speaking preschool children
Authors: ANTHONY JASON L. , AGHARA RACHEL G. , SOLARI EMILY J. , DUNKELBERGER MARTHA J. , WILLIAMS JEFFREY M. , LIANG LAN 
Published: October 2010

ABSTRACTIndividual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed three important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Third, we supply data on Spanish phonological representation abilities of incipient Spanish–English bilingual children to address the need for information on phonological representation across languages. Specifically, nine measures of accessibility to and precision of phonological presentations were administered to 129 preschool children in the United States. Confirmatory factor analyses validated three separate but correlated a priori phonological processing abilities, that is, efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. Most prototypic measures were strong indicators of their respective representation-related phonological ability. We discuss how the current data in Spanish compares to limited data in English, and the implications for the organization of phonological representations abilities.
Vocabulary size matters: The assimilation of second-language Australian English vowels to first-language Japanese vowel categories
Authors: BUNDGAARD-NIELSEN RIKKE L. , BEST CATHERINE T. , TYLER MICHAEL D. 
Published: October 2010

ABSTRACTAdult second-language (L2) learners’ perception of L2 phonetic segments is influenced by first-language phonological and phonetic properties. It was recently proposed that L2 vocabulary size in adult learners is related to changes in L2 perception (perceptual assimilation model), analogous to the emergence of first-language phonological function (i.e., attunement to the phonological identity of words) associated with the “vocabulary explosion” at 18 months. In a preliminary investigation of the relationship between L2 perception and vocabulary size, Japanese learners of Australian English identified Australian English vowels, provided goodness of fit ratings, and completed a vocabulary size questionnaire. We adopted a “whole-system” approach, allowing learners to apply all native vowel system possibilities to the full L2 vowel system. Learners with a larger L2 vocabulary were more consistent in their vowel assimilation patterns, compatible with the L2 perceptual assimilation model.
Phonological memory, attention control, and musical ability: Effects of individual differences on rater judgments of second language speech
Authors: ISAACS TALIA , TROFIMOVICH PAVEL 
Published: October 2010

ABSTRACTThis study examines how listener judgments of second language speech relate to individual differences in listeners’ phonological memory, attention control, and musical ability. Sixty native English listeners (30 music majors, 30 nonmusic majors) rated 40 nonnative speech samples for accentedness, comprehensibility, and fluency. The listeners were also assessed for phonological memory (serial recognition), attention control (trail making), and musical aptitude. Results showed that music majors assigned significantly lower scores than nonmusic majors solely for accentedness, particularly for low ability second language speakers. However, the ratings were not significantly affected by individual differences in listeners’ phonological memory and attention control, which implies that these factors do not bias listeners’ subjective judgments of speech. Implications for psycholinguistic research and for high-stakes speaking assessments are discussed.
The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore
Authors: DIXON L. QUENTIN 
Published: October 2010

ABSTRACTResearch in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test—Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and mother tongue vocabulary were found to be significant predictors of English vocabulary, controlling for mother's years of education and family income. The curriculum emphasis of the kindergarten center was also found to be a significant predictor of English vocabulary.
Individual differences in the size of orthographic effects in spoken word recognition: The role of listeners' orthographic skills
Authors: DICH NADYA 
Published: October 2010

ABSTRACTThe goal of this study was to test the hypothesis that the extent to which orthography affects spoken word recognition in literate adults is related to their spelling proficiency. The study included two components: an auditory lexical decision task manipulating orthographic consistency of the stimuli and a spelling test. The results replicated previously found effects of orthographic consistency on the accuracy and latency of lexical decisions. The size of the orthographic effect in the auditory task was estimated for each participant. The variability in the orthographic effect size among participants was partially explained by their spelling skills. Possible interpretations of this finding and methodological implications for future research are discussed.
The relation between teacher input and lexical growth of preschoolers
Authors: BOWERS EDMOND P. , VASILYEVA MARINA 
Published: October 2010

ABSTRACTThe present study examined the growth of receptive lexical skills in preschoolers over an academic year in relation to teacher speech. The participating students were English language learners and their monolingual English-speaking peers from the same classrooms. The measures of teacher input included indicators of the amount of speech (total number of words), lexical richness (number of different word types), and structural complexity (number of words per utterance). These measures were based on a speech sample collected during a classroom observation. For English language learners, vocabulary growth was positively related to the total number of words produced by the teacher, but negatively related to the number of words per utterance. For monolingual speakers, vocabulary growth was positively related to the number of word types produced by the teacher. The findings underscore the importance of considering different aspects of verbal input for understanding individual variability in language growth of preschool students.
Prediction of microdrill breakage using rough sets
Authors: Erhan Sevil Hakki , Ozdemir Serhan 
Published: October 2010

AbstractThis study attempts to correlate the nonlinear invariants' with the changing conditions of a drilling process through a series of condition monitoring experiments on small diameter (1 mm) drill bits. Run-to-failure tests are performed on these drill bits, and vibration data are consecutively gathered at equal time intervals. Nonlinear invariants, such as the Kolmogorov entropy and correlation dimension, and statistical parameters are calculated based on the corresponding conditions of the drill bits. By intervariations of these values between two successive measurements, a drop–rise table is created. Any variation that is within a certain threshold (±20% of the measurements in this case) is assumed to be constant. Any fluctuation above or below is assumed to be either a rise or a drop. The reduct and conflict tables then help eliminate incongruous and redundant data by the use of rough sets (RSs). Inconsistent data, which by definition is the boundary region, are classified through certainty and coverage factors. By handling inconsistencies and redundancies, 11 rules are extracted from 39 experiments, representing the underlying rules. Then 22 new experiments are used to check the validity of the rule space. The RS decision frame performs best at predicting no failure cases. It is believed that RSs are superior in dealing with real-life data over fuzzy set logic in that actual measured data are never as consistent as here and may dominate the monitoring of the manufacturing processes as it becomes more widespread.
The Mixed Political Blessing of Campus Sustainability
Authors: Breen Sheryl D. 
Published: October 2010

AbstractThe rise of sustainability rhetoric, curriculum, infrastructure, and marketing on college campuses is a mixed blessing. On the one hand, college presidents are pledging to eliminate their campuses' global warming emissions; colleges and universities are building wind turbines, composters, and green buildings; and sustainability coordinators are the latest surge in new staff hires. However, the greening of college campuses has a less welcome side as well, and examination of the campus sustainability movement suggests an unsettling lack of theoretical and ideological analysis. In this article, I praise what is being done well, identify the political analysis that has been avoided, and provide arguments for what has yet to be addressed. I argue that the trend toward campus sustainability, while praiseworthy in some significant ways, has left some troubling theoretical assumptions largely undisturbed.
Reducing the Gap between Skills Sought by Employers and Developed by Education
Authors: Peters Robert , Beeson Melisa 
Published: October 2010

AbstractThe process of transforming students from novices into experts relies on active learning and the development of an appreciation for the links among topics. Since rote or stimulus-response learning is preferred by a majority of students who are beginning their programs of study but does not optimize learning and understanding, the first step in the process is changing students' preference to active learning. As students progress from 100- to 400-level courses, this outcome can be accomplished by reducing the amount of class time that instructors dedicate to lectures that introduce new material and increasing the amount of time dedicated to active learning strategies. Because of PowerPoint's linear structure, teachers can foster learning by supplementing traditional slides with tables, charts, graphs, and concept maps that explicate the links among topics. Concept maps also lend themselves to assessing students' mastery of concepts and the value added by class discussions. Both measures enable instructors to enhance their teaching effectiveness and, over time, use class sessions more efficiently.
A Unique Pedagogical Approach to Voting and Public Goods
Authors: Schuler Douglas A. , Chappell Matthew , Baggett L. Scott 
Published: October 2010

AbstractFourth grade students at a public elementary school in Houston, Texas, participated in a one-week exercise intended to mimic the process of creating a public good through a democratic process. The exercise involved students in four separate classes designing a class party with different characteristics (theme, music, and food) through a voluntary but personally costly voting procedure. The students then held the party that they had created. A formal assessment of learning objectives and a debriefing were also part of the exercise. Some ideas investigated include the disconnection between the actual party's characteristics and the revealed preferences of the students during the debriefing—a lesson of collective action—and the satisfaction and learning outcomes experienced by a minority of students as the result of being political activists and having their preferences realized in the makeup of their class party.
Using Standardized Tests to Inventory Consonant and Vowel Production: A Comparison of 11 Tests of Articulation and Phonology
Authors: Eisenberg Sarita L. , Hitchcock Elaine R. 
Published: October 2010

PurposeThis report considered the validity of making conclusions about a child’s phonetic inventory (the sounds a child can and cannot produce spontaneously without a prior model or other stimulation) based on the data from standardized single-word tests of articulation or phonology.MethodWe evaluated the opportunities for production of word-initial consonants, word-final consonants, and vowels within the words included on 11 tests. Only words that met specific phonetic criteria (termed phonetically controlled words) were counted as opportunities for each consonant or vowel.ResultsNone of the tests provided sufficient coverage of consonants or vowels for establishing a phonetic inventory and making conclusions about the segments that a child can and cannot produce.ConclusionUse of the data from a single standardized test of articulation or phonology would not be sufficient for completely inventorying a child’s consonant and vowel production and selecting targets for therapy. It is recommended that clinicians supplement test data by probing production in additional phonetically controlled words.
An Issue Hiding in Plain Sight: When Are Speech-Language Pathologists Special Educators Rather Than Related Services Providers?
Authors: Giangreco Michael F. , Prelock Patricia A. , Turnbull H. Rutherford 
Published: October 2010

Purpose
Under the Individuals With Disabilities Education Act (IDEA; as amended, 2004), speech-language pathology services may be either special education or a related service. Given the absence of guidance documents or research on this issue, the purposes of this clinical exchange are to (a) present and analyze the IDEA definitions related to speech-language pathologists (SLPs) and their roles, (b) offer a rationale for the importance of and distinction between their roles, (c) propose an initial conceptualization (i.e., flow chart) to distinguish between when an SLP should function as a related services provider versus a special educator, and (d) suggest actions to develop and disseminate a clearer shared understanding of this issue.

Method
Federal definitions of special education and related services as related to SLPs are discussed in terms of determining special education eligibility, meeting student needs, ensuring SLPs are following their code of ethics and scope of practice, and facilitating appropriate personnel utilization and service delivery planning.

Conclusion
Clarifying the distinction between special education and related services should lead to increased likelihood of appropriate services for students with disabilities, improved working conditions for SLPs, and enhanced collaboration among team members. This clinical exchange is meant to promote dialogue and research about this underexamined issue.
Current Training and Continuing Education Needs of Preschool and School-Based Speech-Language Pathologists Regarding Children With Cleft Lip/Palate
Authors: Bedwinek Anne P. , Kummer Ann W. , Rice Gale B. , Grames Lynn Marty 
Published: October 2010

Purpose
The purpose of this study was to obtain information regarding the education and experience of preschool and school-based speech-language pathologists (SLPs) regarding the assessment and treatment of children born with cleft lip and/or palate and to determine their continuing education needs in this area.

Method
A 16-item mixed-methods survey to collect quantitative and qualitative data was distributed via postal mail to a geographically diverse random sample of 565 preschool and school SLPs.

Results
The response rate was 59%. With an average of 15.93 years in practice, respondents reported that they infrequently saw children with cleft lip/palate. When treating these children, respondents wanted communication with the cleft–craniofacial team, accessible continuing education through Web sites and conferences, and clinically practical information relevant to the school setting.

Conclusion
When assessing and treating a low-incidence population such as children with cleft-related communication disorders, school-based SLPs need accessible, accurate continuing education resources and collaboration with specialists in the field.
Language Sampling: Does the Length of the Transcript Matter?
Authors: Heilmann John , Nockerts Ann , Miller Jon F. 
Published: October 2010

Purpose
Language sample analysis is considered by many to be the gold standard for documenting children’s oral language skills. One limitation, however, is the time required for collection and transcription of language samples. The goal of this study was to determine if stable language sample measures could be generated using relatively short language samples.

Method
Measures were generated from children’s conversational and narrative language samples after they were broken into three lengths (1-, 3-, and 7-min samples). The measures were compared to determine the stability of measures from the short samples (1 and 3 min) when compared to measures from the long sample (7 min). The measures were further analyzed to determine if differences across transcript cuts varied as a function of age group (2;8 [years;months]–5;11 vs. 6;0–13;3) or sampling context (conversation vs. narrative).

Results
Overall, the language sample measures were quite consistent across the transcript cuts. Measures of productivity, lexical diversity, and utterance length were the most reliable when short samples were used.

Conclusion
Implications for the efficient use of language sample analysis in clinical protocols are discussed. A framework for eliciting reliable short samples is provided.
Quality of Communication Life in Adolescents With High-Functioning Autism and Asperger Syndrome: A Feasibility Study
Authors: Burgess Sloane , Turkstra Lyn S. 
Published: October 2010

PurposeThis study was designed to evaluate the feasibility of using the American Speech-Language-Hearing Association’s Quality of Communication Life Scale (QCL; Paul et al., 2004) for a group of individuals with developmental communication disorders—adolescents with high-functioning autism/Asperger syndrome (HFA/AS). Perceptions of quality of communication life (QoCL) have not been studied in this group and are important for intervention planning.MethodFourteen adolescents with HFA/AS and 15 typically developing peers rated their QoCL using the QCL. Mothers of study participants also rated their children’s QoCL. It was hypothesized that the adolescents with HFA/AS would rate their QoCL less positively than their peers and more positively than their mothers.ResultsThe QoCL ratings of adolescents with HFA/AS were significantly lower than those of their peers but were generally positive. Self-ratings for the HFA/AS group were somewhat higher than parent ratings.ConclusionThe results of this study provide evidence that adolescents with HFA/AS can effectively evaluate aspects of their QoCL and that the QCL may provide useful information for this group. The study also provides preliminary evidence that adolescents with HFA/AS rate their QoCL lower than their peers. Further research is necessary to better understand the meaning of lower ratings for this group and the effects of intervention on their perceptions of their QoCL.
Who Does What to Whom: Introduction of Referents in Children’s Storytelling From Pictures
Authors: Schneider Phyllis , Hayward Denyse 
Published: October 2010

PurposeThis article describes the development of a measure, called First Mentions (FM), that can be used to evaluate the referring expressions that children use to introduce characters and objects when telling a story.MethodParticipants were 377 children ages 4 to 9 years (300 with typical development, 77 with language impairment) who told stories while viewing 6 picture sets. Their first mentions of 8 characters and 6 objects were scored as fully adequate, partially adequate, inadequate, or not mentioned. Total FM scores were compared across age and language groups.ResultsThere were significant differences for age and language status, as well as a significant Age × Language interaction. Within each age group except age 9, children in the typical development group attained higher scores than children in the group with language impairment.ConclusionThese results suggest that the FM measure is a useful tool for identifying whether a child has a problem with introducing referents in stories.