Caregiver reactions to babbling organize turn-taking interactions: Facilitative effects of vocal versus non-vocal responses.

Turn-taking interactions are foundational to the development of social, communicative, and cognitive skills. In infants, vocal turn-taking experience is predictive of infants' socioemotional and language development. However, different forms of turn-taking interactions may have different effects on infant vocalizing. It is presently unknown how caregiver vocal, non-vocal and multimodal responses to infant vocalizations compare in extending caregiver-infant vocal turn-taking bouts. In bouts that begin with an infant vocalization, responses that maintain versus change the communicative modality may differentially affect the likelihood of further infant vocalizing. No studies have examined how caregiver response modalities that either matched or differed from the infant acoustic (vocal) modality might affect the temporal structure of vocal turn-taking beyond the initial serve-and-return exchanges. We video-recorded free-play sessions of 51 caregivers with their 9-month-old infants. Caregivers responded to babbling most often with vocalizations. In turn, caregiver vocal responses were significantly more likely to elicit subsequent infant babbling. Bouts following an initial caregiver vocal response contained significantly more turns than those following a non-vocal or multimodal response. Thus prelinguistic turn-taking is sensitive to the modality of caregivers' responses. Future research should investigate if such sensitivity is grounded in attentional constraints, which may influence the structure of turn-taking interactions.

The knowledge, attitudes, and perceptions toward the Oxford AstraZeneca COVID-19 vaccine amongst Primary Health care workers in North-Central Trinidad.

Aim: To determine the effects of knowledge, attitudes, and perceptions of primary care health workers toward receiving the Oxford AstraZeneca vaccine in North Central, Trinidad. Methods: A pretested de novo questionnaire containing forty-eight (48) closed ended questions and one (1) open ended question was used to gather data. Descriptive and inferential statistics were used to analyze the data obtained from the questionnaire. These included percentages, means and standard deviations for the descriptive aspect and the Chi-Square test to examine any significant associations. Analysis of Variance (ANOVA) was used to assess any significant differences in means among several categories and the independent samples t-test for assessing any significant difference in means between two categories. Results: 273 respondents completed the questionnaire. Most of the participants (72.2%) were female and within the age range 25-36 (56.0%). The mean knowledge score about the AstraZeneca vaccine was 16.28 (SD = 2.28) out of 19 with an overall correct response rate of 79%. 30.4% of participants had a good attitude score and 59.7% had a positive perception toward the AstraZeneca vaccine. There were significant associations between knowledge and marital status (p = 0.001), income level (p = 0.001), education level (p < 0.001), and length of employment (p = 0.041); attitudes and sex (p = 0.01), age (p = 0.04), marital status (p = 0.009), income level (p < 0.001), education level (p = 0.005) and category of staff (p < 0.001); perception and sex (p = 0.002), marital status (p = 0.027), income level (p < 0.001), and category of staff (p < 0.001). Conclusions: The main contributors to vaccine hesitancy were inadequate duration of clinical trials and fear of adverse side effects. A significant number of participants (17%) were unwilling to get the vaccine due to lack of information.

Infant vocalizations elicit simplified speech in childcare.

Infant babbling has an important social function in promoting early language development by attracting caregiver attention and prompting parents' contingent, simplified speech, which is more learnable for infants. Here, we demonstrate that prelinguistic infant vocalizations also create learning opportunities for infants in childcare settings by eliciting simplified and more learnable linguistic information during teacher-infant interactions. We compared the rates and complexity of contingent and non-contingent verbal interactions of 34 childcare teachers during a one-on-one free play interaction with a familiar infant under their care (M = 12.6 months old). As compared to non-contingent utterances, teachers' contingent utterances included fewer unique words, a higher proportion of single-word responses, and a shorter mean length of utterances. Teachers did not change their response length based on infants' syllable type and were equally likely to respond to vowels and consonant-vowel vocalizations. Sources of individual differences in the simplification effect related to infant behaviors and teacher characteristics are discussed. The results parallel previous findings demonstrating the simplification effect in parent-infant interactions. That teachers also show this simplification effect when responding to infant vocalizations suggests the power of infant prelinguistic vocalizations for organizing caregiver attention in various settings to elicit simplified, learnable language.

Toward Standardized Classification of Foveated Displays.

Emergent in the field of head mounted display design is a desire to leverage the limitations of the human visual system to reduce the computation, communication, and display workload in power and form-factor constrained systems. Fundamental to this reduced workload is the ability to match display resolution to the acuity of the human visual system, along with a resulting need to follow the gaze of the eye as it moves, a process referred to as foveation. A display that moves its content along with the eye may be called a Foveated Display, though this term is also commonly used to describe displays with non-uniform resolution that attempt to mimic human visual acuity. We therefore recommend a definition for the term Foveated Display that accepts both of these interpretations. Furthermore, we include a simplified model for human visual Acuity Distribution Functions (ADFs) at various levels of visual acuity, across wide fields of view and propose comparison of this ADF with the Resolution Distribution Function of a foveated display for evaluation of its resolution at a particular gaze direction. We also provide a taxonomy to allow the field to meaningfully compare and contrast various aspects of foveated displays in a display and optical technology-agnostic manner.

Manufacturing Application-Driven Foveated Near-Eye Displays.

Traditional optical manufacturing poses a great challenge to near-eye display designers due to large lead times in the order of multiple weeks, limiting the abilities of optical designers to iterate fast and explore beyond conventional designs. We present a complete near-eye display manufacturing pipeline with a day lead time using commodity hardware. Our novel manufacturing pipeline consists of several innovations including a rapid production technique to improve surface of a 3D printed component to optical quality suitable for near-eye display application, a computational design methodology using machine learning and ray tracing to create freeform static projection screen surfaces for near-eye displays that can represent arbitrary focal surfaces, and a custom projection lens design that distributes pixels non-uniformly for a foveated near-eye display hardware design candidate. We have demonstrated untethered augmented reality near-eye display prototypes to assess success of our technique, and show that a ski-goggles form factor, a large monocular field of view (30o×55o), and a resolution of 12 cycles per degree can be achieved.

The social functions of babbling: acoustic and contextual characteristics that facilitate maternal responsiveness.

What is the social function of babbling? An important function of prelinguistic vocalizing may be to elicit parental behavior in ways that facilitate the infant's own learning about speech and language. Infants use parental feedback to their babbling to learn new vocal forms, but the microstructure of parental responses to babbling has not been studied. To enable precise manipulation of the proximal infant cues that may influence maternal behavior, we used a playback paradigm to assess mothers' responsiveness to prerecorded audiovisual clips of unfamiliar infants' noncry prelinguistic vocalizations and actions. Acoustic characteristics and directedness of vocalizations were manipulated to test their efficacy in structuring social interactions. We also compared maternal responsiveness in the playback paradigm and in free play with their own infants. Maternal patterns of reactions to babbling were stable across both tasks. In the playback task, we found specific vocal cues, such as the degree of resonance and the transition timing of consonant-vowel syllables, predicted contingent maternal responding. Vocalizations directed at objects also facilitated increased responsiveness. The responses mothers exhibited, such as sensitive speech and vocal imitation, are known to facilitate vocal learning and development. Infants, by influencing the behavior of their caregivers with their babbling, create social interactions that facilitate their own communicative development.

Assessment of Fecal ASCA Measurement as a Biomarker of Crohn Disease in Pediatric Patients.

OBJECTIVES: A simple and reliable biomarker for Crohn disease (CD) would be a valuable clinical tool. We hypothesized that anti-Saccharomyces cerevisiae antibody (ASCA) may be present in the stool of patients with CD. Accordingly, we measured ASCA in the stool and serum of children and adolescents with known or suspected inflammatory bowel disease (IBD). METHODS: We included 114 patients 19 years or younger (73 boys) with IBD, including 83 patients with CD and 31 subjects without CD (28 with ulcerative colitis, and 3 patients with suspected IBD but without evidence of chronic inflammation at the time of their endoscopy and colonoscopy). Fecal and serum samples were analyzed using semiquantitative ASCA enzyme-linked immunoassays. RESULTS: Median ASCA levels were significantly elevated in the stool (P = 0.04) and serum (P = 0.0008) of patients with CD, when compared to levels observed in patients without CD. Fecal ASCA levels were similarly more elevated in patients with active CD, relative to levels observed in patients with active ulcerative colitis and acute colitis (P = 0.004). Among patients with CD, fecal and serum ASCA levels were higher (P = 0.01 and 0.01, respectively) in patients with more recently diagnosed disease. CONCLUSIONS: Fecal ASCA levels are higher in patients with active and newly diagnosed disease. Data from the present study suggest that measurement of fecal ASCA levels could represent a novel noninvasive biomarker for use in evaluating patients with suspected or known IBD. Further studies are necessary to better define the value of fecal ASCA measurements in identifying CD and response to therapy in children and young adults.

Modulation of La Crosse Virus Infection in Aedes albopictus Mosquitoes Following Larval Exposure to Coffee Extracts.

The mosquito-borne La Crosse virus (LACV; Family Bunyaviridae) may cause encephalitis, primarily in children, and is distributed throughout much of the eastern United States. No antivirals or vaccines are available for LACV, or most other mosquito-borne viruses, and prevention generally relies on mosquito control. We sought to determine whether coffee extracts could interfere with LACV replication and vector mosquito development. Both regular and decaffeinated coffee demonstrated significant reductions in LACV replication in direct antiviral assays. This activity was not due to the presence of caffeine, which did not inhibit the virus life cycle. Aedes albopictus (Skuse; Diptera: Culicidae) mosquito larvae suffered near total mortality when reared in high concentrations of regular and decaffeinated coffee and in caffeine. Following larval exposure to sublethal coffee concentrations, adult A. albopictus mosquitoes had significantly reduced whole-body LACV titers 5 days post-infection, compared to larvae reared in distilled water. These results suggest that it may be possible to both control mosquito populations and alter the vector competence of mosquitoes for arthropod-borne viruses by introducing antiviral compounds into the larval habitat.

Lasting effects of short-term training on preschoolers' street-crossing behavior.

Can short-term training improve preschoolers' knowledge of road-crossing concepts as well as behavior in a real traffic situation? Forty children, aged four to five years, were assigned to one of four conditions (game, story, song, and control). Each condition participated in four 15-min classroom-based lessons over four weeks. Two assessments measuring knowledge of street-crossing concepts and one assessment measuring behavior on a real street were used to evaluate performance at baseline and one week and six months post-training. Children in all three experimental conditions showed a significant improvement over the control on the two conceptual assessments. Only children in the game condition significantly improved their behavior on the street-crossing assessment. Furthermore, children in all three experimental conditions retained the same levels of improvement at the six-month follow-up. These results demonstrate that one hour of training can create lasting improvements on preschool children's conceptual knowledge of traffic safety and road-crossing behavior on a real street.

Relationships among bilingualism, critical thinking ability, and critical thinking disposition.

Evidence exists supporting relationships between bilingualism and many cognitive factors. Research, however, has not been conducted to specifically examine the relationships among bilingualism, critical thinking ability, and critical thinking disposition of baccalaureate nursing students. This cross-sectional study used a pooled, within-bilingual, correlational design to examine such relationships. Specific research questions posed were: (1) is there a statistically significant curvilinear relationship between bilingualism and critical thinking ability, (2) is there a statistically significant curvilinear relationship between bilingualism and critical thinking disposition, and (3) is there a statistically significant relationship between critical thinking disposition and critical thinking ability? A convenience sample of nursing students (N = 111) was administered a French language Cloze Test (C-Test), an English language C-Test, as well as the California Critical Thinking Skills Test, and the California Critical Thinking Disposition Inventory. Multiple regression analysis was used to test the hypotheses. Findings failed to provide sufficient evidence to support the existence of a relationship between either bilingualism and critical thinking ability, or between critical thinking disposition and critical thinking ability. However, there was sufficient evidence to support the existence of a curvilinear relationship between bilingualism and critical thinking disposition. Implications for nursing education are presented.