Language Behavior Research Articles

Expanding the Clinical Spectrum of UBTF-Related Neurodevelopmental Disorder.

UBTF1 gene encodes for Upstream Binding Transcription Factor, an essential protein for RNA metabolism. A recurrent de novo variant (c.628G>A; p.Glu210Lys) has recently been associated with a childhood-onset neurodegenerative disorder characterized by motor and language regression, ataxia, dystonia, and acquired microcephaly. In this study, we report the clinical, metabolic, molecular genetics and neuroimaging findings and histologic, histochemical, and electron microscopy studies in muscle samples of 2 patients from unrelated families with a neurodevelopmental disorder. Data were retrospectively analyzed by medical charts revision. Patient 1, a 16-year-old boy, presented a childhood-onset slowly progressive neurodegenerative disorder mainly affecting language skills, behavior, and motor coordination. Patient 2, a 22-year-old woman, presented with a severe and rapidly progressive disease with dystonic tetra paresis, acquired microcephaly, and severe cognitive deficit complicated by pseudobulbar syndrome characterized by involuntary and uncontrollable outbursts of laughing, dysphagia requiring tube feeding, and nocturnal hypoventilation treated with noninvasive ventilation. Both patients carried the recurrent previously described UBTF1 de novo variant and had signs of mitochondrial dysfunction at muscle biopsy. The metabolic profile of patient 2 also revealed a decrease in CSF biopterin. These case reports add new insights to the UBTF1 disease spectrum instrumental to improving the diagnostic rate in neurodevelopmental disorders.

Peri-Pandemic Acceptance of Influenza and COVID-19 Vaccination by Swiss Healthcare Workers in Primary Care 2020/21: A Cross-Sectional Study.

Objectives: To assess and compare influenza and COVID-19 vaccination uptake of Swiss healthcare workers (HCWs) in primary care 2020/21. Methods: Influenza and COVID-19 vaccination uptake and recommendation behaviours of HCWs in the primary care were assessed using an online semi-structured questionnaire. Associations between vaccination rates and age, language, gender, profession, vaccination history, vaccination training and recommendation behaviours were evaluated using descriptive and multivariable logistic regression analyses. Results: Vaccinated against COVID-19 in 2020/21 were 91.8% of the 1,237 participating HCWs, while 60.1% were vaccinated against influenza. Physicians and pharmacists presented the highest influenza vaccination rates (87.3%, 73.7%, respectively) compared to nurses (45.8%) and medical practice assistants (52.5%) while COVID-19 vaccination rates were high across all professions. Influenza and COVID-19 vaccination rates were significantly associated with age, profession, vaccination history, vaccination training and recommendation behaviours. Conclusion: Acceptance for influenza vaccination has increased during the pandemic but is lower than that for COVID-19 among the HCWs. Demographics, vaccination status and vaccination training impact the vaccination behaviour among HCWs and should be considered in future campaigns to increase vaccination uptake.

Fraction Ball impact on student and teacher math talk and behavior

We assessed the impacts of Fraction Ball—a novel suite of games combining the benefits of embodied guided play for math learning—on the math language production and behavior of students and teachers. In the Pilot Experiment, 69 fifth and sixth graders were randomly assigned to play four different Fraction Ball games or attend normal physical education class. The Efficacy Experiment was implemented to test improvements made through co-design with teachers with 160 fourth through sixth graders. Researchers observed and coded for use of math language and behavior. Playing Fraction Ball resulted in consistent increases of students’ and teachers’ use of fraction (SDs = 0.98–2.42) and decimal (SDs = 0.65–1.64) language and number line arithmetic, but not in whole number, spatial language, counting, instructional gesturing, questioning, and planning. We present evidence of the math language production in physical education and value added by Fraction Ball to support rational number language and arithmetic through group collaboration.

Философская проблема языка в романах Уокера Перси

The aim of the research is to identify the role of language and speech behavior of characters in revealing the author’s philosophical intent in the novels by Walker Percy, namely “Lancelot”, “The Second Coming” and “The Thanatos Syndrome”. The paper is original in that it is the first to substantiate the connection between Percy’s theoretical inquiries in the philosophy of language and the principles of construction of plots and characters’ images in his later novels. Percy finds that the main function of language is not in naming facts of reality or establishing abstract connections between them, but in a person’s realization of the ontological meaning of what is happening through an awareness of the social and vital significance of what is being uttered. Mechanical manipulation of clichéd expressions and the dominance of form over content in speech become indicators of the characters’ internal emptiness and their loss of human essence. The return of individual meaning to spoken words is closely linked to the internal spiritual transformation of the characters. As a result, the research demonstrates that the characters’ speech in Percy’s novels serves an important function in characterizing their existential status: changes in speech signify essential changes in the characters’ nature, their proximity or distance from the understanding of the meaning of life.

Vocabulary Selection and Implementation in Vocabulary Interventions for Speech-Generating Devices: A Scoping Review

Purpose: Intervention studies contribute to evidence-based practice in speech-language pathology. With individuals who use speech-generating devices (SGDs), it is important to determine what vocabulary to teach during intervention. However, it is unclear whether researchers are reporting the vocabulary selection techniques they used in intervention studies so that they may be replicated in clinical practice. The purpose of this scoping review was to examine the vocabulary selection techniques and other aspects of intervention studies focused on vocabulary acquisition in early symbolic communicators who use SGDs. Method: Eight databases (PsycINFO, PubMed, Scopus, Web of Science, Educational Resources Information Center, Linguistics and Language Behavior Abstracts, Educational Research Complete, and CINAHL) were systematically searched for articles that were intervention studies targeting single-word vocabulary acquisition in early symbolic communicators who use SGDs. Data were extracted from each article and charted in Excel. Results: We found 5,405 unique articles, 18 of which met the inclusion/exclusion criteria for this review. All of the studies used a single-case design with three participants on average. Approximately half took place in the child's school, and most of the interventions were conducted by members of the research team. Eight studies targeted requesting or manding, six studies used preference assessments to select vocabulary, and seven articles used adults as informants to select the vocabulary. Conclusions: There are a limited number of studies investigating vocabulary acquisition in early symbolic communicators who use SGDs. Furthermore, the studies inconsistently used a range of methods that align with best practices for vocabulary selection.

Early development and epilepsy in tuberous sclerosis complex: Aprospective longitudinal study.

To characterize early changes in developmental ability, language, and adaptive behaviour in infants diagnosed with tuberous sclerosis complex (TSC), and determine whether clinical features of epilepsy influence this pathway. Prospective, longitudinal data were collected within the Early Development in Tuberous Sclerosis (EDiTS) Study to track development of infants with TSC (n = 32) and typically developing infants (n = 33) between 3 and 24 months of age. Questionnaire and observational measures were used at up to seven timepoints to assess infants' adaptive behaviour, developmental ability, language, and epilepsy. A significant group by age interaction effect showed that infants with TSC had lower adaptive functioning at 18 to 24 months old (intercept = 88.12, slope estimate = -0.82, p < 0.001) and lower developmental ability scores from 10 months old (intercept = 83.33, slope estimate = -1.44, p < 0.001) compared to typically developing infants. Early epilepsy severity was a significant predictor of these emerging developmental (R2 = 0.35, p = 0.004, 95% confidence interval [CI] -0.08 to -0.01) and adaptive behaviour delays (R2 = 0.34, p = 0.004, 95% CI -0.05 to -0.01]). Lower vocabulary production (intercept = -1.25, slope = -0.12, p < 0.001) and comprehension scores (intercept = 2.39, slope estimate = -0.05, p < 0.001) in infants with TSC at 24 months old were not associated with epilepsy severity. Divergence of developmental ability and adaptive functioning skills occur in infants with TSC from 10 and 18 months, respectively. Associations between early epilepsy severity and impaired development supports the importance of early intervention to reduce seizure severity.

Toward sophisticated models of naturalistic language behavior Comment on ”Beyond Simple Laboratory Studies” by A. Maselli et al.

Toward sophisticated models of naturalistic language behavior Comment on ”Beyond Simple Laboratory Studies” by A. Maselli et al.

Evaluation of language, attention, and memory skills in children with auditory brainstem implants.

This study aimed to evaluate attention, memory, and language skills in children with auditory brainstem implants and cochlear implants. This study included 20 children with auditory brainstem implants (ABI) and 20 cochlear implanted (CI) children between the ages of 6years and 8years 11months and their families. "Test of Language Development: Primary (TOLD-P:4)" was used to assess language skills, "STROOP Test, Visual-Aural Digit Span (VADS) test, and Cancellation Test" were used to evaluate attention and memory skills. In addition, the functional outcomes of hearing skills in daily life were scored by "Auditory Behavior in Everyday Life (ABEL) scale". The significance level was determined as 0.05. Children with ABI showed lower language skills than children with CI in terms of TOLD-P:4 language test scores, STROOP sub-test completion times, and the VADS and Cancellation test scores (p < 0.05). In addition, statistically significant correlations were found between language, attention, memory skills, and auditory behavior scale. This study is one of the limited numbers of studies investigating cognitive processes in children with ABI. Since attention and memory are correlated with language skills, it is recommended that the development of cognition should be considered in follow-up and intervention approaches of children with ABI and/or CI.

The Effect of Language on Income Smoothing: Cross-Country Evidence

We examine whether and how the time-oriented tendency embedded in languages influences income smoothing. Separating languages into weak- versus strong-future time reference (FTR) groups, we find that firms in weak-FTR countries tend to smooth earnings more. We also find that relationships with major stakeholders (i.e., debtholders, suppliers, and employees) amplify the effect of the FTR of languages on income smoothing. Additional analyses suggest that income smoothing driven by the FTR of languages enhances earnings informativeness. These findings provide new insights on the role that language plays in financial reporting decisions and on how relationships with major stakeholders influence the relation between an important feature of language and corporate income smoothing behavior. This paper was accepted by Brian Bushee, accounting. Funding: L. A. Myers acknowledges financial support from the University of Tennessee [the Haslam Chair of Business and the Haslam Family Faculty Research Fellowship]. Supplemental Material: The data files and online appendix are available at https://doi.org/10.1287/mnsc.2021.01753 .

The language education and the language component as an element of countering hybrid threats in Ukraine

This article examines the role of language education and the language component as an element in countering hybrid threats in Ukraine. Language is explored as a symbol of national identity and a unifying force among Ukrainians in the face of external threats. The literature review investigates language shift and transition from Russian to Ukrainian, particularly among Russian-speaking Ukrainians, as an act of resistance and assertion of Ukrainian identity. Survey data revealed that 90.5% of respondents consider the Ukrainian language important, and 88.5% believe it is necessary to exclusively communicate in Ukrainian within Ukraine. Notably, 41% of Russian-speaking Ukrainians have already transitioned fully or partially to Ukrainian since the invasion. The study also found a decrease in the proportion of Ukrainian residents speaking only Russian at home, from 37% to 13% between 2012 and 2022. Additionally, prior to the invasion, approximately half of Ukrainians frequently watched Russian films or listened to Russian music. Findings emphasize the importance of language education and promotion in countering hybrid threats and preserving linguistic diversity in Ukraine. This research contributes to the understanding of the language component in Ukraine's response to hybrid threats and provides insights for policymakers and educators in fostering language resilience and national identity. This research sheds light on the evolving language dynamics and underscores the importance of the language component in countering hybrid threats in Ukraine. It provides valuable insights into the language attitudes and behaviors of the Ukrainian population and highlights the role of language education and promotion in preserving national identity and resilience in the face of hybrid warfare.

Linguistic reflexivity and language-shaping: Countering representationalism in ecological research on language

Everyday metalinguistic ascriptions (“My name is Oliver”, “Swahili ng'ombe means cow”, “She lied about you”) seemingly attribute properties to phenomena of a distinctively linguistic ontology. However, non-representational approaches to cognition, such as ecological psychology, cannot accommodate this linguistic ontology without contravening their non-representational principles. An alternative might be to construe metalinguistic ascriptions as ‘folk’ fictions which are, strictly speaking, false. Yet this would render unintelligible the practical role that metalinguistic ascription occupies in everyday discourse. We suggest another alternative. By analogy to mindshaping approaches in folk-psychological debates, we propose a non-representational account of metalinguistic ascription as a form of language-shaping. Metalinguistic ascriptions shape language behavior over temporal and social scales by prospectively shaping discursive niches.

Dual tasking in individuals with post-stroke aphasia: a scoping review protocol.

The purpose of this scoping review is to identify the main theoretical frameworks being used to explain dual-task performance deficits in people with post-stroke aphasia, identify the domains of function being measured and the assessments being used, highlight current interventions to improve dual-task performance, and identify the gaps in the current body of literature on dual tasking and aphasia. Post-stroke aphasia can lead to challenges across all activities of daily living. However, little is known about how a stroke and co-occurring language impairment may affect the allocation of cognitive resources, particularly in dual-task conditions. This vital information will allow researchers and clinicians to develop more effective interventions to combat the effects of the infarct. To be considered in the review, articles must (i) be written in English, (ii) include individuals at least 6 months post stroke, (iii) include adults with aphasia (with data presented separately from other populations), and (iv) include measures of dual-task performance. This review will be conducted in line with the JBI methodology for scoping reviews. A search of Linguistics and Language Behavior Abstracts, PsycINFO, Communication Mass Media Complete, PubMed, CINAHL Plus, ScienceDirect, and the Cochrane Library will be undertaken to identify publications on the topic. Results will be restricted to sources that meet the inclusion/exclusion criteria. Data will be extracted from included papers by up to 3 independent reviewers using a data extraction tool developed by the reviewers. The results will be presented as a narrative summary, accompanied by charted results as appropriate. DOI:10.17605/OSF.IO/2YX76.

Scenarios for the Use of Chatbots in Teaching a Foreign Language in the Higher Educational Institution (HEI)

Nowadays, there are a huge number of applications that help to learn foreign languages in HEIs. The article gives a concept of chatbots, their application scenarios for the development of speaking skills of HEI students learning English; defines the role of chatbots in acquiring language practice; analyzes today's chatbots for learning foreign languages; investigates the functions of chatbots for modeling language behavior. Despite their imperfect intelligence, large companies (e.g., Apple, Google, and Amazon) have already placed chatbots in the center of their flagship devices. Chatbots are now filling the Internet, acting as guides, salespersons, and assistants. However, chatbots designed as communicators have yet to make a meaningful contribution. Perhaps the most natural vocation is to be a partner in learning foreign languages. In this article, we'll look at some of the chatbots developers are offering to help you learn foreign languages. Now chatbots can radically change interacting with the digital world, from reading and writing to listening and speaking. Although this reality has been possible for more than a decade, there is little direct evidence that the golden age of spoken-agent language learning opportunities has arrived.

Design of a competition specifically for spoken dialogue with a humanoid robot

Many dialogue system competitions have been held on, but no competition has been organized specifically for spoken dialogue with humanoid robots. As the first ever such attempt in the world, we held a dialogue robot competition. To explore the advantages of a spoken dialogue system using a robot, the competition was designed for contestants to compete with their systems' performance of service operations during a task requiring effective physical motions such as facial expressions and body movements. In the task, the robot recommends sightseeing spots near a particular location and is required to use language, gestures, and other multimodal behaviors to interest the user in the recommended sites. The first and second competitions were held in 2020 and 2022, respectively. This paper provides an overview of this competition and the insights and limitations in designing the competition for dialogue robots while introducing the interactive robot technologies proposed for the dialogue robot.

Early Precursors of Reading Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

Purpose: Literacy precursors are cognitive, linguistic, and oral-language skills that predict future reading skills in children as young as 4 years. Speech-language pathologists and educators utilize these precursors as assessment tools to identify children at risk for reading difficulties. Most current tools are developed based on monolinguals (predominantly in English), despite the significant percentage of bilinguals globally. As such, bilingual children are typically assessed on tools developed for monolinguals in research and clinical settings. Despite this common practice, there is a lack of comprehensive synthesis on whether these precursors are a reliable indicator of reading skills in bilingual children. Our article examines whether literacy precursors commonly used with monolinguals are associated with reading development in simultaneous bilinguals. Method: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses and Cochrane guidelines, our review includes four databases (Linguistics and Language Behavior Abstracts, Educational Resources Information Center, Modern Language Association, and PsycINFO), in addition to gray-literature and manual reference-list searches. To control for age of acquisition and language dominance variability, we included typically developing simultaneous bilinguals exposed to both languages before age 3 years ( N = 5,942). We analyzed reported statistical associations between code-related or oral-language precursors and reading outcome measures, using correlational meta-analyses. Results: The 41 reports, which met inclusion/exclusion criteria, were published between 1977 and 2022. The average age at assessment was 7;5 (years;months; range: 3;0–11;0), with children speaking over 21 bilingual language combinations. Our meta-analysis demonstrated significant within-language correlations and cross-language transfer effects for code-related (e.g., phonological awareness) and oral-language (e.g., vocabulary and morphological awareness) precursors. Semantic awareness, however, was not a reliable predictor in bilinguals. Conclusions: Phonological awareness and vocabulary measures—even if originally developed for monolingual children—can form a meaningful component of early literacy assessment in simultaneous bilingual children: These precursors may be used as assessment tools across heritage and societal languages in research and clinical practice. Future research suggestions within this domain are also discussed. Supplemental Material: https://doi.org/10.23641/asha.23880465

The beneficial effect of early and prolonged kangaroo mother care on long-term neuro-developmental outcomes in low birth neonates - A cohort study.

Kangaroo mother care (KMC) has immense short-term benefits, but data on long-term outcomes are scarce. Hence, this study aimed to compare the neurodevelopmental outcomes at 12 months of corrected age (CA) in infants <2000 g receiving early and prolonged KMC to a control group. This was a cohort study that was conducted from January 2017 to November 2018. All neonates<2000 g were eligible for the study. Neonates that received early initiation (<72 h of life) and prolonged KMC comprised the intervention group and were compared to neonates without the intervention. Bayley Scales of Infant and Toddler Development, Third edition (BSID-III) was done at 12 months of CA, and this was analysed using t-test and multi-linear regression analysis. There were 75 neonates in the intervention and 69 in the control group. Baseline characteristics were comparable. We found higher composite scores for cognition (110.38 ± 9.89 vs. 105.44 ± 8.77, p value = 0.023), language (107.51 ± 10.72 vs. 101.05 ± 12.06, p value = 0.014) and adaptive behaviour (87.97 ± 9.97 vs. 80 ± 9.1, p value<0.001) in the early and prolonged KMC group in comparison to the control group. Infants with early and prolonged KMC have better neurodevelopmental outcomes in terms of cognition, language and adaptive behaviour at 12 months of CA.

Pragmatic Study of Swearing in Arabic with Reference to English

The current study is concerned with theanalytic pragmatic level of swearing in Arabic withreference to English .It tests the behavior of oath inboth languages. The analysis of swearing aligns withthe speech act theory developed firstly by Austin(1962) and developed later by Searle (1975). Givingoath is about giving a promise or a commitment bywhich the speaker obliges to a future action. Theperformative act of swearing in both English andArabic is illocutionary with maintaining thelocutionary and the perlocutionary acts. The studyalso proves that the felicity condition is satisfiedthrough having a happy utterance in terms ofswearing. In addition, as long as the cooperativeprinciple is met, the Gricean maxims are wellestablishedthroughout this study.

The impact of paternal mental illness on child development: an umbrella review of systematic reviews and meta-analyses.

Whilst there is growing evidence highlighting the importance of paternal mental illness (PMI) on child development, this relationship still remains under-studied and often over-looked. Considering the increasingly active role of fathers in their children's upbringing, a comprehensive overview of the impact of PMI on child development is overdue. This study aimed to combine and synthesise currently available evidence on the relationship between PMI and multiple domains of child development. Narrative synthesis of systematic reviews and meta-analyses on the relationship between PMI and child development (mental health and social, emotional, language, cognitive or adaptive behaviour), published between 1980 to December 2021, was conducted in line with PRISMA 2020 guidelines. Review quality was assessed based on AMSTAR-2 criteria and respective study confidence was interpreted in line with GRADE scoring. All relevant meta-analytic effect sizes were converted to odds ratios (OR) and grouped using a random effects model. Grouped meta-analyses saw PMI to have a significant, detrimental effect on all studied domains of child development [OR: 1.54; 95% CI (1.36-1.74)]. Subgroup analyses saw PMI affecting both internalising [OR: 1.62; 95% CI (1.27-2.08)] and externalising [OR: 1.63; 95% CI (1.28-2.08)] child behaviours to a similar extent. However, included reviews were of poor methodological quality, demonstrating either low or critically low confidence. These results show a consistent and influential effect of PMI on child development. The relationship between fathers' mental illness and child development warrants further investigation, as current research is limited in scope, particularly regarding cognitive domains of child development and non-affective PMI diagnoses.

Adaptation and validation of the European Portuguese Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist.

As delays or disorders in early language and communication are the most prevalent symptom in children with disabilities, early screening is crucial to promote prevention, early diagnosis, and intervention. However, to the best of our knowledge, no screening tool is available for the joint assessment of early language and social communication skills in European Portuguese (EP)-learning children, which is critical for screening, monitoring and enrolment in appropriate early intervention services. (1) To adapt and validate the EP version of the Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist, a parental report for the screening of early language and social communication skills. (2) To conduct a cross-cultural comparison between the EP adaptation and the original US version. A total of 611 EP-learning children (ages 6-24 months) were assessed on the CSBS DP Infant-Toddler Checklist. Normative data, psychometric characteristics (i.e., internal consistency and test-retest reliability), and cross-cultural comparison between the EP and the original version were explored. Internal consistency ranged from good to excellent and the test-retest reliability was excellent. The performance of the EP and US samples matched on almost all scores. However, EP children performed significantly better than their American peers in the Social compositive at 22 months and in the Symbolic composite at 20 months. No further differences were found. These findings showed that the EP CSBS DP Infant-Toddler Checklist seems to be a reliable screening tool of communicative and symbolic behaviours for EP-learning children, which can be particularly relevant for decision-making in clinical practice. What is already known on the subject Early communication skills are known to be related to later language outcomes. Thus, screening tools for the early identification of children at risk for language and communication impairments, which may lead to monitoring and early intervention, have the potential to promote better outcomes. However, to the best of our knowledge, no screening tool is available for the assessment of early communication abilities in EP-learning children. What this paper adds to existing knowledge This study adapted and validated the EP CSBS DP Infant-Toddler Checklist, the first published parental report checklist for the assessment of early communication skills in EP. It described the psychometric characteristics of the adapted checklist, summarized the newly available normative data for EP-learning infants and toddlers, and compared the performance of EP-learning children with the original standardization sample reported for American English. The results demonstrated that this tool is a reliable instrument for the early screening of language, communicative and symbolic behaviours for EP-learning children between 6 and 24 months of age. What are the potential or actual clinical implications of this work? Given that early screening is crucial to promote prevention, early diagnosis and intervention, the availability of this tool is particularly relevant for children monitoring and their enrolment in appropriate early intervention services, helping decision-making in clinical practice, in line with current guidelines regarding early monitoring and intervention to promote and support better outcomes. Thus, the tool and related normative data will be useful for paediatricians, family doctors, primary healthcare providers, developmental psychologists and speech-language therapists, among other professionals in the healthcare and educational fields, concerned with speech, language, and communication development and impairments.

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

Intercultural communication competence and skills have become increasingly essential for translators to succeed in the global language industry. While some university translation programs offer a specific course explicitly covering intercultural communication, others teach it implicitly, embedding it in other practical courses. The main aim of the study is to shed light on the ways of adapting intercultural communication courses for translation and interpreting students by uncovering student perceptions of the relationship between intercultural awareness and translation and discussing the role of cross-cultural interaction-oriented assignments with a metacognitive approach, giving impetus to the aspiration of self-improvement and life-long learning. For this purpose, we conducted this research at a state university in Turkey during a 14-week Intercultural Communication course in the 2021/2022 spring semester. Our data-gathering method is based on focus group discussions and qualitative content analysis on student assignments using MAXQDA 2020. Following the analysis, three main themes have been identified: experiencing intercultural interaction, building intercultural awareness, and developing intercultural competence and skills. The results of the study show that an interpersonal and practical assignment contributes to translation students’ intercultural competence in several aspects: gaining self-confidence, improving their intercultural sensitivity and mindfulness, noticing cultural stereotypes, and reflecting on cultural similarities and differences. Furthermore, benefiting from a self-reflexive approach, students realized that being aware of the effects of cultural differences, as well as commonalities in mindset, language, and certain behaviors is a necessary skill for future translators.