The Role of Corticosteroids in the Management of Orbital Cellulitis: A Report by the American Academy of Ophthalmology.

Severe Congenital Ptosis Repair: A Report by the American Academy of Ophthalmology.

LLMs change the game for child language acquisition research, because they constitute an existence proof that - counter to most prevailing theoretical accounts - it is possible for learners to acquire a productive system of grammar solely from exposure to individual utterances, without the need for abstract grammatical rules or categories. Conversely, LLM development can benefit from insights from child language research.

Fleming and Michel propose that conscious perception is "slow", with a delay of 350-450ms. But this claim is premature. Here, we will show that the speed of conscious perception remains unresolved. Examining evidence from vision and language research, we will explore how this fundamental question may ultimately be answered to test the validity of this foundational claim.

ABSTRACT This study explores the “higher commercial” (HC) school concept first developed in nineteenth-century Europe. With their focus on modern language, fieldwork, geography, history, and business content, these were no mere commercial schools; they were language schools, research institutes, and graduate schools all rolled into one. Moreover, these schools were not simply the brainchild of educators and administrators operating in individual nation states in specific historical periods; the HC concept appears to have been repeatedly revived in strikingly different contexts. To make our case, we offer Antwerp’s Higher Institute of Commerce (est. 1852), the Japanese-run Tōa Dōbun Shoin (est. 1901) in Shanghai, and the American Institute of Foreign Trade (est. 1945) in Glendale, Arizona. Our study ponders several questions. What central features did these three HC institutions share? How were these institutions able to powerfully challenge the existing university system? If the concept of “higher commercial education” was so effective, experiencing repeated revivals over the decades, why did the model not prove to be more durable?

Sign language research has often been framed as supplementary to spoken language studies. In this article, I argue that sign language research is not only equal in value but also essential to understanding the human language faculty and its disorders. I present three arguments: that sign language reveals phenomena unobservable in speech, enables the testing of otherwise untestable hypotheses, and helps disentangle speech from language. Drawing on research with deaf children with autism and other language disorders, I demonstrate how signed languages can transform both theoretical models and clinical approaches to language impairment. Sign languages provide a unique empirical lens through which to view linguistic and clinical phenomena that would otherwise remain obscured.

The rapid integration of generative artificial intelligence (GenAI) tools into academic settings, particularly graduate education, where research integrity is required, has raised questions about their ethical use. Adopting a scenario-based qualitative design, this study focuses on exploring language researchers’ perspectives on and reactions to potentially unethical GenAI practices in graduate research with an extended technology acceptance (E-TAM) perspective and thus providing a process-oriented framework including preventive strategies for the unethical uses of GenAI in graduate research. Data were collected through semi-structured interviews with 10 language researchers from different universities, focusing on hypothetical scenarios, and were analyzed thematically. The findings revealed that participants mostly conceptualized GenAI uses presented in scenarios as ethically suspect. However, they pointed out that they might tolerate the use of GenAI in data analysis and consider it ethically contingent, provided that transparency, responsibility, and accountability are ensured. Language researchers also proposed preventive strategies to avoid unethical uses of GenAI in academic contexts, and a framework was developed based on these suggestions. This framework, suggesting that ethical GenAI use in graduate research practices is a shared responsibility of graduate students, their supervisors and institutions, can be used as a guide to promote ethical GenAI use in graduate education. This study contributes a theoretically informed and empirically grounded framework for promoting ethical GenAI use in graduate research by integrating language researchers’ insights with an E-TAM perspective through a scenario-based approach that reveals context-dependent ethical reasoning.

Boredom fuels boredom: An experience sampling study on L2 learner and teacher boredom in reading classes.

To conduct a bibliographic analysis of English language research pertaining to gerontology by Australian resea. A Scopus database search was conducted to identify all Australian gerontology articles published by podiatric authors in English from 1970 to 2024. Bibliometric analysis was performed using an open-source tool based on the R language. Citations, journals, authors, institutions, and countries were described. Publications were manually categorised according to research type, level of evidence and funding source. The search strategy yielded 81 eligible articles, which received a total of 5024 citations and were published by 174 authors in 39 journals. The most frequent journal was Gait and Posture (12 articles; 15%), and the most published institution was La Trobe University (affiliation of 102 authors). Most of the Australian gerontology articles published by podiatrists focussed on aetiology (n=48; 59%) and only six articles (7%) provided level I evidence. Thirty articles (37%) reported no research funding. Gerontology remains an underrepresented focus within Australian podiatry research. Despite attracting relatively high citation rates, this field suffers from chronic underfunding and limited research capacity. Investing in dedicated funding and expanding the gerontology research workforce within podiatry is essential to drive innovation, address the growing needs of an ageing population, and strengthen the evidence base for clinical care.

Task design plays a central role in linguistic elicitation, yet its impact on sign language production, especially with respect to stimulus type, remains underexamined. This study investigates how two commonly used narrative visual stimuli, a static picture sequence and a dynamic video clip, affect referent introduction at the first mention of main characters in Turkish Sign Language (TİD). Twenty early signers of TİD (10 children, 10 adults) participated in a within-subject narrative retelling task. Their use of lexical signs (LSs), classifier predicates (CLs), and other linguistic strategies was annotated and analyzed using a Bayesian multilevel multinomial logistic regression. Across both age groups, LS emerged as the dominant referential strategy, with minor variations in the use of CL and other strategies between static and dynamic conditions. No statistically significant differences were found by age or stimulus type. These findings highlight the relative robustness of referent introduction in signed narratives, regardless of stimulus type. The study offers methodological insight into stimulus selection in sign language research and contributes to ongoing debates about task comparability, ecological validity, and modality-specific discourse strategies.

The study offers a thorough examination of the transforming power of translating English advertising slogans into Ukrainian. The study's importance arises from the necessity to investigate the linguistic properties of slogans as suggestive influence instruments on consumers, as well as to systematise effective ways for socio-cultural adaption. The study's object is English advertising slogans from worldwide businesses, and the topic is their morphological aspects and transformational processes during translation. The research materials include a collection of 350 slogans from the gastronomy, automobile, sports, beauty, and medical industries. A paradigm of language research methods was developed, which included descriptive, comparative, pragmatic, structural-semantic, and translation studies analyses. The authors used quantitative markers to track the frequency shifts of morphological models when reproducing original constructs in Ukrainian. It has been demonstrated that, due to the absence of the article and the unique form of the gerund in Ukrainian, grammatical emphasis moves toward more dynamic verb-based or enlarged descriptive structures. Four main translation procedures are examined: straight translation, calquing, adaptation, and lexico-grammatical transformations. The data show that in emotionally charged domains ("Beauty," "Sports," "Food"), creative adaptation takes priority (36.8% of the total), ensuring the preservation of the original communicative intent and the recipient's cultural code even after complete formal reconstruction. The automotive industry, on the other hand, is the most open to direct translation because technological notions are universal. The thorough comparison of structural changes across topic fields is the source of scientific novelty. The findings have practical implications for translation theory and practice, intercultural communication, and modern marketing research.

ABSTRACT The relationship between language and heritage or ethnic identity has been widely examined in multilingualism research, yet findings remain inconsistent. While some studies report a close alignment between heritage language proficiency and identity affiliation, others point to variability and contestation. Less attention, however, has been paid to learners’ internally complex and shifting ideological orientations towards this relationship. Focusing on Chinese heritage language learners (CHLLs) in Australian higher education, this study examines how learners understand, negotiate, and strategically orient to the language–identity nexus. Drawing on multi-method qualitative data from seventeen CHLLs in an Australian university and informed by language ideology and socially situated perspectives on identity, the analysis reveals a dynamic, non-essentialist language–ethnicity relationship. Participants sometimes associated Chinese with heritage affiliation, yet also resisted treating language as a defining or obligatory marker of Chineseness. Their orientations were often ambivalent and responsive to changing social experiences and learning trajectories. These findings challenge essentialised assumptions about heritage language motivation and highlight heritage language learning as embedded in fluid, agentive identity negotiations. The study contributes to multilingualism and heritage language research by demonstrating that learners’ ideological orientations are internally complex and dynamically negotiated over time.

BackgroundArtificial intelligence (AI) tools have revolutionized various aspects of education and health care in recent years. Their influence extends across multiple domains of medical education, from traditional learning to research and foreign language acquisition.ObjectiveThis study aims to evaluate the experiences and perceptions of AI tools usage in a low-resource setting and identify the factors influencing their adoption.MethodsA cross-sectional study was conducted to evaluate the experiences with AI tools and perceptions regarding their future applications in education and health care among medical students in Syria. The sample was equally divided between clinical-year students and graduates. Chi-square tests analyzed differences based on demographics and experience, while Mann-Whitney U tests compared group perceptions of AI’s future role. Factors studied included academic year, gender, German language learning, computer access, and research experience.ResultsAmong 400 participants, AI tools were widely used for study preparation (228/400, 57% of participants), assignments (160/400, 40% of participants), and research. Clinical students used AI more than graduates for examination preparation (P<.001), creating cases (P=.03), and writing tasks (P<.001). Males used AI more for research (P=.004) or anatomy (P=.02); German learners relied on AI for language tasks. Despite 76% (304/400) of students believing AI would enhance residency training and 71.8% (287/400) of students supporting institutional policies, only 25.5% (102/400) of students expected career benefits. Ethical concerns were higher among females and researchers.ConclusionsThis study highlights the increasing reliance on AI tools among medical students and graduates for academic and clinical purposes. The highest usage was reported in study preparation, writing tasks, and clinical simulations. Significant differences in AI usage were observed based on academic level, gender, access to technology, and research experience. While perceptions were largely positive, concerns remained around ethical use, potential job displacement, and diminished human interaction in medicine. These findings underscore the importance of developing institutional policies to guide the ethical and effective integration of AI in medical education.

Abstract Our understanding of language change has been shown to benefit from considering prominent cognitive processes investigated in usage-based language research. Specifically, robust processes observed in formulaic language studies can be evaluated in terms of the predictions they make about language change. We consider one of its manifestations, the loss of reflexivity marking. While this study focuses primarily on eroding reflexivity in Portuguese, the factors involved play a role in this evolution more generally. We assume that it is a potential scenario in other languages that mark reflexivity overtly, of which English is one example. One factor investigated here is semantic autonomy, which is associated with chunking. Based on corpus data, we identify conspicuous pockets of resistance to change. Despite the pervasive degree of the erosion attested across all types of reflexive verbs, some exceptional verbs resist the trend of omission of the reflexive marker. This is a demonstration of the impact that formulaic processing has on the maintenance of reflexivity and, more generally, on the speakers’ cognitive representations of language knowledge. The observed variability of reflexive marking calls for an account of how formulaic language is processed in the mind. The hypothesis being proposed here is that fixed phrases undergo both analytic and holistic processing simultaneously.

The current study has investigated whether targeted language or executive function (EF) training can enhance Theory of Mind (ToM) in autistic children, and whether bilingualism would modulate training effects on the autistic children’s ToM performance. Forty autistic children (20 monolingual, 20 bilingual) were randomly assigned to language- or EF-based training groups, while an additional monolingual group received no training. Verbal and non-verbal ToM were assessed pre- and post-training. Both group and case-series analyses were conducted. At the group level, monolingual autistic children did not demonstrate significant pre–post improvements in either ToM modality, regardless of training type. In contrast, pre- to post-training comparisons in the bilingual autistic groups demonstrated significant verbal and non-verbal ToM gains following both language and EF training. No baseline differences were observed across groups in non-verbal IQ, vocabulary, syntactic comprehension, or working memory. Individual-level analyses further showed improvements primarily after language training, with heterogeneous improvements in verbal and non-verbal ToM across the bilingual autistic cases. The overall findings suggest that bilingual experience may strengthen improvement for both verbal and non-verbal ToM functions, further supporting the hypothesis that improvement in domain-specific functions, like language or EF, may lead to improvement in socio-cognitive functions as well. While preliminary, these results highlight the importance of including bilingual autistic populations in language and EF training research, and contribute to ongoing debates regarding the relations between language, EF and ToM in autism. • Language and EF training significantly enhanced Theory of Mind in ASD. • Bilingual children showed greater ToM gains across training conditions. • Bilingualism modulated responsiveness to cognitive and linguistic training.

The article investigates the pre-modifiers and post-modifiers of three-part noun phrase structures of which the heads are nominalized verbs in Vietnamese and English. 600 Vietnamese and English noun phrase structures from various literary works are used for analysis. The results revealed not only the most and the least popular pre-modifier and post-modifier in the noun phrase structure but also the combination of these modifiers in both languages. The analysis of three-part noun phrase structures enables language users to identify the structure, the components, the word classes easily and to determine the distinctive features of noun phrase structures successfully in both languages. This article plays a theoretical and practical role in Vietnamese and English language research. The findings not only strengthen the theories and suggest future research directions on word classes in languages but also are the scientific basis for recommendations for teaching and learning Vietnamese and English.

In 2023, the African Fashion Research Institute (AFRI) developed The Fold, a programme with three projects that traced fold words, fashions and concepts as ways of collating knowledges. In this article we follow The Fold’s projects as routes to practices of making, wearing, remembering, speaking and listening to unfold and voice (k)new fashion discourses and vernaculars. These practices are “new” to readers in the global north but largely “known” ways and wisdoms that have survived in the global south despite widespread colonial efforts at erasure. The project’s focus on folds draws on the intersections of language, material cultures, community, oral-material histories, afro-sustainability and creative pan-African research. As researcher-creators, our collective interests in afrocentric fashion imaginaries, redress, Indigenous sovereignty and pluriversal identities underpins The Fold’s projects, namely a new kind of archive of words in the form of a glossary; a placeholder of oral-material histories in the form of a podcast; and, an exploration of decentering knowledge praxis as embodied creative research in residence. We share the coauthored entanglements explored across these projects as experimental modalities, as they produce and mediate different histories and material archives that offer routes to (k)new knowledges about and with fashion from the continent.

Abstract This article marks the 60th anniversary of TESOL Quarterly by revisiting the Grounded Theory Method (GTM) and illustrating its untapped potential for second language research and pedagogy. After tracing GTM's philosophical lineage to contemporary variants, the paper distils its core principles: exploration over verification, recursive data collection and analysis, constant comparison, theoretical sampling, and emergent theory specific to the contexts from which it was constructed. Two exemplary TESOL Quarterly studies – Moore's Critical GTM of L1 dissociation among Japanese‐English plurilinguals and Smith et al.'s constructivist investigation of multimodal composing – demonstrate how an exploratory use of GTM offers insight into underresearched areas of second language education and offers avenues for innovative responses. Rigorous guidelines are offered in order to demystify aspects of GTM, such as open, focused and theoretical coding, memoing. This article concludes by mapping future research tasks such as digital literacies, multilingual ecologies, and teacher trajectories. The conclusions are that GTM can help teacher‐researchers to look beyond simply verifying received theory, and to generate their own context‐sensitive theories that have the potential to both improve teacher insight and positively shape the future of second language instruction.

Second language learning motivation is a key individual difference factor influencing language learning effectiveness. Among these factors, vocabulary, as the cornerstone of language competence, is closely related to the level of motivation during its acquisition process. This article systematically summarizes review studies on second language learning process and research frontiers. First of all, this review summarizes the theoretical development from Gardener's social education model to Dörnyei's second language motivational self-system. This review summarizes the theoretical development from Gardener's social education model to Dörnyei's second language motivational self-system. Furthermore, this review summarizes empirical research in this field, finding that: (1) both integrative and instrumental motivations positively predict vocabulary growth, but motivation driven by ideal second language self-motivation is more closely associated with deep vocabulary acquisition and long-term retention; (2) different motivational types guide learners to adopt differentiated vocabulary learning strategies, such as integrative motivation, which tends to favor contextualization strategies; and (3) in recent years, research perspectives and methods have become increasingly diverse, with a focus on the synergistic effect of classroom teaching interventions (such as cross-language practice) on motivation and vocabulary acquisition. However, this review also reveals three major shortcomings of existing research: a single dimension of vocabulary measurement, a disconnection between theoretical frameworks and measurement tools, and homogeneity of research subjects. Finally, this paper suggests that future research should adopt a multidimensional vocabulary assessment system, strengthen the correspondence between theory and measurement, and also expand into more detailed research on different learner groups, such as adolescents.

Understanding how highly abstract concepts are grounded in bodily experience remains a central challenge in embodied cognition and language research. This study investigates the embodied representation of the highly abstract concepts LIFE and DEATH across Persian, German, and English, combining a cross-linguistic sensorimotor norming approach with an analysis of socio-cognitive predictors of embodiment. Native speakers of the three languages rated LIFE and DEATH along 11 sensorimotor dimensions, including six perceptual modalities (visual, auditory, haptic, olfactory, gustatory, and interoceptive) and five action-based dimensions associated with specific body effectors (hand/arm, foot/leg, torso, mouth/throat, and head). The results reveal systematic cross-linguistic differences in the perceptual and bodily grounding of both concepts, with LIFE showing stronger and more consistent embodiment than DEATH across languages. Importantly, multivariate analyses demonstrate that embodiment patterns are not uniform but are significantly modulated by socio-cognitive variables. Language and nation emerged as the strongest predictors of embodiment, particularly for DEATH, while handedness, gender, and religion exerted more selective, domain-specific effects. In contrast, level of education did not reliably predict sensorimotor embodiment. Our findings are consistent with graded or weak embodiment frameworks, according to which abstract concepts are instantiated through flexible, culturally and bodily mediated simulations rather than fixed sensorimotor mappings. By integrating sensorimotor norms with socio-cognitive predictors, the study advances a more nuanced account of how body, language, and culture jointly shape the embodiment of the abstract concepts LIFE and DEATH.