cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.23641/asha.6170285.v1
title: The Effectiveness of Two Grammar Treatment for Children With SLI (Smith-Lock et al., 2015)

description: <b>Purpose </b>This study compared the effectiveness of two grammar treatment procedures for children with specific language impairment. <br><b>Method </b>A double-blind superiority trial with cluster randomization was used to compare a cueing procedure, designed to elicit a correct production following an initial error, to a recasting procedure, which required no further production. Thirty-one 5-year-old children with specific language impairment participated in 8 small group, classroom-based treatment sessions. Fourteen children received the cueing approach and 17 received the recasting approach. <br><b>Results </b>The cueing group made significantly more progress over the 8-week treatment period than the recasting group. There was a medium–large treatment effect in the cueing group and a negligible effect size in the recasting group. The groups did not differ in maintenance of treatment effects 8 weeks after treatment. In single-subject analyses, 50% of children in the cueing group and 12% in the recasting group showed a significant treatment effect. Half of these children maintained the treatment effect 8 weeks later. <br><b>Conclusion </b>Treatment that used a structured cueing hierarchy designed to elicit a correct production following a child's error resulted in significantly greater improvement in expressive grammar than treatment that provided a recast following an error.
DOI: 10.23641/asha.6170288
title: Enhancing Mainstream American English Knowledge in Nonmainstream American English Speakers (Edwards & Rosin, 2016)

description: <b>Purpose </b>The purpose of this study was to evaluate the efficacy of a curriculum supplement designed to enhance awareness of Mainstream American English (MAE) in African American English- (AAE-) speaking prekindergarten children. <br><b>Method </b>Children in 2 Head Start classrooms participated in the study. The experimental classroom received the Talking and Learning for Kindergarten program (Edwards, Rosin, Gross, & Chen, 2013), which used contrastive analysis to highlight morphological, phonological, and pragmatic differences between MAE and AAE. The control classroom received the Kindness Curriculum (Flook, Goldberg, Pinger, & Davidson, 2014), which was designed to promote mindfulness and emotional self-regulation. The amount of instruction was the same across the 2 programs. Both classrooms participated in pre- and posttest assessments. <br><b>Results </b>Children in the experimental classroom, but not the control classroom, showed significant improvement in 3 norm-referenced measures of phonological awareness and in an experimental measure that evaluated comprehension of words that are ambiguous in AAE, but unambiguous in MAE, because of morphological and phonological differences between the 2 dialects. <br><b>Conclusion </b>Although more research needs to be done on the efficacy of the Talking and Learning for Kindergarten program, these results suggest that it is possible to enhance AAE-speaking children's awareness of MAE prior to kindergarten entry.
DOI: 10.23641/asha.6170288.v1
title: Enhancing Mainstream American English Knowledge in Nonmainstream American English Speakers (Edwards & Rosin, 2016)

description: <b>Purpose </b>The purpose of this study was to evaluate the efficacy of a curriculum supplement designed to enhance awareness of Mainstream American English (MAE) in African American English- (AAE-) speaking prekindergarten children. <br><b>Method </b>Children in 2 Head Start classrooms participated in the study. The experimental classroom received the Talking and Learning for Kindergarten program (Edwards, Rosin, Gross, & Chen, 2013), which used contrastive analysis to highlight morphological, phonological, and pragmatic differences between MAE and AAE. The control classroom received the Kindness Curriculum (Flook, Goldberg, Pinger, & Davidson, 2014), which was designed to promote mindfulness and emotional self-regulation. The amount of instruction was the same across the 2 programs. Both classrooms participated in pre- and posttest assessments. <br><b>Results </b>Children in the experimental classroom, but not the control classroom, showed significant improvement in 3 norm-referenced measures of phonological awareness and in an experimental measure that evaluated comprehension of words that are ambiguous in AAE, but unambiguous in MAE, because of morphological and phonological differences between the 2 dialects. <br><b>Conclusion </b>Although more research needs to be done on the efficacy of the Talking and Learning for Kindergarten program, these results suggest that it is possible to enhance AAE-speaking children's awareness of MAE prior to kindergarten entry.
DOI: 10.7267/37720k356
title: Assessing the impact of diffusion model on the turbulent transport and flame structure of premixed lean hydrogen flames: hydrogen data

description: This dataset contains results from direct numerical simulations of premixed, three-dimensional, turbulent hydrogen/air flames, using the multicomponent and mixture-averaged diffusion models. In particular, this dataset contains information about the enstrophy budget and flame structure. We performed the simulations using the finite-difference code NGA; simulation details are described completely in the associated article.
DOI: 10.23641/asha.6170342
title: Description of and Data for Each of the 88 Kroll and Potter (1984) Nonobjects (Storkel & Adlof, 2009)

description: <b>Purpose </b>The purpose was to determine the number of semantic neighbors, namely, semantic set size, for 88 nonobjects (J. F. Kroll & M. C. Potter, 1984) and determine how semantic set size related to other measures and age. <b>Method </b>Data were collected from 82 adults and 92 preschool children in a discrete association task. The nonobjects were presented via computer, and participants reported the first word that came to mind that was meaningfully related to the nonobject. Words reported by 2 or more participants were considered semantic neighbors. The strength of each neighbor was computed as the proportion of participants who reported the neighbor. All data are provided online in a Microsoft Excel file accompanying this article (the data file can be found accompanying this article online at http://jslhr.asha.org). <br><b>Results </b>Results showed that semantic set size was not significantly correlated with objectlikeness ratings or object decision reaction times from J. F. Kroll and M. C. Potter (1984). However, semantic set size was significantly negatively correlated with the strength of the strongest neighbor(s). In terms of age effects, adult and child semantic set sizes were significantly positively correlated and the majority of numeric differences were on the order of 0–3 neighbors. Comparison of actual neighbors showed greater discrepancies; however, this varied by neighbor strength. <b>Conclusions </b>Semantic set size can be determined for nonobjects. Specific guidelines are suggested for using these nonobjects in future research.
DOI: 10.23641/asha.6170342.v1
title: Description of and Data for Each of the 88 Kroll and Potter (1984) Nonobjects (Storkel & Adlof, 2009)

description: <b>Purpose </b>The purpose was to determine the number of semantic neighbors, namely, semantic set size, for 88 nonobjects (J. F. Kroll & M. C. Potter, 1984) and determine how semantic set size related to other measures and age. <b>Method </b>Data were collected from 82 adults and 92 preschool children in a discrete association task. The nonobjects were presented via computer, and participants reported the first word that came to mind that was meaningfully related to the nonobject. Words reported by 2 or more participants were considered semantic neighbors. The strength of each neighbor was computed as the proportion of participants who reported the neighbor. All data are provided online in a Microsoft Excel file accompanying this article (the data file can be found accompanying this article online at http://jslhr.asha.org). <br><b>Results </b>Results showed that semantic set size was not significantly correlated with objectlikeness ratings or object decision reaction times from J. F. Kroll and M. C. Potter (1984). However, semantic set size was significantly negatively correlated with the strength of the strongest neighbor(s). In terms of age effects, adult and child semantic set sizes were significantly positively correlated and the majority of numeric differences were on the order of 0–3 neighbors. Comparison of actual neighbors showed greater discrepancies; however, this varied by neighbor strength. <b>Conclusions </b>Semantic set size can be determined for nonobjects. Specific guidelines are suggested for using these nonobjects in future research.
DOI: 10.23641/asha.6170348
title: Waveform for Set a Stimuli Used in the Identification Experiment (Story & Bunton, 2010)

description: <b>Purpose </b>The present study was designed to investigate the relation of formant transitions to place-of-articulation for stop consonants. A speech production model was used to generate simulated utterances containing voiced stop consonants, and a perceptual experiment was performed to test their identification by listeners. <br><b>Method </b>Based on a model of the vocal tract shape, a theoretical basis for reducing highly variable formant transitions to more invariant formant deflection patterns as a function of constriction location was proposed. A speech production model was used to simulate vowel–consonant–vowel (VCV) utterances for 3 underlying vowel–vowel contexts and for which the constriction location was incrementally moved from the lips toward the velar part of the vocal tract. These simulated VCVs were presented to listeners who were asked to identify the consonant. <br><b>Results </b>Listener responses indicated that phonetic boundaries were well aligned with points along the vocal tract length where there was a shift in the deflection polarity of either the 2nd or 3rd formant.<br><b>Conclusions </b>This study demonstrated that regions of the vocal tract exist that, when constricted, shift the formant frequencies in a predictable direction. Based on a perceptual experiment, the boundaries of these acoustically defined regions were shown to coincide with phonetic categories for stop consonants.
DOI: 10.23641/asha.6170348.v1
title: Waveform for Set a Stimuli Used in the Identification Experiment (Story & Bunton, 2010)

description: <b>Purpose </b>The present study was designed to investigate the relation of formant transitions to place-of-articulation for stop consonants. A speech production model was used to generate simulated utterances containing voiced stop consonants, and a perceptual experiment was performed to test their identification by listeners. <br><b>Method </b>Based on a model of the vocal tract shape, a theoretical basis for reducing highly variable formant transitions to more invariant formant deflection patterns as a function of constriction location was proposed. A speech production model was used to simulate vowel–consonant–vowel (VCV) utterances for 3 underlying vowel–vowel contexts and for which the constriction location was incrementally moved from the lips toward the velar part of the vocal tract. These simulated VCVs were presented to listeners who were asked to identify the consonant. <br><b>Results </b>Listener responses indicated that phonetic boundaries were well aligned with points along the vocal tract length where there was a shift in the deflection polarity of either the 2nd or 3rd formant.<br><b>Conclusions </b>This study demonstrated that regions of the vocal tract exist that, when constricted, shift the formant frequencies in a predictable direction. Based on a perceptual experiment, the boundaries of these acoustically defined regions were shown to coincide with phonetic categories for stop consonants.
DOI: 10.23641/asha.6170351
title: A Meta-Analysis of Diagnostic Accuracy (Dollaghan & Homer, 2011)

description: <b>Purpose </b>To describe quality indicators for appraising studies of diagnostic accuracy and to report a meta-analysis of measures for diagnosing language impairment (LI) in bilingual Spanish–English U.S. children. <br><b>Method </b>The authors searched electronically and by hand to locate peer-reviewed English-language publications meeting inclusion criteria; the authors rated quality features, calculated accuracy metrics and confidence intervals, and generated forest plots. <br><b>Results </b>Of 771 citations (86 unique) located initially, accuracy metrics could be calculated for 17 index measures studied in a total of 100 children with LI and 109 with typical language. Most studies lacked clear descriptions of reference standards, procedures, and controls for subjective bias, making it difficult to rate specific quality features with confidence. Positive likelihood ratios (LR+) for most measures were at least diagnostically suggestive (pooled LR+ = 4.12; 95% CI [2.94, 5.78]). Negative likelihood ratios (LR?) were also generally suggestive, but heterogeneity precluded averaging. For every measure, confidence intervals for LR+ and LR? included diagnostically uninformative values. <br><b>Conclusions </b>The available evidence does not support strong claims concerning the diagnostic accuracy of these measures, but a number appear promising. Several steps are suggested for strengthening future investigations of diagnostic accuracy.
DOI: 10.23641/asha.6170351.v1
title: A Meta-Analysis of Diagnostic Accuracy (Dollaghan & Homer, 2011)

description: <b>Purpose </b>To describe quality indicators for appraising studies of diagnostic accuracy and to report a meta-analysis of measures for diagnosing language impairment (LI) in bilingual Spanish–English U.S. children. <br><b>Method </b>The authors searched electronically and by hand to locate peer-reviewed English-language publications meeting inclusion criteria; the authors rated quality features, calculated accuracy metrics and confidence intervals, and generated forest plots. <br><b>Results </b>Of 771 citations (86 unique) located initially, accuracy metrics could be calculated for 17 index measures studied in a total of 100 children with LI and 109 with typical language. Most studies lacked clear descriptions of reference standards, procedures, and controls for subjective bias, making it difficult to rate specific quality features with confidence. Positive likelihood ratios (LR+) for most measures were at least diagnostically suggestive (pooled LR+ = 4.12; 95% CI [2.94, 5.78]). Negative likelihood ratios (LR?) were also generally suggestive, but heterogeneity precluded averaging. For every measure, confidence intervals for LR+ and LR? included diagnostically uninformative values. <br><b>Conclusions </b>The available evidence does not support strong claims concerning the diagnostic accuracy of these measures, but a number appear promising. Several steps are suggested for strengthening future investigations of diagnostic accuracy.
DOI: 10.23641/asha.6170354
title: Correlation Matrix of Measures Employed in the Structural Equation Model (Lewis et al., 2011)

description: <b>Purpose </b>To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. <b>Method </b>Children with SSD and their siblings were assessed at early childhood (ages 4–6 years) and followed at school age (7–12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. <br><b>Results </b>Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. <br><b>Conclusions </b>Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills.
DOI: 10.23641/asha.6170354.v1
title: Correlation Matrix of Measures Employed in the Structural Equation Model (Lewis et al., 2011)

description: <b>Purpose </b>To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. <b>Method </b>Children with SSD and their siblings were assessed at early childhood (ages 4–6 years) and followed at school age (7–12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. <br><b>Results </b>Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. <br><b>Conclusions </b>Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills.
DOI: 10.23641/asha.6170360
title: Tables Showing Target Words for Lexical and Phonological Effects in Early Word Production (Sosa and Stoel-Gammon, 2012)

description: <b>Purpose </b>This study examines the influence of word frequency, phonological neighborhood density (PND), age of acquisition (AoA), and phonotactic probability on production variability and accuracy of known words by toddlers with no history of speech, hearing, or language disorders. <br><b>Method </b>Fifteen toddlers between 2;0 (years;months) and 2;5 produced monosyllabic target words varying in word frequency, PND, AoA, and phonotactic probability. Phonetic transcription was used to determine (a) whole-word variability and (b) proportion of whole-word proximity (PWP; Ingram, 2002) of each target word produced. <br><b>Results </b>Results show a significant effect of PND on PWP and variability (words from dense neighborhoods had higher PWP and lower variability than those from sparse neighborhoods), a significant effect of word frequency on variability (high-frequency words were less variable) but not proximity, and a significant effect of AoA on proximity (earlier acquired words had lower PWP) but not variability. <b>Conclusions </b>Results provide new information regarding the role that lexical and phonological factors play in the speech of young children; specifically, several factors are identified that influence variability of production. Additionally, by examining lexical and phonological factors simultaneously, the current study isolates differential effects of the individual factors. Implications for our understanding of emerging phonological representations are discussed.
DOI: 10.23641/asha.6170360.v1
title: Tables Showing Target Words for Lexical and Phonological Effects in Early Word Production (Sosa and Stoel-Gammon, 2012)

description: <b>Purpose </b>This study examines the influence of word frequency, phonological neighborhood density (PND), age of acquisition (AoA), and phonotactic probability on production variability and accuracy of known words by toddlers with no history of speech, hearing, or language disorders. <br><b>Method </b>Fifteen toddlers between 2;0 (years;months) and 2;5 produced monosyllabic target words varying in word frequency, PND, AoA, and phonotactic probability. Phonetic transcription was used to determine (a) whole-word variability and (b) proportion of whole-word proximity (PWP; Ingram, 2002) of each target word produced. <br><b>Results </b>Results show a significant effect of PND on PWP and variability (words from dense neighborhoods had higher PWP and lower variability than those from sparse neighborhoods), a significant effect of word frequency on variability (high-frequency words were less variable) but not proximity, and a significant effect of AoA on proximity (earlier acquired words had lower PWP) but not variability. <b>Conclusions </b>Results provide new information regarding the role that lexical and phonological factors play in the speech of young children; specifically, several factors are identified that influence variability of production. Additionally, by examining lexical and phonological factors simultaneously, the current study isolates differential effects of the individual factors. Implications for our understanding of emerging phonological representations are discussed.
DOI: 10.23641/asha.6170381
title: New Sentence Recognition Materials Using a Basic Non-Native English Lexicon (Calandruccio et al., 2012)

description: <b>Purpose </b>The objective of this project was to develop new sentence test materials drawing on a basic non-native English lexicon that could be used to test speech recognition for various listener populations. These materials have been designed to provide a test tool that is less linguistically biased, compared with materials that are currently available, for sentence recognition for non-native as well as native speakers of English. <br><b>Method </b>One hundred non-native speakers of English were interviewed on a range of 20 conversational topics. Over 26 hr of recorded non-native English speech were transcribed. These transcriptions were used to create a lexicon of over 4,000 unique words. The words from this lexicon were used to create the new materials based on a simple syntactic sentence structure frame. <br><b>Results </b>Twenty lists of 25 sentences were developed. Each sentence has 4 keywords, providing 100 keywords per list. Lists were equated for rate of occurrence of keywords in lexicon, high-frequency count (total number of affricates and fricatives), number of syllables, and distribution of syntactic structure. Listening-in-noise results for native-English-speaking, normal-hearing listeners indicated similar performance across lists. <br><b>Conclusion </b>The Basic English Lexicon materials provide a large set of sentences for native and non-native English speech-recognition testing.