Determinants of early lexical acquisition: Effects of word- and child-level factors on Dutch children's acquisition of words.

Previous research on the effects of word-level factors on lexical acquisition has shown that frequency and concreteness are most important. Here, we investigate CDI data from 1,030 Dutch children, collected with the short form of the Dutch CDI, to address (i) how word-level factors predict lexical acquisition, once child-level factors are controlled, (ii) whether effects of these word-level factors vary with word class and age, and (iii) whether any interactions with age are due to differences in receptive vocabulary. Mixed-effects regressions yielded effects of frequency and concreteness, but not of word class and phonological factors (e.

Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements.

Many studies demonstrate that detecting statistical regularities in linguistic input plays a key role in language acquisition. Yet, it is unclear to what extent statistical learning is involved in more naturalistic settings, when young children have to acquire meaningful grammatical elements. In the present study, we address these points, by investigating whether statistical learning is involved in acquiring a morpho-syntactic structure from input that resembles natural languages more closely.

Language Entropy Relates to Behavioral and Pupil Indices of Executive Control in Young Adult Bilinguals.

Introduction: It has been proposed that bilinguals' language use patterns are differentially associated with executive control. To further examine this, the present study relates the social diversity of bilingual language use to performance on a color-shape switching task (CSST) in a group of bilingual university students with diverse linguistic backgrounds. Crucially, this study used language entropy as a measure of bilinguals' language use patterns.

Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech.

Language in touchscreen apps could be useful as an additional source of children's language input, alongside child directed speech (CDS) and books. Here we performed the first analysis of language in apps, as compared with books and CDS. We analysed language in 18 of the most popular educational apps targeting pre-schoolers and compared their language content to children's books and CDS with respect to types of constructions and psycholinguistic features of words.

Infant walking experience is related to the development of selective attention.

Previous studies have shown that the way in which infants perceive and explore the world changes as they transition from crawling to walking. Infant walking onset generally precedes advances in cognitive development such as accelerated language growth. However, the underlying mechanism explaining this association between walking experience and cognition is largely unknown.

Statistical learning in children with a family risk of dyslexia.

The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre-literate children with a family risk (FR) of dyslexia. In this study, four-to-five-year-old FR children (n = 25) and No-FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non-adjacent dependency learning (NADL) task, based on the Serial Reaction Time (SRT) task paradigm.

School-Aged Children Learn Novel Categories on the Basis of Distributional Information.

Categorization of sensory stimuli is a vital process in understanding the world. In this paper we show that distributional learning plays a role in learning novel object categories in school-aged children. An 11-step continuum was constructed based on two novel animate objects by morphing one object into the other in 11 equal steps.

Individual Differences in Children's (Language) Learning Skills Moderate Effects of Robot-Assisted Second Language Learning.

The current study investigated how individual differences among children affect the added value of social robots for teaching second language (L2) vocabulary to young children. Specifically, we investigated the moderating role of three individual child characteristics deemed relevant for language learning: first language (L1) vocabulary knowledge, phonological memory, and selective attention. We expected children low in these abilities to particularly benefit from being assisted by a robot in a vocabulary training.

Dysphagia, trismus and speech impairment following radiation-based treatment for advanced stage oropharyngeal carcinoma: a one-year prospective evaluation.

Objective: The objective was to assess swallowing, mouth opening and speech function during the first year after radiation-based treatment (RT(+)) after introduction of a dedicated preventive rehabilitation program for stage III-IV oropharyngeal carcinoma (OPC).

Methods: Swallowing, mouth opening and speech function were collected before and at six- and twelve-month follow-up after RT(+) for OPC as part of ongoing prospective assessments by speech-language pathologists .

Results: Objective and patient-perceived function deteriorated until 6 months and improved until 12 months after treatment, but did not return to baseline levels with 25%, 20% and 58% of the patients with objective dysphagia, trismus and speech problems, respectively.

Iconicity and Diachronic Language Change.

Iconicity, the resemblance between the form of a word and its meaning, has effects on behavior in both communicative symbol development and language learning experiments. These results have invited speculation about iconicity being a key feature of the origins of language, yet the presence of iconicity in natural languages seems limited. In a diachronic study of language change, we investigated the extent to which iconicity is a stable property of vocabulary, alongside previously investigated psycholinguistic predictors of change.

The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia.

Using an individual differences approach in children with and without dyslexia, this study investigated the hypothesized relationship between statistical learning ability and literacy (reading and spelling) skills. We examined the clinical relevance of statistical learning (serial reaction time and visual statistical learning tasks) by controlling for potential confounds at the participant level (e.g.

The Timed Swallowing Proficiency for Eating and Drinking (SPEAD) Test: Development and Initial Validation of an Instrument to Objectify (Impaired) Swallowing Capacity in Head and Neck Cancer Patients.

Objective swallowing outcomes measure the physical swallowing function, while subjective outcomes measure swallowing perception. A test for swallowing capacity, measuring the ingestion of all consistencies is currently not available. Therefore, the Swallowing Proficiency for Eating And Drinking (SPEAD) test was developed.

Five Specific Tongue Movements in a Healthy Population.

The importance of tongue mobility on speech, oral food transport, and swallowing is well recognized. However, whether the individual tongue mobility influences postoperative function in oral cancer treatment remains to be elucidated. This study assesses the ability to perform five tongue movements as rolling, twisting (two sides), folding, and the 'cloverleaf' in a healthy population.

Multidimensional evaluation of voice outcomes following total laryngectomy: a prospective multicenter cohort study.

Purpose: The purpose of this study is to assess the general course of acoustic, patient rated, and clinician-rated voice outcomes from pre- up to 12 months post total laryngectomy.

Methods: Patients admitted to a total laryngectomy in five participating hospitals in Australia and The Netherlands were included. Assessments took place at pre-, 3 months, 6 months, and 12 months post-surgery.

Interaction of functional and participation issues on quality of life after total laryngectomy.

Objective: Total laryngectomy (TL) leads to lifelong physical changes which can lead to functional and participation issues. To assess the relationship between self-reported quality of life and functional and participation issues, a large international online questionnaire was used.

Method: A questionnaire was sent out to 8119 recipients of whom 1705 (21%) responded.

Expiratory Muscle Strength Training in patients After Total Laryngectomy; A Feasibility Pilot Study.

Objectives: Expiratory muscle strength training (EMST) is a threshold based device-driven treatment for improving expiratory pressure. EMST proved to be effective in different patient groups to improve cough function. To date, EMST has not been tested in the total laryngectomy population (TL).

Lessons From Neuro-(a)-Typical Brains: Universal Multilingualism, Code-Mixing, Recombination, and Executive Functions.

In the literature, the term code-mixing/switching refers to instances of language mixing in which speakers/signers combine properties of two or more languages in their utterances. Such a linguistic behavior is typically discussed in the context of multilinguals, and experts commonly focus on the form of language mixing/switching and its cross-linguistic commonalities. Not much is known, however, about how the knowledge of code-mixing comes about.

Long-term swallowing, trismus, and speech outcomes after combined chemoradiotherapy and preventive rehabilitation for head and neck cancer; 10-year plus update.

Background: The objective of this study was to explore the 10-year plus outcomes of Intensity Modulated Radiotherapy with concomitant chemotherapy (CRT) combined with preventive swallowing rehabilitation (CRT+) for head and neck cancer (HNC).

Methods: Subjective and objective swallowing, trismus, and speech related outcomes were assessed at 10-year plus after CRT+. Outcomes were compared to previously published 6-year results of the same cohort.

Children's reliance on the non-verbal cues of a robot versus a human.

Robots are used for language tutoring increasingly often, and commonly programmed to display non-verbal communicative cues such as eye gaze and pointing during robot-child interactions. With a human speaker, children rely more strongly on non-verbal cues (pointing) than on verbal cues (labeling) if these cues are in conflict. However, we do not know how children weigh the non-verbal cues of a robot.

Women's perspective on life after total laryngectomy: a qualitative study.

Background: Physical and psychosocial challenges are common after total laryngectomy. The surgery leads to lifelong changes in communication, airway, swallowing and appearance. As we move towards health models driven by patient-centred care, understanding the differential impacts of surgical procedures on subgroups of patients can help improve our care models, patient education and support systems.

Assessing Visual Statistical Learning in Early-School-Aged Children: The Usefulness of an Online Reaction Time Measure.

Visual statistical learning (VSL) was traditionally tested through offline two-alternative forced choice (2-AFC) questions. More recently, online reaction time (RT) measures and alternative offline question types have been developed to further investigate learning during exposure and more adequately assess individual differences in adults (Siegelman et al., 2017b, 2018).

Sarcopenia, a strong determinant for prolonged feeding tube dependency after chemoradiotherapy for head and neck cancer.

Background: Sarcopenia might be a relevant lead for optimization of the condition of patients with head and neck cancer (HNC) before chemoradiotherapy (CRT) to prevent long-term functional swallowing impairment, such as feeding tube dependency.

Methods: Regression analyses were performed to assess the association between skeletal muscle mass index (SMI), as a measure of sarcopenia, and prolonged (>90 days) feeding tube dependency in 128 patients with HNC treated with primary CRT.

Results: Sixty-one patients (48%) became prolonged feeding tube-dependent.

Statistical learning abilities of children with dyslexia across three experimental paradigms.

Statistical learning (SL) difficulties have been suggested to contribute to the linguistic and non-linguistic problems observed in children with dyslexia. Indeed, studies have demonstrated that children with dyslexia experience problems with SL, but the extent of the problems is unclear. We aimed to examine the performance of children with and without dyslexia across three distinct paradigms using both on- and offline measures, thereby tapping into different aspects of SL.

On the Relation Between Procedural Learning and Syntactic Proficiency in Gifted Children.

Gifted children are described as very talented children who achieve more than their age mates in one or more domains (Steiner and Carr in Educ Psychol Rev 15(3):215-246, 2003). These children potentially share a cognitive advantage enabling them to excel in language, but also in other domains. In the present study we explored whether gifted children have a relatively advanced procedural memory.