Communication Partners Research Articles

MEANS OF PROSODIC DESIGN IN MODERN GERMAN INTERACTION

The article is devoted to means of prosodic design in modern German interaction. Prosodic devices can be defined from a phonological point of view as abstract quantities or described as articulatory, acoustic, and auditory parameters. Discourse particles are the optimal sound material for researching the general functions of prosody, also considering the ability of foreign language communication. In this work, based on perceptual and productive analysis, it is considered whether general prosodic parameters can be identified on the basis of discourse particles, and what functions and forms they have. An attempt was made to determine the inventory of the most common German discourse particles, to describe them phonetically, and finally to compare them. In addition, it is studied how and to what extent the arrangement of discourse particles is regulated by prosodic data. Participles with the appropriate linguistic means under existing conditions clarify the function of the speech act, express the speaker’s ideas, assessments or expectations regarding the reaction of the communication partner, given the interaction. When teaching German as a foreign language, it should be noted that such words as particles create the greatest difficulties for learners of this language. It should be emphasized that the main meaning of discourse particles always depends on the factors of the given speech situation. Discourse particles create a certain functional group because they express categories of interaction and co-textual information and attitudes, etc., in an undefined and especially economic way. Prosodic marking is typical of German discourse particles. Our study of the current state of prosodic design in modern German interaction using the example of discourse particles also showed that numerical issues have not yet been resolved or require further study.

Resource-seeking and media choice process: A case of irrational decision making

Resource seeking is crucial for individual and organizational success only if it is effective in convincing the resource provider to offer the needed resource. Computer-mediated communication theories provide insight into an ideal match between media and communication tasks, but typically treat task as attainment of mutual understanding between communicating partners. Instead, we developed theoretical models for media perceptions and the subsequent media choice as a behavioral decision process considering the characteristics of the resource-seeking context. In an experiment with 119 participants, we found that face-to-face resource seeking is vastly more effective than an email request regardless of the level of closeness between communication partners, but requesters underestimate the difference between the two channels. A consecutive study with 121 participants revealed that this underestimation combined with the fear of embarrassment and awkwardness lead requesters to select the less effective channel (email). Our findings have practical implications, and contribute to media selection theories by calling for focus on the characteristics of the communication goal and the source of irrationality in media selection decisions.

Aided Enhanced milieu teaching to develop symbolic and social communication skills in children with autism spectrum disorder

Children who lack functional spoken language are candidates for augmentative and alternative communication (AAC). Aided AAC and naturalistic interventions offer the potential to extend the communication functions demonstrated by children with autism spectrum disorder (ASD) who are nonspeaking. Related intervention research, however, has been limited, in that interventions have generally targeted a limited range of communication functions taught in highly structured, decontextualized environments. The aim of this study was to investigate the efficacy of an intervention that combined aided AAC with a naturalistic intervention – enhanced milieu teaching (AEMT) - to increase symbolic communication in children with autism spectrum disorder. Three children with autism spectrum disorder participated in a multiple probe design, in which a range of communication functions were targeted using the AEMT. Results showed increases in the use of symbolic communication from baseline to intervention phases, which were found to be statistically significant for two of the three children (phi 0.7–0.81; p < .001). Intervention outcomes were generalized to a communication partner not involved in the intervention and maintained over time for all children. The study provides preliminary evidence that communication functions beyond object requests could be taught using a systematic, multi-element approach implemented across activities.

Communication partner training for student health and social care professionals engaging with people with stroke acquired communication difficulties: A protocol for a realist review.

Stroke acquired communication impairments impede effective communication. Consequently, in stroke care, communicative interactions can be challenging for both patients and staff and can predispose patients to increased risk of preventable adverse events. Communication partner training (CPT) can mitigate such negative outcomes by optimising communicative interactions. Providing CPT to student health and social care professionals (SH&SCPs) has the potential to enhance their clinical expertise and experiences and enhance the future clinical care of patients with stroke acquired communication impairments. This research aims to expand our understanding of how CPT is operationalised for SH&SCPs in higher education institutions and determine: what works; for whom; in what contexts; how and why? This review is Phase 1 of a research project employing a realist approach with public and patient involvement (PPI). It incorporates five iterative steps: 1.) Clarifying the scope; 2.) Searching for evidence; 3.) Selecting and appraising evidence; 4.) Data extraction; 5.) Synthesising data and developing a middle range theory explaining how CPT is expected to work for SH&SCPs. An advisory panel, including PPI advisors, content advisors, student advisors, realist advisors and educationalist advisor has been set up to consult throughout the review and collaboratively agree the middle range theory. While there is an evolving evidence base for CPT, including stroke specific CPT for SH&SCPs, it is acknowledged that there are challenges to its implementation in complex real-world settings. In combining empirical evidence with theoretical understanding, realist review permits synthesis of data from diverse sources and goes beyond determining efficacy to explore generative causation and solutions for real world practice. A middle range realist programme theory that coherently explains how CPT is expected to work when teaching SH&SCPs to communicate with people with stroke acquired communication impairments will provide educators with new insights into CPT development and implementation in their higher education institutions.

An Exploration of Quality of Life Perceptions of Cochlear Implant Recipients and Their Frequent Communication Partners

Purpose: Quality of life (QoL) after cochlear implantation has been investigated using a variety of QoL questionnaires. However, few studies have examined the perceived QoL of cochlear implant (CI) recipients compared between the recipient and a frequent communication partner (FCP) using both hearing-related (hearing-specific) and health-general (health-general) measures. Method: For this multiple case study, five participant pairs were recruited, consisting of five adult recipients who were implanted at least 6 months prior to the time of evaluation and five adult FCPs who lived with the recipient at the time of evaluation. All 10 participants (five pairs) completed a health-general questionnaire (Medical Outcome Study Short-Form Survey 12-Item [SF-12]), and eight participants (four pairs) completed a disease specific questionnaire (Nijmegen Cochlear Implant Questionnaire [NCIQ]). Results: Both recipients and partners tended to score similarly to each other on both measures. However, both groups scored higher on the SF-12 than the NCIQ. Results also revealed a better interrater agreement between pairs on the SF-12 compared to the NCIQ. Conclusions: Overall, scores for recipients and partners were higher for the health-general SF-12 compared to the hearing-related NCIQ. Additionally, rater agreement was better for the SF-12 compared to the NCIQ, suggesting that differences in QoL perceptions exist for more hearing-specific challenges. These results highlight potential differences in perception of recipient QoL postimplantation as illustrated through the use of multiple QoL measures. Results speak to the importance of open communication between recipients and partners.

A large-scale comparison of two voice synthesis techniques on intelligibility, naturalness, preferences, and attitudes toward voices banked by individuals with amyotrophic lateral sclerosis

Amyotrophic lateral sclerosis (ALS) commonly results in the inability to produce natural speech, making speech-generating devices (SGDs) important. Historically, synthetic voices generated by SGDs were neither unique, nor age- or dialect-appropriate, which depersonalized SGD use. Voices generated by SGDs can now be customized via voice banking and should ideally sound uniquely like the individual’s natural speech, be intelligible, and elicit positive reactions from communication partners. This large-scale 2 x 2 mixed between- and within-participants design examined perceptions of 831 adult listeners regarding custom synthetic voices created for two individuals diagnosed with ALS via two synthesis systems in common clinical use (waveform concatenation and statistical parametric synthesis). The study explored relationships among synthesis system, dysarthria severity, synthetic speech intelligibility, naturalness, and preferences, and also provided a preliminary examination of attitudes regarding the custom synthetic voices. Synthetic voices generated via statistical parametric synthesis trained on deep neural networks were more intelligible, natural, and preferred than voices produced via waveform concatenation, and were associated with more positive attitudes. The custom synthetic voice created from moderately dysarthric speech was more intelligible than the voice created from mildly dysarthric speech. Clinical implications and factors that may have contributed to the relative intelligibilities are discussed.

Sensor-fusion to understand communication difficulty during conversations in noise

Difficulty communicating is the most challenging consequence of living with hearing loss, substantially affecting personal and professional relationships. While hearing devices help to redress this challenge, there is often a mismatch between performance measures obtained in clinical and laboratory settings and observed real-world behaviour. This discrepancy is likely due to an array of parameters, with the most notable being unrealistic speech stimuli (e.g., contrived sentence materials), artificial background noise, and tasks that do not reflect real-world communication behaviour or scenarios (e.g., sentence recall). To bridge this gap, we used sensor-fusion to understand communication difficulties in familiar communication partners engaged in natural, unrestricted conversations while listening to different levels of realistic background noise. We tallied communication breakdowns as a robust, overt metric of communication difficulty and fused data from an array of sensors including microphones, eye and motion trackers, and wearables that detect autonomic nervous system activity to objectively index communication difficulty. Our approach aims to find biomarkers that may predict the communication difficulties faced by individuals with hearing loss in the real-world. Ultimately, this research will contribute to enhancing the effectiveness of hearing devices, leading to improved social connection and quality of life for people with hearing loss.

Key Elements of Screening Checklists for Needs of Augmentative and Alternative Communication

With the use of augmentative and alternative communication (AAC), people with complex communication needs could participate in social situations even if they had severe speech impairments. Even though speech-language therapists in Thailand are aware of AAC, they still mainly teach young children with complex communication needs to mainly use speech as a means to communicate. This could lead to fewer opportunities for people with complex communication needs to use AAC systems. Therefore, this article aimed to analyze and classify the items related to communication success, as a guideline to generate a screening checklist for determining whether individuals with a communication impairment would benefit from using AAC. Three previously available screening checklists pertaining to communication success were analyzed to identify the 3 domains: 1) verbal communication intelligibility, 2) verbal functional communication, and 3) verbal communication comprehension. These 3 domains were divided into 2 aspects: 1) familiar/unfamiliar communication partners, and 2) familiar/unfamiliar settings. To create a standard screening checklist that speech-language pathologists in Thailand could utilize, more research would need to be done in the future.

A speech-to-symbol app for supporting communication partner to model and improve vocabulary

In order to meet the communication needs of individuals who use Augmentative and Alternative Communication (AAC) devices, communication partners are often responsible for the programming of the AAC devices. However, the prolonged learning time and operational demands of AAC devices are often barriers to an efficient use of time during a therapy session. We developed a prototype app for iPad, called Speech-to-Symbol that decreases the programming time by finding pictures stored in the app using speech-to-text technology. We compared our solution to the TalkTablet app during AAC sessions with children with different communication disabilities. The aims of this study were 1) to compare the time to program both apps, 2) to identify the type of vocabulary used, and 3) to assess the usability of the two apps. Results showed that the reduced operational demands of our Speech-to-Symbols app allow communication partners to expose children to a larger and more diverse vocabulary. In addition, the communication partners gave our Speech-to-Symbols app a higher usability rating. Implications for clinical and educational settings and directions for future research are also discussed.

Prelinguistic communication complexity predicts expressive language in initial minimally verbal autistic children.

Prelinguistic communication complexity refers to the use of different communication forms such as eye gaze, gestures and vocalisations and the degree to which these forms are coordinated and how directed to a communication partner. To date, little is known about the relationship between prelinguistic communication complexity and expressive language in minimally verbal autistic children. To test the hypothesis that prelinguistic communication complexity predicts expressive language 12 months later in autistic children and explore whether there are any differences in specific prelinguistic intentional communicative behaviours that are related to later expressive language levels. This longitudinal study examined 37 minimally verbal autistic children (29-71 months old). The Communication Complexity Scale (CCS) was used to measure participants' prelinguistic communication behaviours, which were extracted from a semi-structured play interaction at Time 1. The Chinese Communicative Development Inventory (CCDI) was used to examine participants' expressive language at Time 1 and Time 2 (12 months later). According to Time 2 vocabulary size, participants were divided into two groups: Low CCDI, between 0 and 62 words, and High CCDI, more than 100 words. Linear regression was used to examine the relationship between early prelinguistic communication complexity and later expressive language. Binary logistic regression was used to determine which of the early communication behaviours were uniquely significantly related to later expressive language levels. There was a significant positive relationship between prelinguistic communication complexity and expressive language 12 months later, even after controlling for age and concurrent language. Findings revealed a group difference in the frequency of gesture and vocalisation combinations between the Low and High CCDI groups at Time 1. Gesture-vocalisation combinations also predicted better expressive language levels at Time 2. Our findings suggest that it may be beneficial to incorporate different complex communication behaviours into prelinguistic intervention targets for minimally verbal autistic children. The CCS hierarchies can be used as a reference for the intervention goals of minimally verbal autistic children. These findings highlight the importance of targeting gesture and vocalisation combinations when autistic children transition from single prelinguistic communication behaviours to multimodal behaviours. What is already known on this subject Children use eye gaze, gestures and vocalisations to communicate with others before they learn spoken language. There is strong evidence suggest that the frequency of prelinguistic communication predicts later linguistic achievements in autistic children. However, less is known about whether prelinguistic communication complexity also predicts later language and which specific behaviours are most predictive of language outcomes. What this study adds Minimally verbal autistic children who exhibit more complex prelinguistic communication behaviours have better expressive language 12 months later. Gestures combined with vocalisations predict better expressive language in minimally verbal autistic children. What are the clinical implications of this work? When identifying intervention targets for minimally verbal autistic children, the clinicians may reference the prelinguistic communication behaviours from the CCS. The gesture and vocalisation combinations are the key behaviours when targets transit from single form to two-form behaviours.

Reliability and validity of the Turkish voice handicap index-partner (VHI-P-TR)

ObjectiveThis study examines the Turkish validity, reliability and diagnostic performance of the Voice Handicap Index-Partner (VHI-P-TR), which is used to obtain the perceptions of communication partners of individuals with dysphonia about the functional, physical and emotional handicap resulting from the patient experiencing dysphonia. MethodThe study included 160 individuals with dysphonia and their communication partners. First, translation, back translation, expert validity and pilot study were performed in the scale adaptation process. Then, a confirmatory factor analysis (CFA) was conducted to assess the construct validity of the VHI-P-TR. Correlations between the VHI-P-TR and Voice Handicap Index (VHI-TR) scores of dysphonic individuals were examined to evaluate the concurrent validity of the VHI-P-TR. To assess the reliability of the VHI-P-TR, a test-retest analysis was performed, and internal consistency coefficients (α) were calculated. A receiver operating characteristic (ROC) analysis was conducted to determine the cut-off point for the VHI-P scores. ResultsA high positive correlation was found between the participants’ VHI-P-TR and VHI-TR total and subscales mean scores (r's > 0.782; p < 0.01). The VHI-P-TR had high internal consistency regarding for its subscales and total score (α's > 0.94; p < 0.01). Factor loadings of all VHI-P-TR items were higher than 0.30 and their error variances were lower than 0.90. In addition, factor loadings were statistically significant for all the items (p < 0.05). The data fit the model well according to all CFA indices except for GFI (scale = 0.69). An adequate sensitivity and specificity were achieved for the VHI-P-TR, and the cut-off point was found as 11.50 for the total score and ranged from 2.50 to 5.50 for the subscales. ConclusionThe VHI-P-TR is a valid and reliable measurement tool with high diagnostic performance in all subscales and total score, and has high levels of agreement with the VHI-TR.

Flexible reconfigurable entanglement-based quantum key distribution network

AbstractRecently, we implemented a basic star-shaped entanglement-based quantum key distribution network without trusted nodes. It enables simultaneous pairwise exchange of quantum keys between multiple users. In this paper, we demonstrate its flexibility by focusing on several aspects. We show continuous system operation over a partially deployed 100 km fiber link for multiple days as well as dynamic reconfiguration of the communication partners. The photon pair source enables type-II or type-0 photon pair generation by SPDC as well as various demultiplexing strategies and repetition rates.

Efficacy of online communication partner training package for student healthcare professionals.

People with aphasia are vulnerable recipients of healthcare. The nature of the communicative environment and the communication disability can adversely impact access to timely and quality healthcare. Student healthcare professionals are often underprepared to interact successfully with people with aphasia and may benefit from communication partner training (CPT). To investigate the potential effectiveness and acceptability of a brief, two-part introductory Supported Conversation for Adults with Aphasia (SCA™)-based CPT package, delivered to a sample of students across a diverse range of healthcare disciplines. A pre-post-within group experimental design was used to investigate the potential effectiveness and acceptability of an online CPT package (50 minute module + 1 hour workshop) for healthcare students. The Aphasia Attitudes, Strategies and Knowledge (AASK) survey measured participants' knowledge of aphasia, facilitative communication strategies and attitudes towards people with aphasia. Data were collected pre-training, following the training module and following the workshop, and 6 weeks post-training. Statistical analysis was conducted on the AASK data. In addition, participant feedback (ratings and open text responses) was collected after the workshop. Ratings were analysed descriptively, and thematic content analysis was used for open text responses. 236 participants completed the pre-training AASK and 106 completed the AASK at subsequent time points. Statistically significant gains were demonstrated from pre- to post-module completion. Between the end of the module and the end of the workshop, some gains were maintained and others showed further statistically significantly improvements. While all gains were not maintained at the 6-week follow-up, statistically significantly improvements from pre-training scores remained evident. Student feedback was predominantly positive, with suggested improvements for training content and length. The results provide preliminary evidence that a brief, online CPT package can support student healthcare professionals' knowledge and attitudes towards aphasia and communicating with people with aphasia. Online training was acceptable to students and feasible as an embedded or optional component of curriculum. Ongoing training (e.g., in the form of refresher sessions) and inclusion of a skills-based component are recommended to maximize communication skill development. What is already known on the subject Student healthcare professionals recognize the need to develop knowledge and skills to successfully support people with communication disability, such as aphasia, to participate effectively in their healthcare. Evidence in favour of online communication partner training for student healthcare professionals is currently limited. What this study adds to the existing knowledge This study demonstrates that a brief introductory online communication partner training program can be efficacious for improving knowledge and attitudes regarding communicating with people who have aphasia. What are the potential or actual clinical implications of this work? Students will likely need further ongoing refresher training with inclusion of practical components to develop and maintain the knowledge and skills required to be proficient communication partners with people with aphasia.

The development of the People with Aphasia and Other Layperson Involvement (PAOLI) framework for guiding patient and public involvement (PPI) in aphasia research

BackgroundPatient and Public Involvement (PPI) in aphasia research requires researchers to include people with aphasia as research partners from the beginning of the study. Yet the quality of reporting on the level and type of involvement is poorly documented in the absence of a framework to guide PPI in aphasia research. This study aimed to extract the items and statements relevant for the development of the People with Aphasia and Other Layperson Involvement (PAOLI) framework for designing and implementing PPI in aphasia research, in collaboration with people with aphasia.MethodThe method recommended by the EQUATOR network was followed. This involved: (1) evidence from a scoping review, (2) a thematic analysis of the in-depth interviews, of people with stroke and aphasia, on the topics to be included in the pilot draft, (3) a two round Delphi survey for item/statement selection and (4) an experts’ consensus meeting. The research team involved two PPI partners with chronic stroke-induced aphasia. The research process involved co-design and was informed by the Dialogue model.ResultsTwenty-three panellists, from 13 countries, voted in round one with 87% (20/23) responding in round two. The final PAOLI framework includes the following 17 items (with 66 descriptive statements): establish collaborations, recruit patients, gain informed consent, organize induction meetings, train patient partners, create communication links, engage communication partners, conceptualize topics, establish research priorities, reach consensus, work with co-design methods, develop proposals, assist with dissemination of results, promote implementation of the outcomes, support patient partners and promote self-evaluation, monitor progress and assess impact of the patient involvement. These items were considered by the panellists as the most relevant for the involvement of people with aphasia as research partners.ConclusionThe PAOLI is the first international consensus framework for guiding patient involvement in aphasia research. Researchers are encouraged to adopt the framework to improve the quality of their research by promoting the meaningful involvement of people with aphasia within the research team from the start.

Intimate Partner Violence In College Students: Psychological Perspective

Intimate partner violence has previously been recognized as a major public health problem. This comprehensive systematic review aims to characterize existing research on actual or suspected infidelitywith intimate partner violence and inform future research and programs. We systematically searched the databases of Scopus, SciELO, Web of Science, Dialnet, peer-reviewed research, published between April 2017 and 2022, which provided data on prevalence or a measure of association (quantitative) or pathway (qualitative), between actual or suspected infidelity. We included 38 articles from 28 countries and the evidence showed a consistent association between actual or suspected infidelity. Our findings identify three general mechanisms and six pathways between infidelity, considered as intimate partner violence in college students. These provide support for major theories in the field related to patriarchal culture, threatened masculinities and femininities, and lack of emotional regulation and conflict resolution skills, but not evolutionary theories. Our findings suggest that researchers should use standardized measurement tools that distinguish between actual infidelity and suspicions, confirmations, and accusations of infidelity. Policy and programming should aim to transform traditional gender roles, taking into account infidelity and improving communication and trust of partners in students. Threatened masculinities and femininities and lack of emotional regulation and conflict resolution skills, but no evolutionary theories. Our findings suggest that researchers should use standardized measurement tools that distinguish between infidelity and suspicions, confirmations, and accusations of infidelity. The results of this studymay suggest that specific information seminars within the curriculum might be suitable to provide students with.

Developing a Digital Health Intervention for Conversation Skills After Brain Injury (convers-ABI-lity) Using a Collaborative Approach: Mixed Methods Study.

People with acquired brain injury (ABI) experience communication breakdown in everyday interactions many years after injury, negatively impacting social and vocational relationships. Communication partner training (CPT) is a recommended intervention approach in communication rehabilitation after ABI. Access to long-term services is essential, both in rural and remote locations. Digital health has potential to overcome the challenges of travel and improve cost efficiencies, processes, and clinical outcomes. We aimed to collaboratively develop a novel, multimodal web-based CPT intervention (convers-ABI-lity) with key stakeholders and evaluate its feasibility for improving conversation skills after brain injury. This mixed methods study consisted of 3 key stages guided by the Integrate, Design, Assess, and Share (IDEAS) framework for developing effective digital health interventions. Stage 1 included the integration of current end-user needs and perspectives with key treatment and theoretical components of existing evidence-based interventions, TBI Express and TBIconneCT. Stage 2 included the iterative design of convers-ABI-lity with feedback from end-user interviews (n=22) analyzed using content analysis. Participants were individuals with ABI, family members, health professionals, and paid support workers. Stage 3 included the evaluation of the feasibility through a proof-of-concept study (n=3). A total of 3 dyads (a person with ABI and their communication partner [CP]) completed 7 weeks of convers-ABI-lity, guided by a clinician. The outcome measures included blinded ratings of conversation samples and self-report measures. We analyzed postintervention participant interviews using content analysis to inform further intervention refinement and development. Collaborative and iterative design and development during stages 1 and 2 resulted in the development of convers-ABI-lity. Results in stage 3 indicated positive changes in the blinded ratings of conversation samples for the participants with traumatic brain injury and their CPs. Statistically reliable positive changes were also observed in the self-report measures of social communication skills and quality of life. Intervention participants endorsed aspects of convers-ABI-lity, such as its complementary nature, self-guided web-based modules, clinician sessions, engaging content, and novel features. They reported the intervention to be relevant to their personal experience with cognitive-communication disorders. This study presents the outcome of using the IDEAS framework to guide the development of a web-based multimodal CPT intervention with input from key stakeholders. The results indicate promising outcomes for improving the conversation skills of people with ABI and their CPs. Further evaluation of intervention effectiveness and efficacy using a larger sample size is required.

Communication partner training for SLT students: Changes in communication skills, knowledge and confidence

This paper describes the changes in communication skills, knowledge and confidence in Speech Language Therapy (SLT) students in conversations with People With Aphasia (PWA) after Training Con-tAct, a Dutch Communication Partner Training. MethodsOn a voluntary basis, nine SLT students (2nd yr) completed Training Con-tAct, in which People With Aphasia (PWA) were involved as co-workers. A mixed method design with pre- and post-measures was used to analyze the students’ communication skills, knowledge and confidence. A quantitative video analysis was used to measure changes in students’ communication skills. Besides, a self-report questionnaire was used to measure the changes in students’ knowledge and confidence regarding their communication with PWA. To evaluate the perspectives of the students on Training Con-tAct, additionally a focus group interview was held. ResultsRegarding students’ communication skills the outcomes revealed a significantly higher score on the ‘supporting’ competence in students who took part in Training Con-tAct. The mean scores for the ‘acknowledging’ and ‘checking information’ competences did not improve significantly. The outcomes of the questionnaire showed students gained more knowledge and confidence regarding communication with PWA. The focus group interview provided insights into: motivation for participating in Communication Partner Training, content and structure of the training, feedback in CPT, and learning experiences. ConclusionThe present study suggests that SLT students may benefit from Training Con-tAct as the training leads to better skills, more knowledge about aphasia and more confidence in communicating with PWA. Training Con-tAct could be a valuable addition to the curricula of all healthcare disciplines, and eventually support interprofessional collaboration, resulting in improved access to health care, which is important for communication vulnerable people. Further research with a larger sample size and a control group is required.

Perceptions of Saudi EFL Learners’ Willingness to Communicate in the Extramural Digital Context

This study aimed to investigate the factors that may impact Saudi English as a foreign language (EFL) learners’ willingness to communicate (WTC) in an extramural digital (ED) environment. To do this, 50 Saudi EFL learners from different Saudi secondary schools were interviewed. The collected data were analysed using thematic analysis. The findings of this study showed that there are three variables affecting the second language (L2) WTC of Saudi learners in the ED context: educational variables (including teacher-centred English pedagogy and use of L1 in the English classroom), contextual variables (including both familiarity with communication partners and familiarity with online communities) and Individual variables (including both L2 self-confidence and L2 anxiety). The findings of this research study contribute to achieving a better understanding of the L2 WTC of Saudi EFL learners in the ED context. Furthermore, the factors illustrated by the study findings can provide insight for teachers and policymakers in Saudi Arabia to promote the L2 WTC of Saudi EFL learners in classroom environments.

How congruent are parent reports on 3-4-year-old children's language skills with other sources of data?

Parental report measures such as the MacArthur-Bates Communicative Development Inventories (CDIs) are frequently used to study communicative skills of children under 3 years of age. Less is known about the usability of such reports for assessing communication skills in older children due to their advanced language skills, and a higher variety of communicative partners and communication contexts. To assess the concurrent and predictive validity of the Estonian (E) CDI-III at ages 3;0 and 4;0 years. The first research goal was to examine its concurrent variability-associations with teacher reports and directly measured language skills. The second goal of the study was to investigate the predictive validity of parent reports-the degree to which parent-and teacher-reported language scores for children at age 3;0 are useful for predicting examiner-administered language comprehension and production scores 1 year later. Estonian monolingual children were investigated longitudinally at ages 3;0 (n = 104; M age = 35.77 months, SD = 0.84; 42% males) and 4;0 (n = 87; M age = 48.18 months, SD = 1.16; 42% males) years. Children were assessed with the parent-reported ECDI-III, with teacher-reported assessments on children's talkativeness, vocabulary size and grammatical skills, and the examiner-administered New Reynell Developmental Language Scales IV (NRDLS). Results indicated significant positive relationships between the ECDI-III total scores, teacher reports, and directly measured language comprehension and production scores, demonstrating concurrent validity of parental reports of children language skills at both ages. When controlling for mothers' education, children's gender, and reported language difficulties, parental and teacher reports were predictive of language production scores, whereas only parental reports predicted comprehension scores 1 year later. None of the controls was predictive of later language comprehension and production scores. In sum, good concurrent and predictive validity of the ECDI-III shows that the instrument is a valid tool for assessing communicative skills in Estonian children. Results suggest that parent reports can offer useable information also about communicative skills of children older than three years.

Maternal mind-mindedness over infants’ first three months

Maternal mind-mindedness refers to mothers’ ability to reflect upon their infants’ mental states and respond appropriately. The present study assessed mind-mindedness longitudinally from the newborn period to the infant age of three months. The study is the first to assess maternal mind-mindedness in the infant’s early life prior to three months (one week, one month, two months, three months). To measure maternal mind-mindedness, mothers’ speech to their infants is coded for mental state comments about the infants’ thoughts, desires, and emotions. Appropriate mind-minded comments are judged to accurately reflect the infants’ mental states; non-attuned mind-minded comments are judged to misinterpret the infants’ mental states. Mothers’ individual stability (rank order stability) and group level continuity (mean level of stability across the infant ages) were assessed. Mothers showed modest temporal stability in both appropriate and non-attuned mind-mindedness over the infants’ first three months. The continuity of mind-mindedness showed that appropriate mind-mindedness increased over the infant ages, but non-attuned mind-mindedness showed no change. In infants’ early lives, mothers’ ability to accurately interpret their infants’ mental states is enhanced as the mother-infant relationship develops and infants become more communicative partners.