“Keep Saying it to Me in Little Bits”: Stuttering and Theatrical Subjectivity in Dickens’s Nicholas Nickleby

There is a consensus in the literature about the importance of adult scaffolding in the development of children’s cognition and language skills (Bruner, 1986; Nelson, 1996; Vygotsky, 1978). This document analyzes first grade children’s narrative development in order to verify the incidence of adult intervention and teaching methodology. For this purpose, the performance of two groups of children enrolled in first grade of school in the district of Quito was analyzed. Two different teaching methodologies were observed: while one of them exclusively adheres to the guidelines of the curriculum design proposed by the Ministry of Education, the other one incorporates strategies from the books Letters and Sounds I (Jara de Torres, 2001) and Learn and Write I (Jara de Torres, 2003) –adapted from the proposal by editorial Abeka. The narratives performed by the children at the beginning and at the end of the school year were analyzed and each performance of both groups was compared based on the amount of information retrieved and the type of information and linguistic resources used. The stories were presented to the children in audiovisual format (steady images and recorded voice). For task administration, the children were instructed to listen and look at the story very carefully because they had to recount it to a friend or family member. The children’s remarks were recorded on audio for later analysis. Descriptive and inferential statistical methods were used in order to analyze and compare the linguistic and cognitive performance in the production of stories of the two groups of children in the different evaluation. Significant differences were observed in the variables analyzed, which provides evidence about the positive incidence of dialogic reading and the teaching of story production skills in narrative development. Differences in the performance of schools, especially in first graders, cannot be attributed to maturational factors since both groups are conformed by children of the same chronological age. Neither by the socioeconomic factors, since, in fact, group A was composed of children who attend a rural school and most of them happened to have low resources. Therefore, the significant improvement in the performance of the children of group A at the end of the school year could be attributed to the intervention of their teacher’s work. It is thought that this advance in retell story skills is due to an improvement in the understanding of the basic story, however there are studies that observe that the level reached in this process does not directly affect the quality of children’s narrative performance (Bustos Ibarra et al., 2014). In consequence, the improvement in the children’s narrative performance of group A can be linked not only to the work carried out by the teachers with texts but also to the situations of story production involved. Many investigations have observed that adult scaffolding during story reading has a positive effect on children’s linguistic and discursive development (Sénechal, Le Fevre, Hudson & Lawson, 1996; Trabasso & Nickels, 1992; Wasik & Bond, 2001; West et al., 2021). In fact, as Wells (1988) points out in a pioneering study, while reading stories contributes to children’s linguistic development, the parallel text generated by teachers through their interventions to explain vocabulary, make inferences explicit, relate events and post-reading reconstruction has shown a greater effect than just reading any kind of story aloud. Thereupon, the results obtained in this work show the relevance not only of the teacher’s texts daily reading but, mainly, of the intervention strategies and methodologies that they use to promote comprehension and textual production in the classroom. https://doi.org/10.16888/interd.2022.39.3.3

Alexithymia, characterized by deficits in recognition or expression of emotional experiences, has been demonstrated to be associated with depressive symptoms. In psychotherapy, alexithymia can partly manifest as stunted, disfluent speech when an individual attempts to describe his or her subjective experiences. However, similarly stunted, disfluent speech can be observed in individuals with limited English proficiency who are not diagnosed with a depressive disorder. For individuals who present with both symptoms of depression and limited English proficiency, it can be difficult to determine if disfluent speech is a clinical symptom secondary to depression or simply a byproduct of a language barrier. Determining the underlying cause of speech disfluency is necessary to inform case conceptualization and treatment planning. The following case study describes a Spanish-speaking woman who presented for outpatient psychotherapy to treat major depressive disorder and generalized anxiety disorder. Challenges to the therapy are described; recommendations for English-speaking psychotherapists in similar clinical situations are also provided. (PsycINFO Database Record

English-speaking autistic children use the hesitation marker um less often than non-autistic children but use uh at a similar rate. It is unclear why this is the case. We employed a sample of Dutch-speaking children from the Preschool Brain Imaging and Behavior Project to examine hesitation markers in autistic and non-autistic preschoolers with the aim to 1) make a crosslinguistic comparison of hesitation marker usage and 2) examine hypotheses regarding the underlying linguistic mechanisms of hesitation markers: the symptom hypothesis and the signal hypothesis. We found initial group differences in all hesitation markers but these results were rendered insignificant after controlling for age, sex and nonverbal cognition. We found significant correlations between hesitation marker usage and expressive and receptive language, but not autism traits. Lastly, we show interesting cross-linguistic differences in hesitation marker usage between Dutch-speaking participants and previously described English-speaking participants, such as a preference for um over uh.

This essay considers the interest shared by William Hogarth and Charles Dickens in the idea of instrumentality in the art of realism. Taking his cue from eighteenth-century epistemological philosophy, Hogarth developed an idea of beauty and realism as insisting upon the need for human subjectivity or perspective. Naïve realism was a style that troubled both Hogarth and Dickens, and both men developed forms in which caricature, melodrama, and exaggeration are crucial to the development of verisimilitude. Considering the progress pieces and the writings of Hogarth as a preface to the style of Dickens, I argue that Nicholas Nickleby developed an extraordinary self-reflexivity. Both Nicholas and his uncle Ralph form part of a narrative study of the implications of filtering perception through the distorting lens of the individual.

This essay considers the interest shared by William Hogarth and Charles Dickens in the idea of instrumentality in the art of realism. Taking his cue from eighteenth-century epistemological philosophy, Hogarth developed an idea of beauty and realism as insisting upon the need for human subjectivity or perspective. Naïve realism was a style that troubled both Hogarth and Dickens, and both men developed forms in which caricature, melodrama, and exaggeration are crucial to the development of verisimilitude. Considering the progress pieces and the writings of Hogarth as a preface to the style of Dickens, I argue that Nicholas Nickleby developed an extraordinary self-reflexivity. Both Nicholas and his uncle Ralph form part of a narrative study of the implications of filtering perception through the distorting lens of the individual.

Children with cochlear implants face cognitive and linguistic challenges, particularly in the relationship between auditory perception and mathematical cognition. While auditory rehabilitation has advanced, there is a gap in understanding how integrating mathematical problem-solving with language rehabilitation can improve both cognitive and linguistic outcomes for these children. This study explores the potential of structured mathematical interventions to enhance cognitive flexibility, numerical reasoning, and verbal communication. The research was conducted in multiple phases, each increasing in complexity to assess cognitive and linguistic changes under various intervention conditions. Pre-intervention assessments compared cognitive and linguistic performance through auditory and verbal tests, quantitative evaluations, and real-time speech monitoring. The intervention involved structured mathematical modules combining arithmetic and logical reasoning with verbal learning, alongside multisensory approaches to integrate auditory and visual stimuli. Post-intervention analysis utilized statistical methods including χ² for categorical data, ANOVA for intra-subject variations, and t-tests for inter-group comparisons. Results revealed significant improvements in cognitive adaptability (χ² = 29.41, p ≤ 0.001) and numerical thinking, with enhanced logical sequencing, arithmetic operations, and spatial structuring. Speech comprehension showed a marked shift from predominantly gestural and visual communication (χ² = 12.36, p ≤ 0.01) to active verbal responses to abstract mathematical concepts (p ≤ 0.05, Cohen’s d = 0.82). Additionally, there was a 1.5-fold increase in multi-sentence responses (p ≤ 0.05), indicating improved linguistic processing skills. These findings emphasize the importance of incorporating mathematical thinking into auditory-verbal therapy, redefining problem-solving as a dual-mode intervention that enhances both cognitive and linguistic development. Educational programs for children with cochlear implants should integrate mathematical foundations, such as spatial arithmetic and logical reasoning, to support linguistic adaptation and bridge numerical abstraction with verbal comprehension in rehabilitation.

A longitudinal linguistic analysis of aphasic disorder in a 15-year-old boy affected by Landau-Kleffner syndrome followed since the age of 6 is reported. The phonological, morphosyntactic and lexical levels of verbal deficits have been evaluated by means of collected samples of spontaneous language and a battery of linguistic tests. The clinical course has fluctuated with improvement and worsening of aphasia and epilepsy; at the end of the follow-up the boy was seizure-free and a medium-degree disturbance in language production and comprehension was present. The results of the linguistic evaluation suggest that the aphasic disturbance was related to a deficiency in phonological decoding which leads to phonological, morphosyntactic and lexical disturbances. A temporal relationship between the electroclinical picture and the aphasia has been observed: the persistent improvement in linguistic performances took place only after the disappearance of the seizures and of the EEG epileptic anomalies during sleep.

Background/Objectives: Hearing loss in childhood is associated with significant challenges in linguistic and cognitive development, particularly affecting language skills such as syntax, semantics, and pragmatics, which are essential for effective communication and social integration. This study aimed to analyze how different types and degrees of hearing loss impact linguistic development in children, and to identify clinical factors-such as age at diagnosis and years of language intervention-that may predict language performance. Methods: This study included a sample of 140 children aged 6 to 12, categorized into seven groups based on their hearing condition: unilateral and bilateral conductive, unilateral and bilateral sensorineural, unilateral and bilateral mixed hearing loss, and a control group with no hearing loss. Linguistic development was assessed using the Clinical Evaluation of Language Fundamentals-5 (CELF-5), a validated tool for diagnosing language disorders. Statistical analyses, including MANOVA and multiple regression, were conducted to evaluate differences in linguistic skills across groups and to determine the predictive value of clinical variables on total language performance. Results: The analysis revealed statistically significant differences across groups in all assessed linguistic domains (p < 0.001), with children with severe or bilateral hearing loss exhibiting notably lower scores compared to normohearing peers. The multiple regression analysis indicated that type of hearing loss was the strongest predictor of total linguistic performance (β = -0.674), followed by age at diagnosis (β = -0.285) and age of hearing device adaptation (β = -0.220). Years of language intervention also contributed significantly (β = 0.198) but to a lesser extent. Conclusions: This study highlights the critical impact of early and comprehensive auditory and language intervention on linguistic outcomes for children with hearing impairments. Early diagnosis and timely adaptation of hearing aids or cochlear implants are essential in mitigating language deficits, particularly in areas like syntax and pragmatic skills. These findings support the need for specialized, long-term interventions tailored to the severity and type of hearing loss to improve language development in this population.

The topic and importance of linguistic competence, performance and significance of a modern methodology in teaching writing skill, is highlighted for higher educational institutions of the Russian Federation. Transdisciplinary approach and interactive method are viewed as the most efficient ways of performance formation. Writing is regarded as cognitive mechanism of linguistic competence development. Significance of writing skills is explained by new educational standards of Russia and its integration into the European Higher Education Area. Paramount importance of writing skills is determined by shift of the higher educational institutions of the RF to the grant earning activity connected with composing many documents such as application letters, reports, blogs, e-mails, different forms, working papers, articles in the international repositories. Creative writing is presented as the most complex and effective way of EFL teaching.

In times of pandemic, health literacy (HL) is very important, as it helps to find, understand, and use essential health information and services. According to WHO, HL is pivotal in fighting infodemic effectively, and education is a vital tool for developing it. In the presented work, we analyze 247 educational materials dedicated to children, adolescents, and their carers explaining the pandemic, prepared by the Chinese, American, German, Italian and Polish governments and international non-governmental organizations. Focusing on the textual and visual side of the documents, we investigated how the pandemic is explained and what discursive measures were used to inform young citizens about the risks and consequences of pandemic restrictions. Additionally, we verified whether the materials helped developing critical thinking, which is crucial to prevent spreading fake news and conspiracy theories. Although the analyzed materials were prepared in different cultural contexts, we identified that all of them contained simple instructions on the desired behaviours during the pandemic. Key messages relating to the importance of hygienic behaviors were often supplemented with guidelines on how to successfully complete each action. While the cultural particularities in presenting the state of the pandemic are visible, the challenges of dealing with the emotional and social crises were dominant all around the world. In our study, we argue that the possibilities of building HL were not fully exploited by the national and international institutions. Citizens were taught how to behave in unusual circumstances but not why they should behave differently. The educational materials lacked reliable knowledge that would allow them to deal with infodemic and develop critical thinking. We conclude that health education expertise worldwide should be focused on enhancing individuals' ability to make informed health decisions and provide three recommendations regarding the process of development of health educational resources for children and the youth.

Purpose: The process of mergers and acquisitions has gained substantial importance in today's corporate world. During mergers and acquisitions, employees experience several emotional and social challenges. The social identity theory of intergroup behavior (Tajfel and Turner, 1979) emphasizes that an individual’s wants to hold a positive self-concept through personal and social identity. The study analyses the emotional and social dimensions of employees involved in mergers and acquisitions from the perspective of social identity theory.Design/methodology/approach: The study is a qualitative study of the emotional and social challenges faced by employees in mergers/acquisitions, using the framework of social identity theory. The data for the study was collected from a sample of HR managers and employees of the organizations which have undergone merger or acquisition via personal interviews.Research limitations: 1. The degree of recency of merger and acquisitions may lead to different responses. 2. The subjectivity involved in managing employees during mergers and acquisitions in different organizations. 3. The study is limited to the companies of Bangalore only. Practical implications: This study explores a few interesting aspects, such as: 1. The emotional and social crisis employees go through during merger/acquisition. 2. The approach adopted by different companies to address the crisis. 3. The relevance of social identity theory in merger/acquisition. 4. The important dimensions to be addressed by HR during merger/acquisition. Value: The study suggests key elements of human resources required for smooth transition in mergers/acquisitions. The study also looks into the effective management of emotions during mergers/acquisitions, eventually leading to emotional well-being of an employee.

This study explores the personal experiences, coping mechanisms, and psychological impacts of domestic violence on women in Swat District, Khyber Pakhtunkhwa, Pakistan. Despite increasing attention to gender-based violence in South Asia, little is known about how women in conservative and rural regions like Swat navigate abuse and access support. The study aims to understand the emotional, psychological, and social consequences of domestic violence on women, focusing on how victims endure and respond to abuse within a patriarchal cultural framework. Using a narrative research design, data were collected through semi-structured interviews with 30 doctors and nurses at Saidu Teaching Hospital, selected via snowball sampling. These healthcare professionals provided firsthand insights into the behaviors, emotions, and health outcomes of women survivors. Thematic analysis was employed to analyze the data, with the aid of NVivo software to code and organize emerging patterns. The findings revealed that fear of disclosure, social stigma, and cultural silence prevent women from reporting abuse or seeking help. Many women rely on spiritual and emotional coping mechanisms such as prayer, household work, and self-isolation. Others endure abuse for the sake of their children, fearing social rejection if they leave. The study also found that women often suffer from chronic depression, emotional disconnection from children, and loss of self-confidence, with minimal access to female-focused mental health services. The absence of legal trust and support systems further traps victims in cycles of abuse. The study concludes that domestic violence in Swat is not just a physical issue but a deep emotional and social crisis. It recommends trauma-informed, gender-sensitive interventions, improved legal awareness, and community-based education to support recovery. Empowering women through counselling, safe spaces, and access to justice is essential for breaking the silence and fostering resilience.

A child or adolescent suffering physical trauma is simultaneously plunged into acute emotional and social crisis. Patient and family go through several predictable phases—shock, denial and panic, protest and regression, oppositionalism, mourning, and readjustment. This paper outlines principles for the effective medical, surgical, and ward team management of the traumatized pediatric patient and family, and offers clinical illustrations of their application.

Summary Changes in the organization and financing of health care delivery have resulted in increasing the responsibilities of family members who care for people with cancer and other chronic diseases. These family caregivers need to develop skills in problem-solving and in preventing physical, emotional, and social crises at home. For problem-solving education to affect caregiving behavior, family caregivers need ongoing reinforcement of what they have learned about problem-solving. Such support can come from the creative use of technology, such as computer or voice bulletin boards, which offer a wide array of services that are directly available at home for health education or counseling purposes. This article describes two computer-driven sources of information and support: the CHESS Program and the Telepracticc and COPELINE systems, which are specifically designed to reinforce problem-solving learning among family caregivers of people with cancer.

The telephone was first used as an outreach tool in 1953 for suicide prevention by the Samaritans (Grumet, 1979). Since then telephone support has been used for crisis intervention (Hornblow & Sloane, 1980), outreach for physically disabled people (Evans, Fox, Pritzl, & Halar, 1984; Evans & Jaureguy, 1985), ongoing psychotherapy (Shepard, 1987), elderly individuals with visual impairments (Evans & Jaureguy, 1982), and for those HIV-infected people living in rural communities (Rounds, Galinsky, & Stevens, 1991). From 1990 to 1992 and several of my colleagues conducted a study on the effectiveness of telephone support groups (Wiener, Spencer, Davidson, & Fair, 1993). We ran telephone support groups for children with HIV and well children living in families affected by AIDS. We also ran these groups for mothers and fathers with HIV and well parents, adoptive and foster parents, and grandparents. The telephone support groups were a creative and therapeutic way to help children with HIV and their family members, who did not have access to or did not feel comfortable attending a face-to-face group, to cope with the effect this disease had on their lives. The telephone groups provided a sense of confidentiality not afforded in a face-to-face group and helped create a climate of acceptance and support for individuals who often were isolated because of the stigma associated with HIV/AIDS and the lack of adequate support networks in their communities. Our telephone support groups were short-term, meeting once a week for one hour and 15 minutes and lasting no more than six weeks. The leader provided basic structure to the groups by opening the first session with an explanation of the purpose of the group and then asking the members to introduce themselves. In each subsequent group session, the leader began by summarizing the previous group session and then opening the discussion to the group members. For the last group session, the members were asked to prepare a story, poem, or prayer that had been a comfort to them. The leader remained an active participant by sharing a poem as well. During the last group, the members also were invited to discuss their feelings about the group experience. In each group session conducted during the study, as well as the many telephone groups conducted since the study was complete, members chose to share their names and telephone numbers either during or at the end of the last group session. In the midst of the HIV epidemic, one of the greatest challenges to social work is finding the time, energy, and skills to help the bereaved. In a medical setting, social workers often find themselves immersed in a multitude of medical, social, financial, and emotional crises. When a moment is found where a practitioner can take a deep breath - no one is standing at the office door, the phone is not ringing, and the list of phone calls to return is manageable - he or she cherishes that moment. But for me, that moment frequently has been filled with guilt, because the people who often need me the most are the parents of children who have died. The parents are no longer surrounded by their child's medical emergencies, but often wish they were. As horrific as the child's course of illness might have been, most report wanting to go back to those days, even just for a day, to hold their child once more. During the flurry of activity and complex care that often precede the child's death, the quiet that follows can be deafening. Parents frequently report feeling abandoned by medical staff. As one parent stated, I know that people need to go on helping the living, but what about me? How can they go from being here all the time, to not even calling. This is just one more loss that parents need to adjust to and mourn. Being acutely aware of this sense of isolation, try to keep in touch with those parents weekly, for at least the first few months. However, between 1994 and 1995 it seemed that at least a fourth of my days were spent on the phone with bereaved parents. …