Oral narrative performance of african american prekindergartners who speak nonmainstream American English.

Purpose: This study had 4 primary purposes: (a) to describe the oral narrative performance of typically developing African American prekindergarten children with commonly used macro- and microstructure measures; (b) to examine the concurrent and (c) predictive relations between narrative performance, spoken dialect use, vocabulary, and story comprehension; and (d) to explore change in narrative performance during the school year.

Method: Children provided story retells of Frog Where Are You? ( Mayer, 1969) at the beginning ( n = 76) and end ( n = 146) of the school year. Retells were analyzed using the narrative assessment protocol ( Pence, Justice, & Gosse, 2007), the narrative scoring scheme ( Heilmann, Miller, & Nockerts, 2010; Heilmann, Miller, Nockerts, & Dunaway, 2010), high point analysis ( McCabe, Bliss, Barra, & Bennett, 2008), and other common indices of narrative ability (e.

Synaptic imbalance, stereotypies, and impaired social interactions in mice with altered neuroligin 2 expression.

The level of excitation in the brain is kept under control through inhibitory signals mainly exerted by GABA neurons. However, the molecular machinery that regulates the balance between excitation and inhibition (E/I) remains unclear. Candidate molecules implicated in this process are neuroligin (NL) adhesion molecules, which are differentially enriched at either excitatory or inhibitory contacts.