cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20022339.v1
title: The role of auditory temporal cues in the fluency of stuttering adults

description: ABSTRACT Purpose: to compare the frequency of disfluencies and speech rate in spontaneous speech and reading in adults with and without stuttering in non-altered and delayed auditory feedback (NAF, DAF). Methods: participants were 30 adults: 15 with Stuttering (Research Group - RG), and 15 without stuttering (Control Group - CG). The procedures were: audiological assessment and speech fluency evaluation in two listening conditions, normal and delayed auditory feedback (100 milliseconds delayed by Fono Tools software). Results: the DAF caused a significant improvement in the fluency of spontaneous speech in RG when compared to speech under NAF. The effect of DAF was different in CG, because it increased the common disfluencies and the total of disfluencies in spontaneous speech and reading, besides showing an increase in the frequency of stuttering-like disfluencies in reading. The intergroup analysis showed significant differences in the two speech tasks for the two listening conditions in the frequency of stuttering-like disfluencies and in the total of disfluencies, and in the flows of syllable and word-per-minute in the NAF. Conclusion: the results demonstrated that delayed auditory feedback promoted fluency in spontaneous speech of adults who stutter, without interfering in the speech rate. In non-stuttering adults an increase occurred in the number of common disfluencies and total of disfluencies as well as reduction of speech rate in spontaneous speech and reading.
DOI: 10.6084/m9.figshare.5667349
title: The role of phonological awareness in reading comprehension

description: ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.
DOI: 10.6084/m9.figshare.5667349.v1
title: The role of phonological awareness in reading comprehension

description: ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.
DOI: 10.6084/m9.figshare.5668273
title: Adults writing profile at the beginning of their reading and writing acquisition

description: ABSTRACT Purpose: to describe and analyze the writing profile of 12 adults in the literacy phase. Methods: 12 students of both genders enrolled in the Youth and Adult Education Program (EJA) of public school in a medium-sized city in the state of São Paulo. The study was divided into two stages: proposal presentation to participants and School Performance Test assessment to evaluate the writing phase and the type of error presented by each participant. Results: the majority of the results belonged to the alphabetical phase (criterion established by Ferreiro and Teberosky). The most frequent errors were grapheme omissions and oral support. Conclusion: results indicated the need to focus on the alphabetic principle acquisition, which allows the initial writing by the phonological route, and to work the differences between standard and colloquial language.
DOI: 10.6084/m9.figshare.5668273.v1
title: Adults writing profile at the beginning of their reading and writing acquisition

description: ABSTRACT Purpose: to describe and analyze the writing profile of 12 adults in the literacy phase. Methods: 12 students of both genders enrolled in the Youth and Adult Education Program (EJA) of public school in a medium-sized city in the state of São Paulo. The study was divided into two stages: proposal presentation to participants and School Performance Test assessment to evaluate the writing phase and the type of error presented by each participant. Results: the majority of the results belonged to the alphabetical phase (criterion established by Ferreiro and Teberosky). The most frequent errors were grapheme omissions and oral support. Conclusion: results indicated the need to focus on the alphabetic principle acquisition, which allows the initial writing by the phonological route, and to work the differences between standard and colloquial language.
DOI: 10.25551/1/1-1kt4
title: Microscopy conditions (Figure 3, Extended Data Figure 5)
DOI: 10.25551/1/1-1gnp
title: Canonical Template (Extended Data Figure 8)
DOI: 10.25551/1/1-1f1y
title: Memory Retention Experiments, Control for Extinction (Figure 1h)
DOI: 10.25551/1/1-1f8c
title: Spine Movement Experiments (Extended Data Figure 7)
DOI: 10.6084/m9.figshare.20022342
title: Otoacoustic emissions in young adults exposed to drums noise of a college band

description: ABSTRACT Purpose: to identify cochlear dysfunction and occurrence of tinnitus in young adults exposed to drums noise of a college band. Methods: the sample included 50 subjects: 25 musicians (study group) and 25 non-musicians (control group). The procedures included anamnesis, pure tone audiometry, acoustic impedance and Transient Evoked Otoacoustic Emissions, Distortion Product Otoacoustic Emissions and Distortion Product Otoacoustic Emissions Input-Output function. Results: positive correlation between the occurrence of tinnitus and the variables exposure time and use of personal stereos was found. Overall, the study group showed significantly lower Transient Evoked Otoacoustic Emissions, when compared to the control group. In the study group, there was a tendency toward worse response in 6 kHz(f2) in Distortion Product Otoacoustic Emissions in both ears. The Distortion Product Otoacoustic Emissions Input-Output function did not differ between groups nor did its slope. Conclusion: in general, otoacoustic emissions were worse in noise-exposed young people (study group) when compared to the unexposed (control group), indicating that the test may be important in early identification of cochlear changes.
DOI: 10.6084/m9.figshare.20022342.v1
title: Otoacoustic emissions in young adults exposed to drums noise of a college band

description: ABSTRACT Purpose: to identify cochlear dysfunction and occurrence of tinnitus in young adults exposed to drums noise of a college band. Methods: the sample included 50 subjects: 25 musicians (study group) and 25 non-musicians (control group). The procedures included anamnesis, pure tone audiometry, acoustic impedance and Transient Evoked Otoacoustic Emissions, Distortion Product Otoacoustic Emissions and Distortion Product Otoacoustic Emissions Input-Output function. Results: positive correlation between the occurrence of tinnitus and the variables exposure time and use of personal stereos was found. Overall, the study group showed significantly lower Transient Evoked Otoacoustic Emissions, when compared to the control group. In the study group, there was a tendency toward worse response in 6 kHz(f2) in Distortion Product Otoacoustic Emissions in both ears. The Distortion Product Otoacoustic Emissions Input-Output function did not differ between groups nor did its slope. Conclusion: in general, otoacoustic emissions were worse in noise-exposed young people (study group) when compared to the unexposed (control group), indicating that the test may be important in early identification of cochlear changes.
DOI: 10.25551/1/1-1eww
title: TFC Experiments and Controls (Figure 1b-e, 3e, 5, Extended Data Figure 1d-e, 6, 9, 10)
DOI: 10.25551/1/1-1z0e
title: Fig. S5 Changes in synapse number for zebrafish exposed to control behavioral paradigms vs. TFC are not significant.
DOI: 10.6084/m9.figshare.5667397
title: Factors associated with pacifier use among children of working women with childcare in the workplace

description: ABSTRACT Purpose: to identify the prevalence of pacifier use as well as the reasons for introducing a pacifier and to analyze factors associated with this practice among children of working women with childcare in the workplace. Methods: a cross-sectional study was conducted with 46 women working at a higher education institution that offered childcare in the workplace; the children were in the age range 2.6 years. Data collection was carried out using a self-report questionnaire filled at home. Reasons for introducing a pacifier were analyzed descriptively; Poisson regression was used in the multiple analysis. Results: the prevalence of pacifier use was 63%. Most women offered the pacifier after the infant's 16th day of life, in order to calm the baby. In the multiple analysis, higher maternal education was associated with pacifier use. Conclusion: a high prevalence of pacifier use was observed, as well as early pacifier introduction, among children of working women with childcare in the workplace. With regard to the factors associated with pacifier use in this population, lower maternal education acted as a protective factor against pacifier use.
DOI: 10.6084/m9.figshare.5667397.v1
title: Factors associated with pacifier use among children of working women with childcare in the workplace

description: ABSTRACT Purpose: to identify the prevalence of pacifier use as well as the reasons for introducing a pacifier and to analyze factors associated with this practice among children of working women with childcare in the workplace. Methods: a cross-sectional study was conducted with 46 women working at a higher education institution that offered childcare in the workplace; the children were in the age range 2.6 years. Data collection was carried out using a self-report questionnaire filled at home. Reasons for introducing a pacifier were analyzed descriptively; Poisson regression was used in the multiple analysis. Results: the prevalence of pacifier use was 63%. Most women offered the pacifier after the infant's 16th day of life, in order to calm the baby. In the multiple analysis, higher maternal education was associated with pacifier use. Conclusion: a high prevalence of pacifier use was observed, as well as early pacifier introduction, among children of working women with childcare in the workplace. With regard to the factors associated with pacifier use in this population, lower maternal education acted as a protective factor against pacifier use.
DOI: 10.25551/1/1-1z0a
title: Fig. S1 Tail-flick conditioning (TFC), a behavioral paradigm that stimulates associative memory formation in zebrafish larvae.
DOI: 10.6084/m9.figshare.5668429
title: Dysarthria and quality of life in patients with amyotrophic lateral sclerosis

description: ABSTRACT Purpose: to analyze the impact of dysarthria on the quality of life in patients with amyotrophic lateral sclerosis. Methods: the study consisted of 32 subjects, divided into two groups (control group and study group) who underwent an initial interview for background information, followed by an evaluation based on the Dysarthria Assessment Protocol and completion of quality of life questionnaire "Living with Dysarthria - (LwD)". Exploratory data analysis was collected through mean, median, SD, minimum and maximum measures. A comparison was performed between the studied groups and a correlation was carried out between scores. The significance level adopted was 5%. Results: according to the findings, all sub-items analyzed by the dysarthria assessment protocol were statically significant (p &lt;0.001) when comparing the groups. Regarding quality of life, a moderate positive correlation (p = 0.0008; Spearman's coefficient = 0.75202) was observed between the total score of the two protocols used, indicating that the higher the degree of dysarthria, the worse the Quality of Life (QOL) of the subject, according to the parameters evaluated. Conclusion: dysarthria affects all speech parameters herein assessed, in varying degrees, negatively impacting communication and quality of life.
DOI: 10.6084/m9.figshare.5668429.v1
title: Dysarthria and quality of life in patients with amyotrophic lateral sclerosis

description: ABSTRACT Purpose: to analyze the impact of dysarthria on the quality of life in patients with amyotrophic lateral sclerosis. Methods: the study consisted of 32 subjects, divided into two groups (control group and study group) who underwent an initial interview for background information, followed by an evaluation based on the Dysarthria Assessment Protocol and completion of quality of life questionnaire "Living with Dysarthria - (LwD)". Exploratory data analysis was collected through mean, median, SD, minimum and maximum measures. A comparison was performed between the studied groups and a correlation was carried out between scores. The significance level adopted was 5%. Results: according to the findings, all sub-items analyzed by the dysarthria assessment protocol were statically significant (p &lt;0.001) when comparing the groups. Regarding quality of life, a moderate positive correlation (p = 0.0008; Spearman's coefficient = 0.75202) was observed between the total score of the two protocols used, indicating that the higher the degree of dysarthria, the worse the Quality of Life (QOL) of the subject, according to the parameters evaluated. Conclusion: dysarthria affects all speech parameters herein assessed, in varying degrees, negatively impacting communication and quality of life.
DOI: 10.25551/1/1-1sfy
title: pMTB-BAct::3xNRSE-Dendra2-CAAX vector sequence
DOI: 10.6084/m9.figshare.20022345
title: The opinion of parents and teachers of students with learning disorders regarding executive function skills

description: ABSTRACT Purpose: to compare the opinion of parents and teachers of students with learning disorders, regarding executive function skills. Methods: a cross-sectional cohort study, involving 39 students, boys and girls, with a multi-disciplinary diagnosis of learning disorders. Participants in the age range 8 to 11 years and 11 months were enrolled in Grades 3 to 5 of Primary Education I. The Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, comprising one questionnaire for the parents and another for the teachers, was applied. The aim was to characterize the behavioral aspects of executive function in the school and home environments. Results: data were statistically analyzed using non-parametric tests and significant differences in the answers provided by parents and teachers in the organization scale were found. By comparing the answers given by parents and teachers, significant differences were seen in the emotional control, planning/organization, material organization and monitoring scales. Conclusion: based on the results of this study, one concludes that there are different perceptions of impaired executive function among parents and teachers of students presented with learning disorders. Parental answers pointed to more difficulties than those provided by the teachers.
DOI: 10.6084/m9.figshare.20022345.v1
title: The opinion of parents and teachers of students with learning disorders regarding executive function skills

description: ABSTRACT Purpose: to compare the opinion of parents and teachers of students with learning disorders, regarding executive function skills. Methods: a cross-sectional cohort study, involving 39 students, boys and girls, with a multi-disciplinary diagnosis of learning disorders. Participants in the age range 8 to 11 years and 11 months were enrolled in Grades 3 to 5 of Primary Education I. The Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, comprising one questionnaire for the parents and another for the teachers, was applied. The aim was to characterize the behavioral aspects of executive function in the school and home environments. Results: data were statistically analyzed using non-parametric tests and significant differences in the answers provided by parents and teachers in the organization scale were found. By comparing the answers given by parents and teachers, significant differences were seen in the emotional control, planning/organization, material organization and monitoring scales. Conclusion: based on the results of this study, one concludes that there are different perceptions of impaired executive function among parents and teachers of students presented with learning disorders. Parental answers pointed to more difficulties than those provided by the teachers.
DOI: 10.6084/m9.figshare.5668315
title: Characteristics of patients with language disorders and the theory of multiple intelligences

description: ABSTRACT Purpose: to investigate which intelligence, described in the Theory of Multiple Intelligences, favors the development of language (linguistic intelligence) of the patients, in relation to the studied variables: development phase (children and adolescents), sex and preferential intelligences. Methods: the quantitative-qualitative approach was used, with the identification by content analysis of the preferred intelligences of the 107 patients participating in the investigation and the intelligences contemplated in each therapy. After the coding of these data in numbers, the results obtained in the 1,802 therapies analyzed were compared with the development phase, sex and preferential intelligences, using a statistical test. Results: in the analysis of the data, it was evidenced that the results obtained in the therapy differ between children and adolescents, according to the intelligences contemplated, which is also observed when considering females and males, but to a lesser extent. Conclusion: it is important to observe the characteristics of age, sex and preferential intelligences, in relation to the contemplation of the different intelligences in the activities developed in the therapy, with a view to the qualification of the results.
DOI: 10.6084/m9.figshare.5668315.v1
title: Characteristics of patients with language disorders and the theory of multiple intelligences

description: ABSTRACT Purpose: to investigate which intelligence, described in the Theory of Multiple Intelligences, favors the development of language (linguistic intelligence) of the patients, in relation to the studied variables: development phase (children and adolescents), sex and preferential intelligences. Methods: the quantitative-qualitative approach was used, with the identification by content analysis of the preferred intelligences of the 107 patients participating in the investigation and the intelligences contemplated in each therapy. After the coding of these data in numbers, the results obtained in the 1,802 therapies analyzed were compared with the development phase, sex and preferential intelligences, using a statistical test. Results: in the analysis of the data, it was evidenced that the results obtained in the therapy differ between children and adolescents, according to the intelligences contemplated, which is also observed when considering females and males, but to a lesser extent. Conclusion: it is important to observe the characteristics of age, sex and preferential intelligences, in relation to the contemplation of the different intelligences in the activities developed in the therapy, with a view to the qualification of the results.
DOI: 10.6084/m9.figshare.20022348
title: Study on viscosity modification of human and formula milk for infants with dysphagia

description: ABSTRACT Purpose: to analyze the modification of the viscosity of human milk and infant formula. Methods: three studies were performed to assess the viscosity and effect of time on infant formula with a thickener, at concentrations of 2, 3, and 5%, as well as raw and pasteurized human milk at concentrations of 2, 3, 5, and 7% at 37ºC, for 60 minutes. Rice cereal was used as a thickening agent. The viscosity was evaluated using a Ford Cup-type viscometer, and the samples were analyzed at 20-minute intervals. Significant differences were assessed using the ANOVA test. Results: no significant differences in viscosity were observed over time in concentrations of 2, 3, and 5%. There was a difference in the viscosity between human milk and infant formula, in concentrations of 2% and 5%, 2% and 7%, 3% and 5%, and 3% and 7%, independently of the time intervals evaluated. Conclusion: the findings of this study demonstrate the need for different concentrations of the thickening agent for human milk and infant formula. Rice cereal is a suitable therapeutic option for newborns presented with dysphagia in concentrations of 2, 3, 5, and 7%, due to its effect on the viscosity and flow reduction, provided that the feeding time is considered.
DOI: 10.6084/m9.figshare.20022348.v1
title: Study on viscosity modification of human and formula milk for infants with dysphagia

description: ABSTRACT Purpose: to analyze the modification of the viscosity of human milk and infant formula. Methods: three studies were performed to assess the viscosity and effect of time on infant formula with a thickener, at concentrations of 2, 3, and 5%, as well as raw and pasteurized human milk at concentrations of 2, 3, 5, and 7% at 37ºC, for 60 minutes. Rice cereal was used as a thickening agent. The viscosity was evaluated using a Ford Cup-type viscometer, and the samples were analyzed at 20-minute intervals. Significant differences were assessed using the ANOVA test. Results: no significant differences in viscosity were observed over time in concentrations of 2, 3, and 5%. There was a difference in the viscosity between human milk and infant formula, in concentrations of 2% and 5%, 2% and 7%, 3% and 5%, and 3% and 7%, independently of the time intervals evaluated. Conclusion: the findings of this study demonstrate the need for different concentrations of the thickening agent for human milk and infant formula. Rice cereal is a suitable therapeutic option for newborns presented with dysphagia in concentrations of 2, 3, 5, and 7%, due to its effect on the viscosity and flow reduction, provided that the feeding time is considered.
DOI: 10.25551/1/1-1z04
title: Figure 4. Synapse changes with TFC in larval zebrafish.