Preparation For Speech Research Articles

FORMATION MODEL OF PERSIAN SPEAKING COMPETENCE IN INTERPRETERS’ DIALOGUES IN THE SPHERE OF SAFEGUARDING OF STATE SECURITY

The article defines the purpose creation of a linguistic didactic model, which consists in outlining the logical sequence of educational actions of the teacher and cadets, which correspond to the developed system of exercises. Six content modules for performing preparatory exercises are outlined, independent preparation for dialogic speech using the Case study method, actual practice in dialogic speech using the role-play method; each cycle is dedicated to teaching one type of dialogue – questioning, agreement, discussion, which forms Persian speaking competence and dialogical speech of future interpreters in the field of ensuring state security. The goals of training and the professional sphere of communication of such specialists are determined, where the following functional types of dialogues are mainly used: dialoguequestioning, dialogue-arrangement, dialogue-discussion. The content of modules is described: International partnership and state policy of Ukraine in the sphere of safeguarding of state security, Ensuring the protection of human rights and freedoms, interests of society and the state, Intelligence and information protection, Combating terrorism, Protection of national statehood and national interests, Pre-trial investigations. The work of the cadets is planned, divided into classroom and independent work. Two variants of the training model are proposed, which differ in the preliminary cooperation of cadets in preparation for dialogic speech.

PROBLEM-BASED LEARNING IS A MEANS OF ORGANIZING STUDENTS ' ACTIVE ACTIVITIES IN PRIMARY SCHOOLS

The article considers the development of active activity of students in primary school through problem-based learning. The psychological and pedagogical features of problem-based learning are described. Based on the research, special tasks of problem-based learning are taken as a basis, i.e. (the use of logical methods or individual methods of creative activity); education of skills for the creative application of the acquired knowledge (in new situations) and skills for solving educational problems. The skills expected from problem-based learning are concretized by the desire and ability to learn, preparation for self-education, speech and logical thinking. The article also analyzes that the essence of a problem lesson can be covered in one sentence, for example, "creative assimilation of knowledge". The phrase "creative mastery of knowledge" means that in the lesson the student goes through all the links of scientific creativity: setting a problem and finding a solution - at the stage of knowledge introduction; expression of the solution and productive implementation – reproduction (utterance) of knowledge, etc. In problem-based learning, the difference between the dialogue leader and the motivator is analyzed.

Inner versus Overt Speech Production: Does This Make a Difference in the Developing Brain?

Studies in adults showed differential neural processing between overt and inner speech. So far, it is unclear whether inner and overt speech are processed differentially in children. The present study examines the pre-activation of the speech network in order to disentangle domain-general executive control from linguistic control of inner and overt speech production in 6- to 7-year-olds by simultaneously applying electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS). Children underwent a picture-naming task in which the pure preparation of a subsequent speech production and the actual execution of speech can be differentiated. The preparation phase does not represent speech per se but it resembles the setting up of the language production network. Only the fNIRS revealed a larger activation for overt, compared to inner, speech over bilateral prefrontal to parietal regions during the preparation phase. Findings suggest that the children’s brain can prepare the subsequent speech production. The preparation for overt and inner speech requires different domain-general executive control. In contrast to adults, the children’s brain did not show differences between inner and overt speech when a concrete linguistic content occurs and a concrete execution is required. This might indicate that domain-specific executive control processes are still under development.

Interpretation bias and social anxiety: does interpretation bias mediate the relationship between trait social anxiety and state anxiety responses?

ABSTRACTTwo studies aimed to examine whether high socially anxious individuals are more likely to negatively interpret ambiguous social scenarios and facial expressions compared to low socially anxious individuals. We also examined whether interpretation bias serves as a mediator of the relationship between trait social anxiety and state anxiety responses, in particular current state anxiety, bodily sensations, and perceived probability and cost of negative evaluation pertaining to a speech task. Study 1 used ambiguous social scenarios and Study 2 used ambiguous facial expressions as stimuli to objectively assess interpretation bias. Undergraduate students with high and low social anxiety completed measures of state anxiety responses at three time points: baseline, after the interpretation bias task, and after the preparation for an impromptu speech. Results showed that high socially anxious individuals were more likely to endorse threat interpretations for ambiguous social scenarios and to interpret ambiguous faces as negative than low socially anxious individuals. Furthermore, negative interpretations mediated the relationship between trait social anxiety and perceived probability of negative evaluation pertaining to the speech task in Study 1 but not Study 2. The present studies provide new insight into the role of interpretation bias in social anxiety.

Increase in Beta-Band Activity during Preparation for Overt Speech in Patients with Parkinson's Disease.

Speech impairment is a frequent and often serious symptom of Parkinson’s disease (PD), characterized by a disorder of phonation, articulation and prosody. While research on the pathogenesis of the prominent limb motor symptoms has made considerable progress in recent years, the pathophysiology of PD speech impairment is still incompletely understood. To investigate the neural correlates of speech production in PD, EEG was recorded in 14 non-demented patients with idiopathic PD and preserved verbal fluency on regular dopaminergic medication (8 women; mean age ± SD: 69.5 ± 8.0 years). The control group consisted of 15 healthy age-matched individuals (7 women; age: 69.7 ± 7.0 years). All participants performed a visually-cued, overt speech production task; required utterances were papapa and pataka. During the preparatory phase of speech production, in a time window of 200–400 ms after presentation of the visual cue, β-power was significantly increased in PD patients compared to healthy controls. Previous research has shown that the physiological decrease of β-power preceding limb movement onset is delayed and smaller in PD patients off medication and normalizes under dopaminergic treatment. By contrast, our study demonstrates that β-power during preparation for speech production is higher in patients on dopaminergic therapy than controls. Thus, our results suggest that the mechanisms that regulate β-activity preceding limb movement and speech production differ in PD. The pathophysiological role of this increase in β-power during speech preparation needs to be determined.

Brain potentials predict language selection before speech onset in bilinguals

Studies of language production in bilinguals have seldom considered the fact that language selection likely involves proactive control. Here, we show that Chinese-English bilinguals actively inhibit the language not-to-be used before the onset of a picture to be named. Depending on the nature of a directive cue, participants named a subsequent picture in their native language, in their second language, or remained silent. The cue elicited a contingent negative variation of event-related brain potentials, greater in amplitude when the cue announced a naming trial as compared to when it announced a silent trial. In addition, the negativity was greater in amplitude when the picture was to be named in English than in Chinese, suggesting that preparation for speech in the second language requires more inhibition than preparation for speech in the native language. This result is the first direct neurophysiological evidence consistent with proactive inhibitory control in bilingual production.

Book review: Stimson's introduction to airborne radar (Electromagnetics and Radar)

Whenever a tried-and-true classic beloved by many is revised by a team of authors rather than the original author, the first question that one tends to want answered is, “Have they ruined it?” In this case, the answer is a definitive no. This is a magnificent revision of a classic that will become a classic in its own right. It is the first book new employees who are going to specialize in radar should be handed to read, independent of any area they choose to specialize in. For more senior radar specialists, it is a quick refresher at the high level of the familiar, so specialists can visit a subject area in preparation for an elevator speech or a talk with a manager who has not specialized in radar. Radar is such a broad area of specialization that one cannot be familiar with all aspects of it, particularly as the number of subfields within radar has exploded in the last 20 years. At the elementary level of a non-calculus-based college physics course, Stimson's Introduction to Airborne Radar provides an alternative for first reads of most of the new subfields that have appeared since the previous edition. The graphics in the new edition take advantage of modern developments, so they are much improved. For one who has grown up in a southern household, where recipes have based passed down for generations, the family recipes “smell,” wafting through the kitchen as generations succeed one another. The modern southern kitchen provides the comfort of the old and familiar, with fusion of new species as new traditions are added. The new edition of this book maintains the smell of the old and Stimson's familiar writing style while reflecting the needed fusion with the latest generation's contributions. One wishes other revisions of classic books had been handled with such loving care.

The Art of Nursing Leadership

There are a few memorable times in our lives when we are asked to reflect upon and define what it means to be something. Whether it is for an academic paper, a personal journal, or a professional development workshop, these moments of ontological self-reflection help us to transform into both more of who we already are and who we aspire to be. As a recent recipient of an organizational nursing leadership award, I have had such an opportunity to examine what it means to be a nursing leader in preparation for the award's acceptance speech.

Proximate units in word production: Phonological encoding begins with syllables in Mandarin Chinese but with segments in English

In Mandarin Chinese, speakers benefit from fore-knowledge of what the first syllable but not of what the first phonemic segment of a disyllabic word will be ( Chen, Chen, & Dell, 2002), contrasting with findings in English, Dutch, and other Indo-European languages, and challenging the generality of current theories of word production. In this article, we extend the evidence for the language difference by showing that failure to prepare onsets in Mandarin (Experiment 1) applies even to simple monosyllables (Experiments 2–4), and confirm the contrast with English for comparable materials (Experiments 5 and 6). We also provide new evidence that Mandarin speakers do reliably prepare tonally unspecified phonological syllables (Experiment 7). To account for these patterns, we propose a language general proximate units principle whereby intentional preparation for speech as well as phonological–lexical coordination are grounded at the first phonological level below the word at which explicit unit selection occurs. The language difference arises because syllables are proximate units in Mandarin Chinese, whereas segments are proximate in English and other Indo-European languages. The proximate units perspective reconciles the aspiration toward a language general account of word production with the reality of substantial cross-linguistic differences.

Neuronal Dysfunction and Schizophrenia Symptoms

Neuronal Dysfunction and Schizophrenia Symptoms

Neuronal Dysfunction and Schizophrenia Symptoms

Neuronal Dysfunction and Schizophrenia Symptoms

The View From the Edge of the Cauldron

Perspectives in Psychiatric CareVolume 37, Issue 4 p. 137-139 The View From the Edge of the Cauldron Commentary Sandra P. Thomas PhD, RN, FAAN, Corresponding Author Sandra P. Thomas PhD, RN, FAAN Professor and Director, PhD Program College of Nursing, University of Tennessee, KnoxvilleAuthor contact: Sthomas@utk.edu, with a copy to the Editor: mary77@concentric.netSearch for more papers by this author Sandra P. Thomas PhD, RN, FAAN, Corresponding Author Sandra P. Thomas PhD, RN, FAAN Professor and Director, PhD Program College of Nursing, University of Tennessee, KnoxvilleAuthor contact: Sthomas@utk.edu, with a copy to the Editor: mary77@concentric.netSearch for more papers by this author First published: 22 September 2009 https://doi.org/10.1111/j.1744-6163.2001.tb00646.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume37, Issue4October 2001Pages 137-139 RelatedInformation

Respiratory markers of conversational interaction.

Respiratory movements were recorded from 10 dyads (20 subjects) during quiet breathing, reading aloud, spontaneous monologue, scripted dialog, and spontaneous conversation. Timing measures of inspiratory, expiratory, and total cycle duration were used to compare respiratory function during quiet breathing, listening, and speech. Cross-correlation analyses of the respiratory movements of conversational partners provided an index of conversational synchrony. Inspiratory duration was found to be the most consistent and sensitive measure for discriminating quiet breathing from speech breathing. In the scripted dialog and spontaneous conversation conditions, respiratory kinematics changed during listening to more closely resemble speech, and systematic changes were observed in anticipation of turn-taking speech onset. For the breathing cycles immediately surrounding turn changes and simultaneously produced vocal events, the kinematic signals of conversational partners were strongly correlated. Results are discussed in the context of similar findings concerning conversational interactions and motor preparation for speech.

Rehearsal and preparation for speech in stutterers: a psychophysiological study.

ABSTRACTTwelve stutterers and twelve non‐stutterers each read out loud following three types of rehearsal: overt rehearsal of the material, silent rehearsal, or inappropriate overt rehearsal (counting backwards). Silent rehearsal impaired performance (fluency) compared to the other conditions. Heart rate measures (HR) and electro‐myography (EMG) did not differentiate stutterers from non‐stutterers, except that EMG immediately before speech was significantly elevated after silent rehearsal for stutterers. The data suggest that silent rehearsal may be accompanied by excessively high muscle tone, and impair rather than facilitate fluency.

Bereitschaftspotential preceding speech after holding breath.

Cerebral potentials prior to speaking were recorded in 36 healthy righthanded subjects. Subjects began holding breath at irregular intervals prior to the voluntary onset of speech. This was done in order to avoid respiration-related potential shifts. The Bereitschaftspotential (BP) or readiness potential started already 2 s prior to the onset of speaking and was present over either hemisphere. During the last 100 to 200 ms of preparation period, the BP became significantly lateralized towards the left hemisphere. The close temporal relation to speech onset characterized this hemispheric lateralization to be an indicator of the final motor mechanisms for speech. Still, the BP was a bilateral phenomenon, i.e. it was also present over the right hemisphere, indicating involvement of the non-dominant hemisphere as well. The data are compatible with the view of an early bihemispheric motor preparation for speech followed by a late left hemisphere preponderance as the final common pathway.

Rehearsal and preparation for speech in stutterers: A psychophysiological study

Twelve stutterers and twelve non-stutterers each read out loud following three types of rehearsal: overt rehearsal of the material, silent rehearsal, or inappropriate overt rehearsal (counting backwards). Silent rehearsal impaired performance (fluency) compared to the other conditions. Heart rate measures (HR) and electro-myography (EMG) did not differentiate stutterers from non-stutterers, except that EMG immediately before speech was significantly elevated after silent rehearsal for stutterers. the data suggest that silent rehearsal may be accompanied by excessively high muscle tone, and impair rather than facilitate fluency.

The preparation for speech in the very young cerebral palsied child.

The preparation for speech in the very young cerebral palsied child.