Exemplar Variability Facilitates Retention of Word Learning by Children With Specific Language Impairment

Purpose

Variability in the input plays an important role in language learning. The current study examined the role of object variability for new word learning by preschoolers with specific language impairment (SLI).

Method

Eighteen 4- and 5-year-old children with SLI were taught 8 new words in 3 short activities over the course of 3 sessions. Half of the children saw 3 identical objects corresponding to each new word during training (No Variability group); the other half of the children saw 3 different objects corresponding to each new word during training (High Variability group). Children completed vocabulary learning tests for objects seen during training and for new within-category objects that were never seen during training as a test of category generalization. Learning was assessed the day after each training activity, and retention was assessed 3 weeks after the last training session.

Results

There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better retention 3 weeks after experimental training.

Conclusion

These findings demonstrate that object variability facilitates retention of new word learning by children with SLI.

Supplemental Material

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Exemplar Variability Facilitates Retention of Word Learning by Children With Specific Language Impairment

Purpose

Variability in the input plays an important role in language learning. The current study examined the role of object variability for new word learning by preschoolers with specific language impairment (SLI).

Method

Eighteen 4- and 5-year-old children with SLI were taught 8 new words in 3 short activities over the course of 3 sessions. Half of the children saw 3 identical objects corresponding to each new word during training (No Variability group); the other half of the children saw 3 different objects corresponding to each new word during training (High Variability group). Children completed vocabulary learning tests for objects seen during training and for new within-category objects that were never seen during training as a test of category generalization. Learning was assessed the day after each training activity, and retention was assessed 3 weeks after the last training session.

Results

There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better retention 3 weeks after experimental training.

Conclusion

These findings demonstrate that object variability facilitates retention of new word learning by children with SLI.

Supplemental Material

http://ift.tt/2hwPDGP

from #Audiology via ola Kala on Inoreader http://article/doi/10.1044/2017_LSHSS-17-0031/2663823/Exemplar-Variability-Facilitates-Retention-of-Word
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Exemplar Variability Facilitates Retention of Word Learning by Children With Specific Language Impairment

Purpose

Variability in the input plays an important role in language learning. The current study examined the role of object variability for new word learning by preschoolers with specific language impairment (SLI).

Method

Eighteen 4- and 5-year-old children with SLI were taught 8 new words in 3 short activities over the course of 3 sessions. Half of the children saw 3 identical objects corresponding to each new word during training (No Variability group); the other half of the children saw 3 different objects corresponding to each new word during training (High Variability group). Children completed vocabulary learning tests for objects seen during training and for new within-category objects that were never seen during training as a test of category generalization. Learning was assessed the day after each training activity, and retention was assessed 3 weeks after the last training session.

Results

There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better retention 3 weeks after experimental training.

Conclusion

These findings demonstrate that object variability facilitates retention of new word learning by children with SLI.

Supplemental Material

http://ift.tt/2hwPDGP

from #Audiology via ola Kala on Inoreader http://article/doi/10.1044/2017_LSHSS-17-0031/2663823/Exemplar-Variability-Facilitates-Retention-of-Word
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Synchronized Spontaneous Otoacoustic Emissions Provide a Signal-to-Noise Ratio Advantage in Medial-Olivocochlear Reflex Assays

Abstract

Detection of medial olivocochlear-induced (MOC) changes to transient-evoked otoacoustic emissions (TEOAE) requires high signal-to-noise ratios (SNR). TEOAEs associated with synchronized spontaneous (SS) OAEs exhibit higher SNRs than TEOAEs in the absence of SSOAEs, potentially making the former well suited for MOC assays. Although SSOAEs may complicate interpretation of MOC-induced changes to TEOAE latency, recent work suggests SSOAEs are not a problem in non-latency-dependent MOC assays. The current work examined the potential benefit of SSOAEs in TEOAE-based assays of the MOC efferents. It was hypothesized that the higher SNR afforded by SSOAEs would permit detection of smaller changes to the TEOAE upon activation of the MOC reflex. TEOAEs were measured in 24 female subjects in the presence and absence of contralateral broadband noise. Frequency bands with and without SSOAEs were identified for each subject. The prevalence of TEOAEs and statistically significant MOC effects were highest in frequency bands that also contained SSOAEs. The median TEOAE SNR in frequency bands with SSOAEs was approximately 8 dB higher than the SNR in frequency bands lacking SSOAEs. After normalizing by TEOAE amplitude, MOC-induced changes to the TEOAE were similar between frequency bands with and without SSOAEs. Smaller MOC effects were detectable across a subset of the frequency bands with SSOAEs, presumably due to a higher TEOAE SNR. These findings demonstrate that SSOAEs are advantageous in assays of the MOC reflex.

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Aminoglycoside Damage and Hair Cell Regeneration in the Chicken Utricle

Abstract

In this study, we present a systematic characterization of hair cell loss and regeneration in the chicken utricle in vivo. A single unilateral surgical delivery of streptomycin caused robust decline of hair cell numbers in striolar as well as extrastriolar regions, which in the striola was detected very early, 6 h post-insult. During the initial 12 h of damage response, we observed global repression of DNA replication, in contrast to the natural, mitotic hair cell production in undamaged control utricles. Regeneration of hair cells in striolar and extrastriolar regions occurred via high rates of asymmetric supporting cell divisions, accompanied by delayed replenishment by symmetric division. While asymmetric division of supporting cells is the main regenerative response to aminoglycoside damage, the detection of symmetric divisions supports the concept of direct transdifferentiation where supporting cells need to be replenished after their phenotypic conversion into new hair cells. Supporting cell divisions appear to be well coordinated because total supporting cell numbers throughout the regenerative process were invariant, despite the initial large-scale loss of hair cells. We conclude that a single ototoxic drug application provides an experimental framework to study the precise onset and timing of utricle hair cell regeneration in vivo. Our findings indicate that initial triggers and signaling events occur already within a few hours after aminoglycoside exposure. Direct transdifferentiation and asymmetric division of supporting cells to generate new hair cells subsequently happen largely in parallel and persist for several days.

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Acoustic Analysis of Soccer Fans in Acute Phonotrauma After the Match

Publication date: Available online 13 November 2017
Source:Journal of Voice
Author(s): Mehmet Ozgur Pinarbasli, Ercan Kaya, Erkan Ozudogru, Melek Kezban Gurbuz, Ertugrul Colak, Mehmet Akif Aksoy, Leman Birdane, Fatma Ozgur Guney
ObjectivesAcute phonotrauma is the result of sound production by shouting or straining one's voice. In this study, we aimed to investigate the acute changes in the vocal folds and voices of soccer fans who voluntarily applied to our clinic after the soccer match where they engaged in acute phonotrauma. There are no other studies in the literature conducted on a similar sample group.Study designThis is a case-control study.MethodsVideolaryngostroboscopic (VLS) examination, acoustic voice analysis, and Voice Handicap Index (VHI) questionnaire were performed on 29 voluntary soccer fans included to the study before the match and at the first hour after the match. The values obtained were compared statistically with each other and with 29 control groups without voice pathology.ResultsThe jitter, shimmer, and normalized noise energy values measured after the match increased significantly statistically compared with the pre-match level, but harmonic noise ratio value decreased significantly (P < 0.05). VHI scores increased significantly after the match according to the pre-match scores (P < 0.05). In the VLS examinations, there was no difference in the images before and after the match.ConclusionsIt has been concluded that people who are using their voices loudly and intensely by shouting during the match are exposed to sound changes after the match, and if this situation becomes persistent, it may cause permanent voice pathologies. It is thought that VHI and acoustic voice analysis should be done together with VLS for diagnosis and follow-up of voice changes for which the VLS examination alone is not sufficient.



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