cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.23641/asha.6170381.v1
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.
DOI: 10.15468/hkmhm7
title: Studies on Wrightoporia from China 3. Wrightoporia subavellanea sp. nov. based on morphological characters and rDNA sequence data

description: This dataset contains the digitized treatments in Plazi based on the original journal article Chen, Jia-Jia, Cui, Bao-Kai (2014): Studies on Wrightoporia from China 3. Wrightoporia subavellanea sp. nov. based on morphological characters and rDNA sequence data. Phytotaxa 175 (4): 225-234, DOI: 10.11646/phytotaxa.175.4.4, URL: http://dx.doi.org/10.11646/phytotaxa.175.4.4
DOI: 10.23641/asha.6170384
title: Supplementary Tables for "Identification of Prelinguistic Phonological Categories" (Ramsdell et al., 2012)

description: <b>Purpose </b>The prelinguistic infant's babbling repertoire of syllables—the phonological categories that form the basis for early word learning—is noticed by caregivers who interact with infants around them. Prior research on babbling has not explored the caregiver's role in recognition of early vocal categories as foundations for word learning. In the present work, the authors begin to address this gap. <br><b>Method </b>The authors explored vocalizations produced by 8 infants at 3 ages (8, 10, and 12 months) in studies illustrating identification of phonological categories through caregiver report, laboratory procedures simulating the caregiver's natural mode of listening, and the more traditional laboratory approach (phonetic transcription). <b>Results </b>Caregivers reported small repertoires of syllables for their infants. Repertoires of similar size and phonetic content were discerned in the laboratory by judges who simulated the caregiver's natural mode of listening. However, phonetic transcription with repeated listening to infant recordings yielded repertoire sizes that vastly exceeded those reported by caregivers and naturalistic listeners. <br><b>Conclusions </b>The results suggest that caregiver report and naturalistic listening by laboratory staff can provide a new way to explore key characteristics of early infant vocal categories, a way that may provide insight into later speech and language development.
DOI: 10.23641/asha.6170384.v1
title: Supplementary Tables for "Identification of Prelinguistic Phonological Categories" (Ramsdell et al., 2012)

description: <b>Purpose </b>The prelinguistic infant's babbling repertoire of syllables—the phonological categories that form the basis for early word learning—is noticed by caregivers who interact with infants around them. Prior research on babbling has not explored the caregiver's role in recognition of early vocal categories as foundations for word learning. In the present work, the authors begin to address this gap. <br><b>Method </b>The authors explored vocalizations produced by 8 infants at 3 ages (8, 10, and 12 months) in studies illustrating identification of phonological categories through caregiver report, laboratory procedures simulating the caregiver's natural mode of listening, and the more traditional laboratory approach (phonetic transcription). <b>Results </b>Caregivers reported small repertoires of syllables for their infants. Repertoires of similar size and phonetic content were discerned in the laboratory by judges who simulated the caregiver's natural mode of listening. However, phonetic transcription with repeated listening to infant recordings yielded repertoire sizes that vastly exceeded those reported by caregivers and naturalistic listeners. <br><b>Conclusions </b>The results suggest that caregiver report and naturalistic listening by laboratory staff can provide a new way to explore key characteristics of early infant vocal categories, a way that may provide insight into later speech and language development.
DOI: 10.23641/asha.6170387
title: The Use and Productivity of Past Tense Morphology in Specific Language Impairment (Christensen & Hansson, 2012)

description: <b>Purpose </b>The authors' primary goal was to investigate the potential of past tense inflection as a clinical marker of Danish specific language impairment (SLI). They also wished to test the predictions of the extended optional infinitive (EOI) account and processing based accounts of SLI on Danish. <br><b>Method </b>Using sentence completion and sentence repetition tasks, the authors investigated the use of past tense by 3 groups (<i>n</i> = 11 in each group): (a) children with SLI whose ages ranged from 5;2 (years;months) to 7;11; (b) children with typical language development matched on chronological age; and (c) children with typical language development matched on vocabulary. <br><b>Results </b>Participants with SLI were less likely to produce past tense than were both typically developing control groups. In particular, only the children with SLI had difficulties with accurately producing past tense verbs during the sentence repetition task. Past tense accuracy was associated with children's productive vocabulary levels and proficiency with a nonword repetition task. <br><b>Conclusion </b>Past tense use is potentially a clinical marker of Danish SLI, but more research is needed to confirm this. Results provided mixed support for competing accounts of SLI.
DOI: 10.23641/asha.6170387.v1
title: The Use and Productivity of Past Tense Morphology in Specific Language Impairment (Christensen & Hansson, 2012)

description: <b>Purpose </b>The authors' primary goal was to investigate the potential of past tense inflection as a clinical marker of Danish specific language impairment (SLI). They also wished to test the predictions of the extended optional infinitive (EOI) account and processing based accounts of SLI on Danish. <br><b>Method </b>Using sentence completion and sentence repetition tasks, the authors investigated the use of past tense by 3 groups (<i>n</i> = 11 in each group): (a) children with SLI whose ages ranged from 5;2 (years;months) to 7;11; (b) children with typical language development matched on chronological age; and (c) children with typical language development matched on vocabulary. <br><b>Results </b>Participants with SLI were less likely to produce past tense than were both typically developing control groups. In particular, only the children with SLI had difficulties with accurately producing past tense verbs during the sentence repetition task. Past tense accuracy was associated with children's productive vocabulary levels and proficiency with a nonword repetition task. <br><b>Conclusion </b>Past tense use is potentially a clinical marker of Danish SLI, but more research is needed to confirm this. Results provided mixed support for competing accounts of SLI.
DOI: 10.23641/asha.6170393
title: Sample Recording of Spontaneous Speech for Age-Related Changes to Spectral Voice Characteristics (Dilley et al., 2013)

description: <b>Purpose </b>As children mature, changes in voice spectral characteristics co-vary with changes in speech, language, and behavior. In this study, spectral characteristics were manipulated to alter the perceived ages of talkers' voices while leaving critical acoustic–prosodic correlates intact, to determine whether perceived age differences were associated with differences in judgments of prosodic, segmental, and talker attributes. <br><b>Method </b>Speech was modified by lowering formants and fundamental frequency, for 5-year-old children's utterances, or raising them, for adult caregivers' utterances. Next, participants differing in awareness of the manipulation (Experiment 1A) or amount of speech-language training (Experiment 1B) made judgments of prosodic, segmental, and talker attributes. Experiment 2 investigated the effects of spectral modification on intelligibility. Finally, in Experiment 3, trained analysts used formal prosody coding to assess prosodic characteristics of spectrally modified and unmodified speech. <br><b>Results </b>Differences in perceived age were associated with differences in ratings of speech rate, fluency, intelligibility, likeability, anxiety, cognitive impairment, and speech-language disorder/delay; effects of training and awareness of the manipulation on ratings were limited. There were no significant effects of the manipulation on intelligibility or formally coded prosody judgments. <br><b>Conclusion </b>Age-related voice characteristics can greatly affect judgments of speech and talker characteristics, raising cautionary notes for developmental research and clinical work.
DOI: 10.23641/asha.6170393.v1
title: Sample Recording of Spontaneous Speech for Age-Related Changes to Spectral Voice Characteristics (Dilley et al., 2013)

description: <b>Purpose </b>As children mature, changes in voice spectral characteristics co-vary with changes in speech, language, and behavior. In this study, spectral characteristics were manipulated to alter the perceived ages of talkers' voices while leaving critical acoustic–prosodic correlates intact, to determine whether perceived age differences were associated with differences in judgments of prosodic, segmental, and talker attributes. <br><b>Method </b>Speech was modified by lowering formants and fundamental frequency, for 5-year-old children's utterances, or raising them, for adult caregivers' utterances. Next, participants differing in awareness of the manipulation (Experiment 1A) or amount of speech-language training (Experiment 1B) made judgments of prosodic, segmental, and talker attributes. Experiment 2 investigated the effects of spectral modification on intelligibility. Finally, in Experiment 3, trained analysts used formal prosody coding to assess prosodic characteristics of spectrally modified and unmodified speech. <br><b>Results </b>Differences in perceived age were associated with differences in ratings of speech rate, fluency, intelligibility, likeability, anxiety, cognitive impairment, and speech-language disorder/delay; effects of training and awareness of the manipulation on ratings were limited. There were no significant effects of the manipulation on intelligibility or formally coded prosody judgments. <br><b>Conclusion </b>Age-related voice characteristics can greatly affect judgments of speech and talker characteristics, raising cautionary notes for developmental research and clinical work.
DOI: 10.23641/asha.6170396
title: Learning Correctly Articulated Versus Misarticulated Words: Phonologies of the Participants (Storkel et al., 2013)

description: <b>Purpose </b>The goal of the current study was to examine the effect of <i>homonymy </i>(learning a second meaning for a known word form vs. learning a novel meaning and novel word form) and articulation accuracy (IN vs. OUT sounds) on word learning by preschool children. An added goal was to determine whether word frequency altered the effect of homonymy on word learning. <br><b>Method </b>Twenty-nine 3- to 4-year-old children were taught homonyms and novel words. Stimuli further varied in whether homonymy was present in both the adult input and the child's output (as for IN sounds) versus present only in the child's output (as for OUT sounds). <br><b>Results </b>For IN sounds, children learned homonyms more rapidly than novel words. Moreover, the homonym advantage was modulated by word frequency, such that children learned a new meaning for a high-frequency word more accurately than they learned a new meaning for a low-frequency word. In contrast, for OUT sounds, there was no evidence that homonymy influenced learning. <br><b>Conclusions </b>Homonymy in the adult input facilitates word learning by preschool children, whereas homonymy in the child's output alone does not. This effect is captured in a usage-based model of phonology and the lexicon.
DOI: 10.23641/asha.6170396.v1
title: Learning Correctly Articulated Versus Misarticulated Words: Phonologies of the Participants (Storkel et al., 2013)

description: <b>Purpose </b>The goal of the current study was to examine the effect of <i>homonymy </i>(learning a second meaning for a known word form vs. learning a novel meaning and novel word form) and articulation accuracy (IN vs. OUT sounds) on word learning by preschool children. An added goal was to determine whether word frequency altered the effect of homonymy on word learning. <br><b>Method </b>Twenty-nine 3- to 4-year-old children were taught homonyms and novel words. Stimuli further varied in whether homonymy was present in both the adult input and the child's output (as for IN sounds) versus present only in the child's output (as for OUT sounds). <br><b>Results </b>For IN sounds, children learned homonyms more rapidly than novel words. Moreover, the homonym advantage was modulated by word frequency, such that children learned a new meaning for a high-frequency word more accurately than they learned a new meaning for a low-frequency word. In contrast, for OUT sounds, there was no evidence that homonymy influenced learning. <br><b>Conclusions </b>Homonymy in the adult input facilitates word learning by preschool children, whereas homonymy in the child's output alone does not. This effect is captured in a usage-based model of phonology and the lexicon.
DOI: 10.23641/asha.6170399
title: Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children (Storkel et al., 2013)

description: <b>Purpose </b> Phonotactic probability or neighborhood density has predominately been defined through the use of gross distinctions (i.e., low vs. high). In the current studies, the authors examined the influence of finer changes in probability (Experiment 1) and density (Experiment 2) on word learning. <br><b>Method </b>The authors examined the full range of probability or density by sampling 5 nonwords from each of 4 quartiles. Three- and 5-year-old children received training on nonword–nonobject pairs. Learning was measured in a picture-naming task immediately following training and 1 week after training. Results were analyzed through the use of multilevel modeling. <br><b>Results </b>A linear spline model best captured nonlinearities in phonotactic probability. Specifically, word learning improved as probability increased in the lowest quartile, worsened as probability increased in the mid-low quartile, and then remained stable and poor in the 2 highest quartiles. An ordinary linear model sufficiently described neighborhood density. Here, word learning improved as density increased across all quartiles. <br><b>Conclusion </b>Given these different patterns, phonotactic probability and neighborhood density appear to influence different word learning processes. Specifically, phonotactic probability may affect recognition that a sound sequence is an acceptable word in the language and is a novel word for the child, whereas neighborhood density may influence creation of a new representation in long-term memory.
DOI: 10.23641/asha.6170399.v1
title: Phonotactic Probability and Neighborhood Density on Word Learning by Preschool Children (Storkel et al., 2013)

description: <b>Purpose </b> Phonotactic probability or neighborhood density has predominately been defined through the use of gross distinctions (i.e., low vs. high). In the current studies, the authors examined the influence of finer changes in probability (Experiment 1) and density (Experiment 2) on word learning. <br><b>Method </b>The authors examined the full range of probability or density by sampling 5 nonwords from each of 4 quartiles. Three- and 5-year-old children received training on nonword–nonobject pairs. Learning was measured in a picture-naming task immediately following training and 1 week after training. Results were analyzed through the use of multilevel modeling. <br><b>Results </b>A linear spline model best captured nonlinearities in phonotactic probability. Specifically, word learning improved as probability increased in the lowest quartile, worsened as probability increased in the mid-low quartile, and then remained stable and poor in the 2 highest quartiles. An ordinary linear model sufficiently described neighborhood density. Here, word learning improved as density increased across all quartiles. <br><b>Conclusion </b>Given these different patterns, phonotactic probability and neighborhood density appear to influence different word learning processes. Specifically, phonotactic probability may affect recognition that a sound sequence is an acceptable word in the language and is a novel word for the child, whereas neighborhood density may influence creation of a new representation in long-term memory.
DOI: 10.23641/asha.6170429
title: Information Processing and Proactive Interference in Children (Marton et al., 2014)

description: <b>Purpose </b>Increasing evidence suggests that children with specific language impairment (SLI) have a deficit in inhibition control, but research isolating specific abilities is scarce. The goal of this study was to examine whether children with SLI differ from their peers in resistance to proactive interference under different conditions. <br><b>Method</b> An information processing battery with manipulations in interference was administered to 66 children (SLI, age-matched peers, and language-matched controls). In Experiment 1, previously relevant targets were used as distractors to create conflict. Experiment 2 used item repetitions to examine how practice strengthens word representations and how the strength of a response impacts performance on the following item. <br><b>Results </b>Children with SLI performed similarly to their peers in the baseline condition but were more susceptible to proactive interference than the controls in both experimental conditions. Children with SLI demonstrated difficulty suppressing irrelevant information, made significantly more interference errors than their peers, and showed a slower rate of implicit learning. <br><b>Conclusion </b>Children with SLI show weaker resistance to proactive interference than their peers, and this deficit impacts their information processing abilities. The coordination of activation and inhibition is less efficient in these children, but future research is needed to further examine the interaction between these two processes.
DOI: 10.23641/asha.6170429.v1
title: Information Processing and Proactive Interference in Children (Marton et al., 2014)

description: <b>Purpose </b>Increasing evidence suggests that children with specific language impairment (SLI) have a deficit in inhibition control, but research isolating specific abilities is scarce. The goal of this study was to examine whether children with SLI differ from their peers in resistance to proactive interference under different conditions. <br><b>Method</b> An information processing battery with manipulations in interference was administered to 66 children (SLI, age-matched peers, and language-matched controls). In Experiment 1, previously relevant targets were used as distractors to create conflict. Experiment 2 used item repetitions to examine how practice strengthens word representations and how the strength of a response impacts performance on the following item. <br><b>Results </b>Children with SLI performed similarly to their peers in the baseline condition but were more susceptible to proactive interference than the controls in both experimental conditions. Children with SLI demonstrated difficulty suppressing irrelevant information, made significantly more interference errors than their peers, and showed a slower rate of implicit learning. <br><b>Conclusion </b>Children with SLI show weaker resistance to proactive interference than their peers, and this deficit impacts their information processing abilities. The coordination of activation and inhibition is less efficient in these children, but future research is needed to further examine the interaction between these two processes.
DOI: 10.23641/asha.6170435
title: Effects of Spaced Retrieval Training on Semantic Memory in Alzheimer's Disease (Oren et al., 2014)

description: <b>Purpose </b>This article reports on a systematic review and meta-analysis of the effects of spaced retrieval training (SRT) on semantic memory in people with Alzheimer's disease (AD) or related disorder. <br><b>Method </b>An initial systematic database search identified 454 potential studies. After screening and de-duplication, 35 studies that used SRT with the population of interest remained. The authors used an appraisal point system to evaluate the quality of the studies. Twelve of the 35 studies met inclusion and exclusion criteria and passed the appraisal point system cutoff. The 12 studies were classified as Level I and II evidence. <br><b>Results </b>Although the 12 studies varied in terms of design, methodology, and quality, SRT was shown to have important positive effects on learning semantic information across the included studies. <br><b>Conclusions </b>The findings indicate that SRT is an effective semantic memory training technique for people with AD, and consequently, recommendations are suggested for implementing SRT in practice settings. Continued research in this domain is also warranted to address limitations and gaps in the current body of research evidence, including variability in SRT protocols, effects of dementia severity on learning outcomes, maintenance effects, generalization, and the role of explicit and implicit learning in SRT.