Emotional Processing in Autism Spectrum Disorders: Effects of Age, Emotional Valence, and Social Engagement on Emotional Language Use.

Children with autism spectrum disorders (ASD) show deficits in reporting others' emotions (Lartseva et al. in Front Hum Neurosci 8:991, 2015) and in deriving meaning in social contexts (Klin et al. in Handbook of autism and pervasive developmental disorders, Wiley, Hoboken, 2005). However, researchers often use stimuli that conflate salient emotional and social information. Using a matched-pairs design, the impact of emotional and social information on emotional language in pre-school and school-age children, with and without ASD, was assessed with a picture description task comprising rated stimuli from the Pictures with Social Contexts and Emotional Scenes database (Teh et al. in Behav Res Methods, https://doi.org/10.3758/s13428-017-0947-x , 2017). Results showed both groups with ASD produced fewer emotional terms than typically developing children, but the effects were moderated by valence, social engagement, and age. Implications for theory and clinical practice are discussed.

Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports.

Purpose: The utility of parent and teacher reports for screening 3 types of bilingual preschoolers (English-first language [L1]/Mandarin-second language[L2], Mandarin-L1/English-L2, or Malay-L1/English-L2) for language difficulty was investigated in Singapore with reference to measures of reliability, validity, sensitivity, and specificity in an English-medium kindergarten setting. Method: The index tests were teachers' ratings of the English language ability of 5-year-olds (N = 85) on the Bilingual Language Assessment Battery (BLAB): Preschool Teacher Report (Pua, Lee, & Rickard Liow, 2013) and parents' ratings of their child's home language ability (N = 78 English-L1, Mandarin-L1, or Malay-L1) on the BLAB: Preschool Parent Report (Pua, Lee, & Rickard Liow, 2013). The reference standards were objective measures of single-word receptive vocabulary (80 items) and expressive vocabulary (140 items) in the child's L1 and L2, as proxies for language ability. Results: BLAB Teacher Reports for the English receptive and expressive subscales showed concurrent validity for all 3 bilingual groups, as well as generally high sensitivity and specificity. In contrast, BLAB Parent Reports for L1 receptive ability failed to show significant correlations with the objective measures of receptive vocabulary. Conclusion: Subjective teacher ratings may be an effective method of screening bilingual preschoolers for language difficulty, thereby prompting referral to clinicians.

Evaluating the Training Effects of Two Swallowing Rehabilitation Therapies Using Surface Electromyography--Chin Tuck Against Resistance (CTAR) Exercise and the Shaker Exercise.

In this study, the efficacy of two dysphagia interventions, the Chin Tuck against Resistance (CTAR) and Shaker exercises, were evaluated based on two principles in exercise science-muscle-specificity and training intensity. Both exercises were developed to strengthen the suprahyoid muscles, whose contractions facilitate the opening of the upper esophageal sphincter, thereby improving bolus transfer. Thirty-nine healthy adults performed two trials of both exercises in counter-balanced order. Surface electromyography (sEMG) recordings were simultaneously collected from suprahyoid muscle group and sternocleidomastoid muscle during the exercises. Converging results using sEMG amplitude analyses suggested that the CTAR was more specific in targeting the suprahyoid muscles than the Shaker exercise. Fatigue analyses on sEMG signals further indicated that the suprahyoid muscle group were equally or significantly fatigued (depending on metric), when participants carried out CTAR compared to the Shaker exercise. Importantly, unlike during Shaker exercise, the sternocleidomastoid muscles were significantly less activated and fatigued during CTAR. Lowering the chin against resistance is therefore sufficiently specific and intense to fatigue the suprahyoid muscles.

Using Spelling to Screen Bilingual Kindergarteners At Risk for Reading Difficulties.

For bilingual children, the results of language and literacy screening tools are often hard to interpret. This leads to late referral for specialized assessment or inappropriate interventions. To facilitate the early identification of reading difficulties in English, we developed a method of screening that is theory-driven yet suitable for first-language (L1) and second-language learners of English. We administered five conventional tests (phonological awareness, vocabulary,Wide Range Achievement Test-4[WRAT-4] spelling, letter identification, rapid naming of digits) to 127 five-year-olds (60 English-L1, 67 Mandarin-L1) about 6 months after they started kindergarten, and used the WRAT-4 word reading score 6 months later as the outcome measure. Consistent with previous research, and with children with reading disabilities defined as below the 25 percentile on the reading outcome, logistic regression revealed that the full set of screening measures predicted reading disability status. However, when each predictor was taken as a single measure, spelling scores provided the best fit in terms of the compromise between sensitivity (.75) and specificity (.73) for an optimal cutoff point. Based on this exploratory study, group-administered spelling tasks could provide an efficient solution to screening difficulties in large classes of bilingual children.

The role of lexical variables in the visual recognition of Chinese characters: A megastudy analysis.

Logographic Chinese orthography partially represents both phonology and semantics. By capturing the online processing of a large pool of Chinese characters, we were able to examine the relative salience of specific lexical variables when this nonalphabetic script is read. Using a sample of native mainland Chinese speakers (N = 35), lexical decision latencies for 1560 single characters were collated into a database, before the effects of a comprehensive range of variables were explored. Hierarchical regression analyses determined the unique item-level variance explained by orthographic (frequency, stroke count), semantic (age of learning, imageability, number of meanings), and phonological (consistency, phonological frequency) factors. Orthographic and semantic variables, respectively, accounted for more collective variance than the phonological variables. Significant main effects were further observed for the individual orthographic and semantic predictors. These results are consistent with the idea that skilled readers tend to rely on orthographic and semantic information when processing visually presented characters. This megastudy approach marks an important extension to existing work on Chinese character recognition, which hitherto has relied on factorial designs. Collectively, the findings reported here represent a useful set of empirical constraints for future computational models of character recognition.

Chin tuck against resistance (CTAR): new method for enhancing suprahyoid muscle activity using a Shaker-type exercise.

For patients with dysphagia resulting from upper esophageal sphincter dysfunction, strengthening the suprahyoid muscles through therapeutic exercise has proved effective in restoring oral feeding. The aim of this study was to compare the maximum and mean surface electromyography (sEMG) activity of the suprahyoid muscles during the Chin Tuck Against Resistance (CTAR) exercise and the Shaker exercise for both isokinetic and isometric tasks. During the CTAR exercises, the participant is seated while tucking the chin to compress an inflatable rubber ball, whereas during the Shaker exercise, the participant is lay supine while lifting the head to look at the feet. Forty healthy participants (20 males, 20 females) aged 21-39 years completed all four tasks in counterbalanced order, with measures of resting activation taken prior to each exercise. Although subjective feedback suggested that the sitting position for CTAR is less strenuous than the supine position for Shaker, the results of separate analyses showed significantly greater maximum sEMG values during the CTAR isokinetic and isometric exercises than during the equivalent Shaker exercises, and significantly greater mean sEMG values were observed for the CTAR isometric exercise than for the Shaker isometric exercise. Clinical trials are now needed, but the CTAR exercises appear effective in exercising the suprahyoid muscles, and they could achieve therapeutic effects comparable to those of Shaker exercises, with the potential for greater compliance by patients.

The Chinese Lexicon Project: a repository of lexical decision behavioral responses for 2,500 Chinese characters.

The Chinese language has more native speakers than any other language, but research on the reading of Chinese characters is still not as well-developed as it is for the reading of words in alphabetic languages. Two areas notably lacking are the paucity of megastudies in Chinese and the relatively infrequent use of the lexical decision paradigm to investigate single-character recognition. The Chinese Lexicon Project, described in this article, is a database of lexical decision latencies for 2,500 Chinese single characters in simplified script, collected from a sample of native mainland Chinese (Mandarin) speakers (N = 35). This resource will provide a valuable adjunct to influential mega-databases, such as the English, French, and Dutch Lexicon Projects. Using two separate analyses, some advantages associated with megastudies are exemplified. These include the selection of the strongest measure to represent Chinese character frequency (Cai & Brysbaert's (PLoS ONE 5(6): e10729, 2010) subtitle contextual diversity frequency count), and the conducting of virtual studies to replicate and clarify existing findings. The unique morpho-syllabic nature of the Chinese writing system makes it a valuable case study for functional language contrasts. Moreover, this is the first publicly available large-scale repository of behavioral responses pertaining to Chinese language processing (the behavioral dataset is attached to this article, as a supplemental file available for download). For these reasons, the data should be of substantial interest to psychologists, linguists, and other researchers.

Development of phonological awareness in English-Mandarin bilinguals: a comparison of English-L1 and Mandarin-L1 kindergarten children.

Phoneme awareness is critical for literacy acquisition in English, but relatively little is known about the early development of phonological awareness in ESL (English as a second language) bilinguals when their two languages have different phonological structures. Using parallel tasks in English and Mandarin, we tracked the development of L1 (first language) and L2 (second language) syllable and phoneme awareness longitudinally in English-L1 and Mandarin-L1 prereaders (n=70, 4- and 5-year-olds) across three 6-month intervals. In English, the English-L1 children's performance was better in phoneme awareness at all three time points, but the Mandarin-L1 children's syllable awareness was equivalent to the English-L1 children's syllable awareness by Time 3. In Mandarin, the English-L1 children's phoneme awareness, but not their syllable awareness, was also significantly better than that of the Mandarin-L1 children at all three time points. Cross-lagged correlations revealed that only the English-L1 children applied their L1 syllable and phoneme awareness to their L2 (Mandarin) processing by Time 2 and that the Mandarin-L1 children seemed to require exposure to English (L2) before they developed phoneme awareness in either language. The data provide further evidence that phonological awareness is a language-general ability but that cross-language application depends on the similarity between the phonological structures of a child's L1 and L2. Implications for classroom teaching are briefly discussed.

Relationship between age and drinking instructions on the modification of drinking behavior.

Making appropriate recommendations for safe drinking behavior among different age groups requires understanding of differences between young and older adults in following them. The purpose of this study was to investigate how drinking behavior in terms of drinking speed and bolus size differs between young and older adults following instructions to change drinking rate. Thirty young (mean age 24.7 years) and 30 older (mean age 66.9 years) healthy female participants were recruited. All participants drank water under different drinking instructions: "as they normally would", "as quickly as is comfortably possible", and "slowly". Results showed that when asked to drink quickly, both age groups increased drinking speed to a similar extent. When asked to drink slowly, older adults were unable to slow their drinking rate as much as young adults (P < .001). When drinking slowly, older adults had significantly larger bolus size than young adults'. These suggest that in a healthcare setting, the often prescribed advice to "drinking slowly" may be insufficient precaution for older patients. Prudence is suggested to carefully observe patients drinking after they've been asked to drink slowly, before making a clinical judgment if additional, more specific strategies may be indicated.

Phonological processing in Chinese-English bilingual biscriptals: an fMRI study.

Different activation loci have been reported for language processing in unilingual Chinese and unilingual English participants, as well as in bilingual readers of English and French, two alphabetic languages. Nevertheless, the extant imaging work on Mandarin-English bilinguals favors common neural substrates for English and Chinese, languages with contrasting oral and written forms. We investigated the phonological processes in reading for English-Chinese biscriptals using a homophone matching task with parallel behavioral (n = 28) and fMRI (n = 6) experiments. Unlike previous reports, we observed distinct regions of activation for Mandarin in the left and right frontal lobes, the left temporal lobe, and the right occipital lobe, plus distinct regions of activation for English bilaterally in both the frontal and parietal lobes. The implications of these novel findings are discussed with reference to language representation in bilinguals.