bluuebunny/crossref_metadata_2025_split huggingface dataset:
The impact of instrumental dead‐space in volume‐targeted ventilation of the extremely low birth weight (ELBW) infant
Authors: Nassabeh‐Montazami Sepideh , Abubakar Kabir M. , Keszler Martin 
Published: December 2008

AbstractBackgroundVolume‐targeted ventilation is increasingly used in neonatal ventilation to reduce the risk of volutrauma and inadvertent hyperventilation. However, normative data for appropriate tidal volume (VT) settings are lacking, especially in extremely low birth weight (ELBW) infants in whom the added dead space (DS) of the flow sensor may be important.ObjectiveTo quantify the effect of instrumental dead‐space (IDS) on ventilation and to obtain normative data for initial VT associated with normocapnia in ELBW infants ventilated with volume guarantee (VG) ventilation.Design/methodsSet and measured VT, respiratory rate (RR) and arterial blood gas values (ABG) were extracted from charts of babies <800 g born between January 2003 and August 2005, who were ventilated with VG. Data were collected at the time of each ABG during the 1st 48 hr of life. Theoretical alveolar minute ventilation (AMV) was calculated as (VT − DS) × RR. IDS was measured by filling with water a 2.5 mm endotracheal tube cut to 10 cm with attached hub of the inline suction catheter and flow sensor. We added 0.5 mL/kg to this value to account for distal tracheal/mainstem bronchi DS (anatomical dead space). Descriptive statistics and linear regression were used for analysis.ResultsThe measured IDS was 2.7 mL. Mean combined DS (instrumental + anatomical) was 3.01 mL. There were 344 paired observations of VT and ABG with PaCO2 in the normocapnic range in 38 infants (mean birth weight 625 g ± 115 g SD, range 400–790 g) during the study period. The mean pH was 7.30 ± 0.06 (SD), mean PaCO2 43.4 ± 5.4 Torr. The mean target VT was 3.11 ± 0.64 mL and the measured VT was 3.17 ± 0.73 mL. Despite normocapnia, 47% of the VT were equal to or less than estimated DS. Mean theoretical AMV was only 8.7 mL/kg/min. The VT/kg needed for normocapnia was inversely related to weight (r = −0.70, P < 0.01), indicating some effect of the fixed IDS. Mean VT/kg of infants <500 g was 5.9 ± 0.3 mL, compared to 4.7 ± 0.5 mL for those >700 g (P < 0.001).ConclusionsEffective alveolar ventilation occurs with VT at or below calculated DS. This can be explained by the fact that at the high flow rates seen in these tiny infants who have extremely short inspiratory times, fresh gas penetrates through the dead space gas, rather than pushing it ahead. Therefore there is no need to forego synchronized and volume targeted ventilation because of dead space concerns. In infants <800 g, initial VT of 5–6 mL/kg was associated with normocapnia when using assist/control or pressure support ventilation. Pediatr Pulmonol. 2009; 44:128–133. © 2008 Wiley‐Liss, Inc.
Role of Sho1p adaptor in the pseudohyphal development, drugs sensitivity, osmotolerance and oxidant stress adaptation in the opportunistic yeast Candida lusitaniae
Authors: Boisnard Stéphanie , Ruprich‐Robert Gwenaël , Florent Martine , Silva Bruno Da , Chapeland‐Leclerc Florence , Papon Nicolas 
Published: December 2008

AbstractIn yeast, external signals such as high osmolarity or oxidant conditions activate the high osmolarity glycerol (HOG) mitogen‐activated protein kinase (MAPK) cascade pathway, which consists of two upstream branches, i.e. Sho1p and Sln1p and common downstream elements, including the Pbs2p MAPK kinase and the Hog1p MAPK. We recently showed that the Candida lusitaniae SLN1 gene, potentially encoding a histidine kinase receptor, is crucial for oxidative stress adaptation when the fungus grows as budding yeast and during the early steps of pseudohyphal development. In the current study, we characterized the SHO1 gene of this opportunistic fungus. Complete loss of SHO1 function causes profound defects in pseudohyphal differentiation, especially in high osmolarity and oxidative stress conditions, suggesting a crucial role of SHO1 in the pseudohyphae morphogenetic transitions. Moreover, when grown as budding yeast, the sho1Δ mutant revealed a sensitivity to compounds that interfere with the cell wall assembly, pointing to a potential role of Sho1p in cell wall biogenesis. However, the sho1Δ mutant does not display evident cell‐wall architecture modifications, such as aggregation phenotypes. Although not hypersusceptible to antifungals of clinical relevance, the sho1Δ mutants are susceptible to the filamentous fungi‐specific antifungals dicarboximides and phenylpyrroles. Finally, our findings highlight some significant phenotypic differences when the C. lusitaniae sho1Δ mutant is compared with the corresponding mutants described in Saccharomyces cerevisiae, Candida albicans and Aspergillus fumigatus. The GeneBank Accession No. for C. lusitaniae SHO1 gene is EU797514. Copyright © 2008 John Wiley & Sons, Ltd.
Nanoscale 3D contour map of protein assembly within the astrocyte porosome complex
Authors: Cho Won Jin , Ren Gang , Lee Jin‐Sook , Jeftinija Ksenija , Jeftinija Srdija , Jena Bhanu P. 
Published: December 2008

AbstractThe astrocyte porosome complex, the secretory machinery at the plasma membrane of astrocytes, is a 10–15 nm cup‐shaped lipoprotein structure possessing a central plug. Since the porosome is a membrane‐associated, multi‐protein complex, it has precluded the generation of 3D crystals for X‐ray diffraction studies, nor structural analysis at the atomic level using the solution NMR. These limitations were partially overcome in the current studies, furthering our understanding of the porosome structure in astrocytes. Using atomic force microscopy, electron microscopy, and electron density and 3D contour mapping, finally provides at the nanoscale, the structure and assembly of proteins within the astrocyte porosome complex. Results from this study demonstrate a set of protein units lining the porosome cup, each connected via spoke‐like elements to a central plug region within the structure. In contrast to the neuronal porosome, which possess eight globular proteins at the outer rim of the complex, the porosome complex appear to possess 12 such globular structures. Nature has designed the porosome as the universal secretory machinery, but has fine‐tuned its use to suite secretion from different cell types. The isolation of intact astrocyte porosomes for near‐atomic resolution using cryo‐electron diffraction measurements, is finally possible.
Myosin light chains are not a physiological substrate of AMPK in the control of cell structure changes
Authors: Bultot Laurent , Horman Sandrine , Neumann Dietbert , Walsh Michael P. , Hue Louis , Rider Mark H. 
Published: December 2008

MINT‐6800264: smMLCK (uniprotkb:P11799) phosphorylates (MI:0217) MLC (uniprotkb:P08590) by protein kinase assay (MI:0424)
MINT‐6800252: AMPK (uniprotkb:Q13131) phosphorylates (MI:0217) ACC2 (uniprotkb:000763) by protein kinase assay (MI:0424)
Ile90Met, a novel mutation in the cardiac troponin T gene for familial hypertrophic cardiomyopathy in a Chinese pedigree
Authors: XU CHAO , WEI MENG , SU BIN , HUA XUE-WEI , ZHANG GUO-WEI , XUE XIAO-PEI , PAN CUN-MING , LIU RONG , SHENG YAN , LU ZHI-GANG , JIN LI-REN , SONG HUAI-DONG 
Published: December 2008

SummaryTo identify the disease-causing gene for a large multi-generational Chinese family affected by familial hypertrophic cardiomyopathy (FHCM), genome-wide screening was carried out in a Chinese family with FHCM using micro-satellite markers, and linkage analysis was performed using the MLINK program. The disease locus was mapped to 1q32 in this family. Screening for a mutation in the cardiac troponin T (cTnT) gene was performed by a PCR and sequencing was done with an ABI Prism 3700 sequencer. A novel C→G transition located in the ninth exon of the cTnT gene, leading to a predicted amino acid residue change from Ile to Met at codon 90, was identified in all individuals with hypertrophic cardiomyopathy (HCM). The results presented here strongly suggest that Ile90Met, a novel mutation in the cTnT gene, is causative agent of HCM in this family.
Lexical storage and retrieval in language-impaired children
Authors: Kail Robert , Hale Catherine A. , Leonard Laurence B. , Nippold Marilyn A. 
Published: December 2008

ABSTRACTWe tested 20 language-impaired children, 20 age-matched normal children, and 20 language-matched normal children. In free recall, children simply remembered as many words possible; in cued recall, the experimenter provided the category names as retrieval cues; in repeated free recall, children recalled the list three times in succession. The principal results were that (1) language-impaired children recalled fewer words than their agemates in both free and cued recall, and (2) the pattern of repeated free recall suggested that language-impaired children were less likely than their agemates to store a word when presented, and were less consistent in their retrieval of words. Our discussion concerns the roles of lexical acquisition and lexical retrieval in language-impaired children's word-finding problems.
Prelexical and postlexical features in language production
Authors: Berg Thomas 
Published: December 2008

ABSTRACTThis study investigated the role of word class and gender during lexical access in language production. It was predicted that word class would constrain lexical access because it acts as the interface between the syntax and the lexicon. Gender, in contrast, should not constrain lexical access because it is a linguistic category that does not correlate with any semantic or syntactic information. These predictions were tested against contextual and noncontextual word substitution errors in a corpus of German slips of the tongue, as well as against verbal paraphasias produced by a German-speaking aphasic patient. The results indicated that in all three subsets, both word class and gender influenced the search through the mental lexicon to a reliable degree, with word class making a greater impact than gender. The model that best captured the empirical effects centered around the distinction between prelexical and postlexical features, assigning word class to the former and gender to the latter group. This distinction could be most naturally implemented in a parallel-interactive processing network. The creation of nodes and connections in this type of model was shown not only to respect functional principles, but also to occur on purely structural grounds. On the assumption that the information would be transmitted more or less reliably from one node to another, the aphasiological and speech error data could be readily accommodated within the same psycholinguistic model.
Foreign language aptitude and intelligence
Authors: Wesche Marjorie , Edwards Henry , Wells Winston 
Published: December 2008

ABSTRACTNotwithstanding the predictive value of foreign language aptitude measures, the underlying ability or abilities tapped by them and their relationship to measures of intelligence are not well understood. This study provides a partial characterization of the nature of language aptitude through correlations and factor analyses of the Modern Language Aptitude Test (MLAT) and the Primary Mental Abilities Test (PMA). The subjects of the study were 793 English-speaking Canadian public servants at various stages of intensive French language training. The results revealed substantial redundancy among the subtests of the MLAT and PMA batteries and a Kaiser's Little Jiffy factor analysis yielded a one-factor solution at the second-order level. A principal factors solution, however, identified three interpretable second-order factors, characterized respectively as first language verbal knowledge, abstract reasoning ability, and ability to learn new language elements and associations. A unitary third-order factor was also identified, probably approximating Spearman's g. Taken together, the findings of the study are compatible with the conceptualization of language aptitude according to a hierarchical model which subsumes specific abilities of importance in the language classroom under a more encompassing general ability, or general intelligence.
Linguistic precocity and the development of reading: The role of extralinguistic factors
Authors: Dale Philip S. , Crain-Thoreson Catherine , Robinson Nancy M. 
Published: December 2008

ABSTRACTThe language and literacy skills of 21 children (aged 6;6), who were selected for linguistic precocity at age 1;8, are reported here. Verbal abilities remained high, and in contrast to the findings at 4;6 (reported in Crain-Thoreson & Dale, 1992), reading achievement is now at a superior level. Overall, the results are consistent with a two-phase model of reading development, in which the second phase is more closely related to language ability than the first. Phonological awareness, as indexed by a phoneme deletion task, appears to emerge as a consequence, rather than a cause, of early reading. There also appears to be a complex relationship among early interest in reading, instruction, and reading development. Differences in child interest in books and book reading may evoke variation in literacy-relevant experiences.
Lexical influences on nonword repetition
Authors: Dollaghan Christine A. , Biber Maureen E. , Campbell Thomas F. 
Published: December 2008

ABSTRACTThe present investigation explores the hypothesis that lexical information influences performance on nonword repetition tasks. The subjects – 30 normally achieving, school-aged boys – repeated multisyllabic nonword pairs, constructed to vary only in the lexicality of their constituent stressed syllables. Nonwords with stressed syllables corresponding to real words were repeated significantly more accurately than nonwords with non-lexical stressed syllables; stressed syllable lexicality primarily influenced repetition of the remaining unstressed syllables. Subsequent analyses revealed that the overwhelming majority of repetition errors operated to transform non-lexical sequences into real words, even when doing so violated both strong acoustic cues and articulatory ease. We conclude that lexical long-term memory information intrudes on nonword repetition performance, including stimuli that are within the limits of immediate memory span. These results suggest a number of caveats concerning the construction and interpretation of nonword repetition tasks and raise questions about the role of such tasks in assessing phonological working memory.
Down the Garden Path: Inducing and correcting overgeneralization errors in the foreign language classroom
Authors: Tomasello Michael , Herron Carol 
Published: December 2008

ABSTRACTIn this study we compared two methods for teaching grammatical exceptions in the foreign language classroom. Thirty-nine students in two sections of an introductory college French course served as subjects. Eight target structures, exemplifying “exceptions to a rule,” were randomly assigned to one of two teaching conditions for a section taught in the spring; each structure was assigned to the opposite teaching condition for a section taught the following fall. In one condition we simply taught the students the exception as an exception. In the other – what we called the Garden Path condition – we presented canonical exemplars encouraging students to induce the rule; we then asked them to generate the form (which we knew to be an exception) and then corrected their resulting overgeneralization error. Analysis of subsequent formal testing showed that students learned the exception better in the Garden Path condition and that this advantage persisted throughout the semesterlong course. We hypothesized that this technique helped students to focus attention both on the rule and on the features of the particular structure that marked it as an exception.
Contexts of antonymous adjectives
Authors: Charles Walter G. , Miller George A. 
Published: December 2008

ABSTRACTThe method of sorting is used to compare sets of adjectival contexts. Contexts of directly antonymous adjectives are found to be highly discriminable, both with sentential and phrasal contexts. These results are used to argue that words with different meanings normally appear in discriminably different contexts, and that the cue for learning to associate direct antonyms is not their substitutability, but rather their relatively frequent co-occurrence in the same sentence.
Language-impaired children's real-time comprehension of spoken language
Authors: Montgomery James W. , Scudder Rosalind R. , Moore Christopher A. 
Published: December 2008

ABSTRACTLanguage-impaired children have been shown to exhibit a variety of post-sentence comprehension deficits. Comprehension, however, may also be assessed as it develops rather than after it has occurred. The present investigation compared the real-time language processing abilities of language-impaired and normal children using a word recognition reaction time paradigm. Children's reaction times across three word positions in three sentence type conditions were measured. Results showed that the language-impaired children used linguistic context to facilitate word recognition, but were slower to do so than their normally developing peers. The results were interpreted to suggest that language-impaired children are less proficient than normal children at using their linguistic knowledge to develop linguistic representations of sentence meaning. An on-line retrieval deficit or deficient connections among processing units (e.g., Rumelhart & McClelland, 1986a, 1986b; Waltz & Pollack, 1985) are suggested as likely sources of the language-impaired children's language processing difficulties.
Interlingual identification and the role of foreign language experience in L2 vowel perception
Authors: Bohn Ocke-Schwen , Flege James Emil 
Published: December 2008

ABSTRACTThis article examines the perception of four English vowels (/i, i, ε, æ/) by adult native speakers of German. From the standpoint of German, it appears that English /i, i,ε/ are perceptually similar, if not identical, to German /i, i, ε,/ whereas /ε/ is a “new” vowel for German learners of English. The role of foreign language experience in the perception of second language vowels was examined through labeling responses to members of synthetic continua (beat-bit, bet-bat) in which vowel duration and spectrum were varied factorily. The subjects were relatively experienced and inexperienced second language (L2) learners and a monolingual English control group. The results suggest that L2 experience did not affect perception for the continuum with the two “similar” vowels /i/ and /I/. However, for the continuum involving the “new” vowel /æ/, the experienced Germans more closely resembled the native English speakers than the inexperienced Germans. The predominant use of duration cues in differentiating the English /ε/–/æ/ contrast by the inexperienced Germans suggested that when spectral cues are insufficient to differentiate an L2 vowel contrast, duration will be used.
Narrative as an index of communicative competence in mildly mentally retarded children
Authors: Hemphill Lowry , Picardi Nancy , Tager-Flusberg Helen 
Published: December 2008

ABSTRACTThis study compared the narrative abilities of mildly mentally retarded and nonretarded children. Twenty mildly mentally retarded children and 20 nonretarded children, matched on mental age, PPVT-R scores, and SES were audiotaped while narrating a wordless picture book story. Results showed no differences between the groups in narrative length, use of tense and conjunctions, and use of narrative devices. However, there were significant differences in use of reference, with the mildly retarded children using more definite article + noun character introductions, showing more pronoun confusion, and more often pronominalizing all references to the story protagonist. Control of reference in narrative is discussed as presenting a particularly challenging set of discourse abilities because it requires the child to integrate knowledge across a number of linguistic and nonlinguistic domains.
Social biases toward children with speech and language impairments: A correlative causal model of language limitations
Authors: Rice Mabel L. , Hadley Pamela A. , Alexander Amy L. 
Published: December 2008

ABSTRACTThis study explores adults' attitudes toward children with limited linguistic competency. Four groups of adult judges participated in this study: kindergarten teachers, women matched for age and education level with the teachers, undergraduate college students, and speech-language pathologists. The judges listened to audiotaped samples of preschool children's speech. Two triads of children were formed, matched for age, gender, and intelligence, but differing in communication abilities. The adults responded to questionnaire items addressing child attributes (e.g., intelligence, social maturity) and parental attributes (e.g., education level, SES). Systematic biases were revealed toward children with limited communication abilities. The biases are interpreted as reflective of adults' expectations for children's language.It is argued that adults call upon a correlative causal model of language acquisition to interpret individual differences in children's language abilities. Negative social and academic consequences of such misinterpretations are discussed. The visual similarity of the error to the target word was also determined. The RD group at all ages produced significantly fewer phonologically accurate misspellings than the children with normal achievement scores, whether the constrained or the unconstrained scoring system was used. The AD-poor spellers and the RD group produced significantly fewer phonologically constrained, accurate misspellings than the NA group. Using the unconstrained measure, the AD-poor spellers at the youngest age level displayed as much difficulty using rudimentary sound-symbol conversion rules as the RD group, while at the older age levels, they did as well as the NA group. AD-good spellers performed as well as the NA group on both measures at all age levels. Children who were good readers and spellers (Good RS) were compared with children who were poor readers and spellers (Poor RS) and with children who were good readers and poor spellers (Mixed RS). Mixed RS produced significantly more phonologically and visually accurate misspellings than Poor RS. In summary, subtypes of learning-disabled children use spelling strategies that are significantly different from each other. RD children have the most difficulty acquiring the knowledge of soundspelling correspondence rules that are necessary for English spelling skills. The performance of AD children depends on the complexity of the scoring system, age, and spelling ability. Those students whose knowledge of sound-spelling correspondence rules is sufficiently well developed for reading but not for spelling (good readers/poor spellers) develop their phonetic skills more slowly than the good readers/good spellers. The understanding and use of phonological rules varies according to the subtype of learning disability, with children with a reading disability performing the most poorly at all age levels.