The interface between spoken and written language: developmental disorders

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter–sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).     

Kindergarten Impacts of a Preschool Language-Focused Intervention

Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding, and reading comprehension, for children exposed to the language-focused intervention Learning Language and Loving It (LLLI; Weitzman &; Greenberg, 2002 Weitzman, E. &; Greenberg, J. (2002). Learning language and loving it. Toronto, Canada: The Hanen Centre. [Google Scholar]) during preschool. End of kindergarten skills were examined, comparing children whose teachers implemented LLLI (n = 25) or business-as-usual (BAU) instruction (n = 24). Hierarchical linear modeling results showed the LLLI intervention to have significant effects on children's decoding and reading comprehension in kindergarten for children who had high levels of language skill at preschool, as compared to their counterparts in the BAU condition. Study findings therefore indicate that preschool language-focused interventions may primarily benefit children with higher skill levels. This suggests the need to explore avenues for addressing the needs of children with relatively low language skills during preschool and the eventual transition to reading.     

Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4

Purpose

This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4.

Methods

Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data.

Results

Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4.

Conclusions

These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4.     

Beyond nescience: the intersectional insights of health humanities

Through a comparison of two graphic novels concerned with the experience of cancer diagnosis and treatment, Brian Fies's Mom's Cancer (2006) and Harvey Pekar and Joyce Brabner's Our Cancer Year (1994), this essay suggests some of the strengths and limitations of the medical humanities in responding to the experience of illness. It demonstrates how the graphic medium enables us to generate a new set of reading strategies and thus to articulate a more complex and powerful analysis of illness, disability, medicine, and health. Finally, the essay considers the question raised by the comparison of the graphic novels: whether the term "health humanities" might not be preferable to its predecessor, "medical humanities."     

Teaching the arts as a second language: A school-wide policy approach to arts integration

The arts can be used to teach, not just as activities that enhance learning, but also as the primary medium through which students process, acquire, and represent knowledge. This means the arts can function as a language. If we accept this metaphor, and we truly want students to be fluent in the artistic languages, then the arts can be taught in the same constructive, sequential way language is taught, where the rules of the system are explicitly learned and fluency is acquired through regular application within a meaningful context. This article provides a framework for the implementation of effective arts integration in line with second language learning: Arts as a Second Language. In doing so, it addresses two common problems in arts education: when arts integration is disconnected from artistic development, and when discipline-based arts education is disconnected from other learning. Nine principles for teaching with an Arts as a Second Language policy are proposed. Ultimately, it is a call for pedagogical reform that enables equitable access for all students to learn in, about, and through the arts with school-wide policy that scaffolds artistic learning across the grades, embedded in meaningful contexts.     

Neuropsychological implications for preadaptation and language evolution

Findings from neuropsychology are used to support the hypotheses that selection for increased “sound recognition” abilities preadapted certain neural structures for aural language comprehension and that selection for gestural communication preadapted other neural structures for reading comprehension.     

Role of e-reader adoption in life cycle greenhouse gas emissions of book reading activities

Purpose

The purpose of this research is to identify at what extent e-book reading reduces global warming potential (GWP) of book reading activities relative to that of reading only paper books. Past studies assume e-books and paper books are interchangeable during consumption, but adopting e-book reading can alter reading patterns in reality. This research comparatively assessed the GWP of reading only paper books and that of reading pattern of after e-reader adoption of consumer segments.

Methods

We computed GWP of book reading activities of consumer segments that include a life cycle of paper book, e-book, and e-book reading device. Two e-book devices were considered: a designated e-book device (e-reader) and a tablet. The functional units are book reading activities per person and per person-book, which account the number of books purchased or acquired and the reading hours per person. We collected data through a web survey in the USA. Consumer segmentation was performed by analyzing the level of importance in the aspects of book reading activities as a measurement variable. To observe the changes in reading patterns upon e-reader adoption within the same population, we conducted a 3-month social experiment involving e-readers in the USA.

Results and discussion

Adopting e-readers was discovered to reduce both the GWP per person and the GWP per person-book of book reading activities. The GWP of e-books read with an e-reader and the GWP of paper books were found to break even at 4.7 books per year, provided consumers read less than 11 h a day. According to the web survey, e-reader users purchase more than seven e-books annually on average, which resulted in a smaller GWP per person-book relative to that of one paper book. Furthermore, the GWP per person in the social experiment was smaller for e-reader adopters than those who only read paper books because they substituted e-books for paper books. The overall book reading volume remains unchanged upon e-reader adoption.

Conclusions

Adoption of e-readers reduces the GWP from book reading activities with only paper books, provided more than 4.7 paper books are substituted by e-books annually, and provided consumers’ total consumption volume remain unchanged. E-reader adopters read sufficient number of e-books to break even with paper books. However, most e-reader adopters are yet to fully abandon paper books for e-books. Analyzing the differences in the reading experience between e-books and paper books is a future task.

     

The bridge of iconicity: from a world of experience to the experience of language

Iconicity, a resemblance between properties of linguistic form (both in spoken and signed languages) and meaning, has traditionally been considered to be a marginal, irrelevant phenomenon for our understanding of language processing, development and evolution. Rather, the arbitrary and symbolic nature of language has long been taken as a design feature of the human linguistic system. In this paper, we propose an alternative framework in which iconicity in face-to-face communication (spoken and signed) is a powerful vehicle for bridging between language and human sensori-motor experience, and, as such, iconicity provides a key to understanding language evolution, development and processing. In language evolution, iconicity might have played a key role in establishing displacement (the ability of language to refer beyond what is immediately present), which is core to what language does; in ontogenesis, iconicity might play a critical role in supporting referentiality (learning to map linguistic labels to objects, events, etc., in the world), which is core to vocabulary development. Finally, in language processing, iconicity could provide a mechanism to account for how language comes to be embodied (grounded in our sensory and motor systems), which is core to meaningful communication.     

Testing the effectiveness of two natural selection simulations in the context of a large-enrollment undergraduate laboratory class

Background

Simulations can be an active and engaging way for students to learn about natural selection, and many have been developed, including both physical and virtual simulations. In this study we assessed the student experience of, and learning from, two natural selection simulations, one physical and one virtual, in a large enrollment introductory biology lab course. We assigned students to treatments (the physical or virtual simulation activity) by section and assessed their understanding of natural selection using a multiple-choice pre-/post-test and short-answer responses on a post-lab assignment. We assessed student experience of the activities through structured observations and an affective survey.

Results

Students in both treatments showed increased understanding of natural selection after completing the simulation activity, but there were no differences between treatments in learning gains on the pre-/post-test, or in the prevalence of concepts and misconceptions in written answers. On a survey of self-reported enjoyment they rated the physical activity significantly higher than the virtual activity. In classroom observations of student behavior, we found significant differences in the distribution of behaviors between treatments, including a higher frequency of off-task behavior during the physical activity.

Conclusions

Our results suggest that both simulations are valuable active learning tools to aid students’ understanding of natural selection, so decisions about which simulation to use in a given class, and how to best implement it, can be motivated by contextual factors.

     

Longitudinal Stability in Reading Comprehension Is Largely Heritable from Grades 1 to 6

Reading comprehension is a foundational academic skill and significant attention has focused on reading development. This report is the first to examine the stability and change in genetic and environmental influences on reading comprehension across Grades 1 to 6. This developmental range is particularly important because it encompasses the timespan in which most children move from learning how to read to using reading for learning. Longitudinal simplex models were fitted separately for two independent twin samples (N = 706; N = 976). Results suggested that the shared environment contributed to variance in early but not later reading. Instead, stability in reading development was largely mediated by continuous genetic influences. Thus, although reading is clearly a learned skill and the environment remains important for reading development, individual differences in reading comprehension appear to be also influenced by a core of genetic stability that persists through the developmental course of reading.     

Vocal communication as a function of differential rearing experiences inPan paniscus: A preliminary report

There is little evidence of vocal learning in nonhuman primates despite the well-documented abilities found in avian species. We describe the vocal repertoire of five bonobos (Pan paniscus), four of which live in a seminatural environment. The fifth subject, Kanzi, has been reared with humans during the course of language training. The data indicated that the four bonobos living in a seminatural environment exhibit a variety of species-typical vocalizations. In addition to producing all the species-typical vocalization, Kanzi produced four structurally unique vocalizations that were not heard among the other subjects. These data suggest that Kanzi has learned vocalizations that are novel due to his unique rearing experience. Discussion is focused on the flexibility of vocal communication and vocal comprehension inPan paniscus.     

The association between dopamine receptor (DRD4) gene polymorphisms and second language learning style and behavioral variability in undergraduate students in Turkey

The dopamine D4 receptor gene (DRD4) encodes a receptor for dopamine, a chemical messenger used in the brain. One variant of the DRD4 gene, the 7R allele, is believed to be associated with attention deficit hyperactivity disorder (ADHD). The aim of this study was to investigate the relationships between repeat polymorphisms in dopamine DRD4 and second language learning styles such as visual (seeing), tactile (touching), auditory (hearing), kinesthetic (moving) and group/individual learning styles, as well as the relationships among DRD4 gene polymorphisms and ADHD in undergraduate students. A total of 227 students between the ages of 17–21 years were evaluated using the wender utah rating scale and DSM-IV diagnostic criteria for ADHD. Additionally, Reid's perceptual learning style questionnaire for second language learning style was applied. In addition, these students were evaluated for social distress factors using the list of Threatening Events (TLE); having had no TLE, having had just one TLE or having had two or more TLEs within the previous 6 months before the interview. For DRD4 gene polymorphisms, DNA was extracted from whole blood using the standard phenol/chloroform method and genotyped using polymerase chain reaction. Second language learners with the DRD4.7+ repeats showed kinaesthetic and auditory learning styles, while students with DRD4.7-repeats showed visual, tactile and group learning, and also preferred the more visual learning styles \(\left( {\bar{X}:{ 3}. 70} \right)\) . We also demonstrated that the DRD4 polymorphism significantly affected the risk effect conferred by an increasing level of exposure to TLE.     

Student construction of phylogenetic trees in an introductory biology course

Background

Phylogenetic trees have become increasingly essential across biology disciplines. Consequently, learning about phylogenetic trees has become an important component of biology education and an area of interest for biology education research. Construction tasks, in which students generate phylogenetic trees from some type of data, are often used for instruction. However, the impact of these exercises on student learning is uncertain, in part due to our fragmented knowledge of what students construct during the tasks. The goal of this project was to develop a more robust method for describing student-generated phylogenetic trees, which will support future investigations that attempt to link construction tasks with student learning.

Results

Through iterative examination of data from an introductory biology course, we developed a method for describing student-generated phylogenetic trees in terms of style, conventionality, and accuracy. Students used the diagonal style more often than the bracket style for construction tasks. The majority of phylogenetic trees were constructed conventionally, and variable orientation of branches was the most common unconventional feature. In addition, the majority of phylogenetic trees were generated correctly (no errors) or adequately (minor errors only) in terms of accuracy. Suggesting extant taxa are descended from other extant taxa was the most common major error, while empty branches and extra nodes were very common minor errors.

Conclusions

The method we developed to describe student-constructed phylogenetic trees uncovered several trends that warrant further investigation. For example, while diagonal and bracket phylogenetic trees contain equivalent information, student preference for using the diagonal style could impact comprehension. In addition, despite a lack of explicit instruction, students generated phylogenetic trees that were largely conventional and accurate. Surprisingly, accuracy and conventionality were also dependent on each other. Our method for describing phylogenetic trees constructed by students is based on data from one introductory biology course at one institution, and the results are likely limited. We encourage researchers to use our method as a baseline for developing a more generalizable tool, which will support future investigations that attempt to link construction tasks with student learning.

     

Two sources of meaning in infant communication: preceding action contexts and act-accompanying characteristics

How do infants communicate before they have acquired a language? This paper supports the hypothesis that infants possess social–cognitive skills that run deeper than language alone, enabling them to understand others and make themselves understood. I suggested that infants, like adults, use two sources of extralinguistic information to communicate meaningfully and react to and express communicative intentions appropriately. In support, a review of relevant experiments demonstrates, first, that infants use information from preceding shared activities to tailor their comprehension and production of communication. Second, a series of novel findings from our laboratory shows that in the absence of distinguishing information from preceding routines or activities, infants use accompanying characteristics (such as prosody and posture) that mark communicative intentions to extract and transmit meaning. Findings reveal that before infants begin to speak they communicate in meaningful ways by binding preceding and simultaneous multisensory information to a communicative act. These skills are not only a precursor to language, but also an outcome of social–cognitive development and social experience in the first year of life.     

Drosophila Transposon Insertions as Unknowns for Structured Inquiry Recombination Mapping Exercises in an Undergraduate Genetics Course

Structured inquiry approaches, in which students receive a Drosophila strain of unknown genotype to analyze and map the constituent mutations, are a common feature of many genetics teaching laboratories. The required crosses frustrate many students because they are aware that they are participating in a fundamentally trivial exercise, as the map locations of the genes are already established and have been recalculated thousands of times by generations of students. We modified the traditional structured inquiry approach to include a novel research experience for the students in our undergraduate genetics laboratories. Students conducted crosses with Drosophila strains carrying P[lacW] transposon insertions in genes without documented recombination map positions, representing a large number of unique, but equivalent genetic unknowns. Using the eye color phenotypes associated with the inserts as visible markers, it is straightforward to calculate recombination map positions for the interrupted loci. Collectively, our students mapped 95 genetic loci on chromosomes 2 and 3. In most cases, the calculated 95% confidence interval for meiotic map location overlapped with the predicted map position based on cytology. The research experience evoked positive student responses and helped students better understand the nature of scientific research for little additional cost or instructor effort.INQUIRY-BASED learning in which students are engaged in open-ended, student-centered, hands-on activities is an important tool for training undergraduates to think like scientists (Colburn 2000; Handelsman et al. 2004). With this approach, students learn scientific subjects by interpreting and discussing experimental results in a fashion similar to that used by scientific researchers (NRC 2003). There are three main approaches to instruction via inquiry. In open inquiry, students formulate their own problem, as well as the procedures to investigate the problem. In guided inquiry, the instructor provides the problem and necessary materials, but the students devise an experimental procedure to investigate the problem. Finally, in structured inquiry, the instructor provides the problem, the materials, and the procedure, but the students are required to gather and interpret the experimental data independently, coming to their own conclusions (Welch et al. 2006). In each case, the instructor does not provide “the answer” to the problem. In the ideal case, the instructor does not even know what the answer will be prior to the student experiment, forcing the students to grapple with the information themselves. Inquiry-based laboratories can even be extended so that students are participating in novel research as part of their coursework (DebBurman 2002; Buckner et al. 2007), which been shown to improve undergraduate retention and student performance in biology lecture courses (Marcus et al. 2009).The process of inquiry has been identified as central to training students to understand fundamental approaches used in the field of genetics such as the design of controlled crosses and interpretation of experimental data (Cartier and Stewart 2000). Pukkila (2004) discusses effective methods by which inquiry-based learning can be incorporated into undergraduate genetics lecture courses with large enrollments and into recitation sections. However, the implementation of inquiry-based approaches in undergraduate genetics laboratories has not been discussed extensively.Teaching laboratories offer some advantages for inquiry learning because they generally contain small groups of students, facilitating a flexible and intimate learning environment with many interactions between students and the instructor, as well as among classmates. However, teaching laboratories associated with large lecture courses also offer some challenges, in particular how to deliver substantially similar experiences to laboratory sections taught by multiple instructors, as well as how to provide inquiry-based learning in a logistically manageable and cost-effective manner. For these reasons, most inquiry-based genetics laboratory exercises have used the structured inquiry approach, for example, using many Drosophila melanogaster strains with similar mutant phenotypes (e.g., white eyes and black bodies), but a variety of genotypes, in a series of standardized genetic mapping crosses to familiarize students with the collection and interpretation of classical genetic data (MacIntyre 1974; Pye 1980). The difficulty with contrived genetic unknowns carrying well-mapped genetic mutations is that many students become frustrated that their hard work evaluating the crosses over a period of several months is devoted to a fundamentally trivial exercise, as the recombination map locations of the genes are already established in the scientific literature and have been recalculated thousands of times by generations of genetics students.We have expanded upon the structured inquiry approach to genetics to include novel research experiences for the students in our undergraduate genetics laboratories. They conduct mapping crosses with Drosophila strains carrying P-element transposon insertions in genes without documented recombination map positions. The stock centers maintain very large collections of P-element transposon stocks with known insertion sites on the cytological and genome maps (Spradling et al. 1999). However, in spite of the cytology to recombination map equivalence table available in FlyBase (2009), very few of the transposon inserts have been formally placed on the recombination map. By using the eye color phenotypes associated with many transposon inserts as visible markers in genetic crosses (Marcus 2003), it is straightforward to calculate recombination map positions for the interrupted loci. The stock collections contain many stocks with identical transposons inserted at different chromosomal locations, providing a large number of unique, but equivalent genetic unknowns that can be used for recombination mapping exercises. At the same time, this approach provides students with the opportunity to map genes that have never been mapped before, allowing them to make small but useful contributions to the field of Drosophila genetics.     

A Simple,Low-Cost Conductive Composite Material for 3D Printing of Electronic Sensors

3D printing technology can produce complex objects directly from computer aided digital designs. The technology has traditionally been used by large companies to produce fit and form concept prototypes (‘rapid prototyping’) before production. In recent years however there has been a move to adopt the technology as full-scale manufacturing solution. The advent of low-cost, desktop 3D printers such as the RepRap and emoH@baF has meant a wider user base are now able to have access to desktop manufacturing platforms enabling them to produce highly customised products for personal use and sale. This uptake in usage has been coupled with a demand for printing technology and materials able to print functional elements such as electronic sensors. Here we present formulation of a simple conductive thermoplastic composite we term ‘carbomorph’ and demonstrate how it can be used in an unmodified low-cost 3D printer to print electronic sensors able to sense mechanical flexing and capacitance changes. We show how this capability can be used to produce custom sensing devices and user interface devices along with printed objects with embedded sensing capability. This advance in low-cost 3D printing with offer a new paradigm in the 3D printing field with printed sensors and electronics embedded inside 3D printed objects in a single build process without requiring complex or expensive materials incorporating additives such as carbon nanotubes.     

Mechanisms of Reading in Persons with Different Levels of Written Text Comprehension

The aim of the present study was to investigate the reading mechanisms in adults (27 subjects; mean age, 19.5 ± 0.8 [SD] years) with different levels of written text comprehension using fMRI. The main objective was to analyze the basic brain mechanisms of verbal stimuli perception with and without semantic component during reading discrimination tasks. The BOLD signal changes during WORD and PSEUDOWORD reading comparing to GAZE FIXATION state were estimated using both analysis of whole brain activation and ROIs (structures connected with the brain system providing reading) in two groups of subjects, “good” and “poor” readers. It was revealed that activations were higher in “poor” readers in lingual gyrus, SMG, STG compared to “good” readers during PSEUDOWORD reading. It was supposed, that the strategies of words and pseudowords recognition differed in two groups of readers: “good” readers identified words or pseudowords already at the stage of visual analysis of “word” structure and demonstrated attempts to decode pseudowords (i.e., language lexical zones were not activated); “poor” readers, apparently, tried to read pseudowords using the same strategy as for the words reading referring to the lexicon, and after failure identified pseudowords as meaningless concepts. In that case, activations of both lexical “language” zones and visual word form area (VWFA) were observed.     

The function and evolution of child-directed communication

Humans communicate with small children in unusual and highly conspicuous ways (child-directed communication (CDC)), which enhance social bonding and facilitate language acquisition. CDC-like inputs are also reported for some vocally learning animals, suggesting similar functions in facilitating communicative competence. However, adult great apes, our closest living relatives, rarely signal to their infants, implicating communication surrounding the infant as the main input for infant great apes and early humans. Given cross-cultural variation in the amount and structure of CDC, we suggest that child-surrounding communication (CSC) provides essential compensatory input when CDC is less prevalent—a paramount topic for future studies.

Child-directed communication is considered essential for language acquisition, yet appears to be near-absent in some human cultures and in our closest-living relatives, the great apes. This Essay sheds light on the evolution of child-directed and child-surrounding communication.