•We investigate infants’ tracking of natural infant- and adult-directed speech.•Mothers enhance prosodic stress in infant-directed speech.•Infants track the prosodic stress and syllable rate for ...natural speech.•Infant-directed speech facilitates infants’ tracking of prosodic stress.
Infants prefer to be addressed with infant-directed speech (IDS). IDS benefits language acquisition through amplified low-frequency amplitude modulations. It has been reported that this amplification increases electrophysiological tracking of IDS compared to adult-directed speech (ADS). It is still unknown which particular frequency band triggers this effect. Here, we compare tracking at the rates of syllables and prosodic stress, which are both critical to word segmentation and recognition. In mother-infant dyads (n=30), mothers described novel objects to their 9-month-olds while infants’ EEG was recorded. For IDS, mothers were instructed to speak to their children as they typically do, while for ADS, mothers described the objects as if speaking with an adult. Phonetic analyses confirmed that pitch features were more prototypically infant-directed in the IDS-condition compared to the ADS-condition. Neural tracking of speech was assessed by speech-brain coherence, which measures the synchronization between speech envelope and EEG. Results revealed significant speech-brain coherence at both syllabic and prosodic stress rates, indicating that infants track speech in IDS and ADS at both rates. We found significantly higher speech-brain coherence for IDS compared to ADS in the prosodic stress rate but not the syllabic rate. This indicates that the IDS benefit arises primarily from enhanced prosodic stress. Thus, neural tracking is sensitive to parents’ speech adaptations during natural interactions, possibly facilitating higher-level inferential processes such as word segmentation from continuous speech.
Purpose: General self-efficacy, occupational self-efficacy, and grit have a correlation with academic and practical success amongst nursing students. The role of these same characteristics during the ...first 18-24 months following the transition from student to nurse is poorly understood. In addition, when a nursing graduate begins to consider a career in a rural area is also remains unclear. This study sought to understand the change, if any, in general self-efficacy, occupational self-efficacy, grit, and rural employment importance that occurred during this transition period. Sample: Nurses after graduating from a three-year Bachelor of Nursing degree (n=28). Method: A follow-up study of a larger longitudinal mixed-methods cohort design used a survey to examine general self-efficacy, occupational self-efficacy, grit, and rural employment importance among novice nurses. Participants had agreed when completing the initial study as students to participate in a follow-up study 18-24-months after graduating. Findings: Occupational self-efficacy increased as the cohort transitioned from student to professional nurse, while grit was remarkably lower between final year students and novice nurses. No change in earlier measures of general self-efficacy or importance placed on rural careers were detected. Conclusions: Following graduation, new clinicians are focused on building professional identity and the development of foundational skills for practice. Clinical agencies have an opportunity to shift the balance between autonomy and support in order to harness these key characteristics in an effort to improve the longevity and progression of nursing graduates within the nursing profession. Keywords: nurses, students, novice, grit, self-efficacy, community apgar
•Perceiving natural poetic sentences with strong prosodic regularities requires lower brain workload but wider functional networks with long-range connections comparing to non-poetic ...speech.•Long-reaching hubs are elicited by integrated sentence-level speech perception in the right hemisphere.•Poetic speeches promote the auditory perception-to-production circuit in children, which decreases with ages.•The positive correlation between neural sensitivity of poetic speeches and behavioral speech ability indicates its role on facilitating early speech development.
Natural poetic speeches (i.e., proverbs, nursery rhymes, and commercial ads) with strong prosodic regularities are easily memorized by children and the harmonious acoustic patterns are suggested to facilitate their integrated sentence processing. Do children have specific neural pathways for perceiving such poetic utterances, and does their speech development benefit from it? We recorded the task-induced hemodynamic changes of 94 children aged 2 to 12 years using functional near-infrared spectroscopy (fNIRS) while they listened to poetic and non-poetic natural sentences. Seventy-three adult as controls were recruited to investigate the developmental specificity of children group. The results indicated that poetic sentences perceiving is a highly integrated process featured by a lower brain workload in both groups. However, an early activated large-scale network was induced only in the child group, coordinated by hubs for connectivity diversity. Additionally, poetic speeches evoked activation in the phonological encoding regions in the children's group rather than adult controls which decreases with children's ages. The neural responses to poetic speeches were positively linked to children's speech communication performance, especially the fluency and semantic aspects. These results reveal children's neural sensitivity to integrated speech perception which facilitate early speech development by strengthening more sophisticated language networks and the perception-production circuit.
I do, we do, you do Lury, Josh
Mathematics Teaching,
02/2024
290
Trade Publication Article
...the last two lines will present a pithy summation or a surprising twist. The analysis in this case, however, noted that rather than dividing up the ideas of the poem into a 4 + 4 + 4 + 2 partition ...of the 14 lines to present the argument, Coleridge in fact split his ideas more flexibly over 14 lines as: ... with some of the ideas bleeding out across the expected line endings. Josh Lury is an independent consultant and author of many education books, including A Creative Approach to Teaching Mathematics (Bloomsbury) and Understanding and Teaching Grammar in the Primary Classroom (Routledge).
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Mother Goose and other nursery rhymes as authentic texts are valuable resources that can be used effectively to illustrate historical English language change. Even though these nursery rhymes contain ...some forms, structures, and word meanings that differ from the language of today, the texts are sufficiently recent that they are intelligible to modern audiences. This article will illustrate the relevance and usefulness of nursery rhymes in teaching about principles of language and language change, such as voicing, phonological processes, factors motivating phonological change, as well as actual changes in the phonology, morphology, syntax, semantics, and lexicon of English.
A song is a musical content in which melody and poetic text are unified, which makes it an ideal tool in all music activities with children of preschool and early primary school age. It also ...represents the core of integration of different school subjects, with a huge educational potential in language teaching (both mother tongue and foreign languages). In this paper we elaborate on the advantages of integrating English Language and Music Education academic courses in working with pre-service primary and preschool teachers who are trained to teach English to preschool and early primary school children. We examine students’ music experience and their preferences, as well as their familiarity with the phonological elements of the language with the aim of improving the quality of teaching. The paper also presents the key results of the research conducted in 2018 and 2019 with the first and the second generations of students attending the course English Language for Children through Songs and Movement at the first year of their studies at the Teacher Education Faculty in Belgrade. Apart from providing useful insights for further teaching, the results of the research conducted on a convenience sample of 58 students (N = 58) confirmed the importance of integrating the two academic courses by reinforcing students’ vocal development in English through songs and action songs as a fundamental tool in the cross-curricular integration. The results also offer new guidelines for the future exploratory research of teaching in university education. These guidelines have a broader pedagogical significance and methodological implications for the work of the future preschool and primary school teachers.
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