Transitioning Newly Licensed Nurses Into Practice Through an Academic-Practice Partnership.

ABSTRACT: Research illustrates a clear gap between academic and practice facilities concerning new graduate nurses. Nursing programs are charged with training nursing graduates who can provide safe, quality patient care. One way to enhance the quality of patient care and aid with retention of new graduate nurses in health care facilities is through academic-practice partnerships. This article describes the planning, implementation, and evaluation of a partnership between a health care facility and an associate of applied science nursing degree program to aid with registered nurse retention and quality patient care.

The alignment of F0 tonal targets under changes in speech rate in Drehu.

This study investigates fundamental frequency alignment to segmental landmarks in Drehu, an Oceanic language. The authors present a production experiment that aimed to evaluate the marking of prosodic prominence, and in particular, the tonal marking of prominence, within the autosegmental-metrical phonology, since stress and prominence system of the language has not been phonetically investigated. A rate manipulation paradigm was chosen to test the segmental anchoring hypothesis, namely, to see whether prominence lending tonal movements exhibit a constant slope due to rate manipulation and whether tonal targets can be associated to segmental anchoring points in the speech stream. The authors find that a rising tonal movement, between a word initial low (L), and a word final high (H) tone, is the most frequent tonal pattern. The word initial L tone seeks to align with the left edge whereas the H tone, at the right edge, seeks to anchor to the last full syllable. In fast speech, tonal targets are produced closer together but the slope remains constant in both speech rates. High tones seek to anchor to the word-final syllable, yet not to any specific segment which suggests a weak version of the segmental anchoring hypothesis applies.

Acoustic evidence for right-edge prominence in Nafsan.

Oceanic languages are often described as preferring primary stress on penultimate syllables, but detailed surveys show that many different types of prominence patterns have been reported across and within Oceanic language families. In some cases, these interact with segmental and phonotactic factors, such as syllable weight. The range of Oceanic prominence patterns is exemplified across Vanuatu, a linguistically diverse archipelago with over 130 languages. However, both impressionistic and instrumentally-based descriptions of prosodic patterns and their correlates are limited for languages of this region. This paper investigates prominence in Nafsan, an Oceanic language of Vanuatu for which previous observations of prominence differ. Acoustic and durational results for disyllabic and trisyllabic Nafsan words show a clear pattern of higher fundamental frequency values in final syllables, regardless of vowel length, pointing towards a preference for prominence at the right edge of words. Short vowels also show centralisation in penultimate syllables, providing supporting evidence for right-edge prominence and informing the understanding of vowel deletion processes in Nafsan.

Self-regulatory speech during planning and problem-solving in children with SLI and their typically developing peers.

BACKGROUND: Past research with children with specific language impairment (SLI) has shown them to have poorer planning and problem-solving ability, and delayed self-regulatory speech (SRS) relative to their typically developing (TD) peers. However, the studies are few in number and are restricted in terms of the number and age range of participants, which limits our understanding of the nature and extent of any delays. Moreover, no study has examined the performance of a significant subset of children with SLI, those who have hyperactive and inattentive behaviours. AIMS: This cross-sectional study aimed to compare the performance of young children with SLI (aged 4-7 years) with that of their TD peers on a planning and problem-solving task and to examine the use of SRS while performing the task. Within each language group, the performance of children with and without hyperactive and inattentive behaviours was further examined. METHODS & PROCEDURES: Children with SLI (n = 91) and TD children (n = 81), with and without hyperactive and inattentive behaviours across the three earliest school years (Kindergarten, Preprimary and Year 1) were video-taped while they completed the Tower of London (TOL), a planning and problem-solving task. Their recorded speech was coded and analysed to look at differences in SRS and its relation to TOL performance across the groups. MAIN CONTRIBUTION: Children with SLI scored lower on the TOL than TD children. Additionally, children with hyperactive and inattentive behaviours performed worse than those without hyperactive and inattentive behaviours, but only in the SLI group. This suggests that children with SLI with hyperactive and inattentive behaviours experience a double deficit. Children with SLI produced less inaudible muttering than TD children, and showed no reduction in social speech across the first three years of school. Finally, for children with SLI, a higher percentage performed better on the TOL when they used SRS than when they did not. CONCLUSIONS & IMPLICATIONS: The results point towards a significant delay in the development and internalization of SRS in the SLI group, which should be taken into account when considering the planning and problem-solving of young children with SLI.

Locus equations and coarticulation in three Australian languages.

Locus equations were applied to F2 data for bilabial, alveolar, retroflex, palatal, and velar plosives in three Australian languages. In addition, F2 variance at the vowel-consonant boundary, and, by extension, consonantal coarticulatory sensitivity, was measured. The locus equation slopes revealed that there were place-dependent differences in the magnitude of vowel-to-consonant coarticulation. As in previous studies, the non-coronal (bilabial and velar) consonants tended to be associated with the highest slopes, palatal consonants tended to be associated with the lowest slopes, and alveolar and retroflex slopes tended to be low to intermediate. Similarly, F2 variance measurements indicated that non-coronals displayed greater coarticulatory sensitivity to adjacent vowels than did coronals. Thus, both the magnitude of vowel-to-consonant coarticulation and the magnitude of consonantal coarticulatory sensitivity were seen to vary inversely with the magnitude of consonantal articulatory constraint. The findings indicated that, unlike results reported previously for European languages such as English, anticipatory vowel-to-consonant coarticulation tends to exceed carryover coarticulation in these Australian languages. Accordingly, on the F2 variance measure, consonants tended to be more sensitive to the coarticulatory effects of the following vowel. Prosodic prominence of vowels was a less significant factor in general, although certain language-specific patterns were observed.

Examining the quality of phonological representations in Anindilyakwa children in Australia.

BACKGROUND: In attempting to evaluate an intervention programme designed to improve English literacy outcomes in children in a remote indigenous community in Australia, the need for valid and culturally appropriate measures of the factors likely to impact on literacy development became apparent. One factor considered likely to be of importance was the precision of the children's phonological representations. AIMS: To develop a measure of phonological representations that was culturally relevant for Anindilyakwa children and to evaluate its reliability and concurrent validity against English measures that are known to be predictive of literacy outcomes. METHODS & PROCEDURES: Starting from the Quality of Phonological Representations test (QPR), the authors developed an Anindilyakwa Quality of Phonological Representations test (AQPR) and examined its reliability and concurrent validity. OUTCOMES & RESULTS: The AQPR was found to have acceptable reliability and to correlate significantly with three well-established measures of phonological awareness and phonics in English. CONCLUSIONS: The AQPR would thus seem an appropriate screening test for use by teachers to identify Anindilyakwa children in need of interventions to improve phonological representations before exposing them to an English literacy programme for which they may not yet be ready. The process involved in its development could be used by others working with indigenous students.

Sociophonetic Variation in Vowel Categorization of Australian English.

This study involves a perceptual categorization task for Australian English, designed to investigate regional and social variation in category boundaries between close-front vowel contrasts. Data are from four locations in southeast Australia. A total of 81 listeners from two listener groups took part: (a) so-called mainstream Australian English listeners from all four locations, and (b) L1 Aboriginal English listeners from one of the locations. Listeners heard front vowels /ɪ e æ/ arranged in 7-step continua presented at random. Varied phonetic contexts were analyzed, with a focus on coda /l/ because of a well-known prelateral merger of /e æ/ through mid-vowel lowering (e.g., celery-salary) reported to occur in some communities in this part of Australia. The results indicate that regional variation in Australian English is evident in perception. In particular, merging of /el/-/æl/ is shown to occur in the southernmost regions analyzed, but rarely in the northern regions of the geographical area under investigation. Aside from regional variation observed, age was also a factor in how participants responded to the task: older speakers had more merger than younger speakers in many locations, which is a new finding-previously, the merger was thought to be increasing in frequency over time, yet here we see this in only one location. Aboriginal English listeners also responded differently when compared with mainstream Australian English listeners. By analyzing the perception results across a variety of regional locations, with data from two different Australian social groups in the same location, this study adds a new dimension to our understanding of regional and social variations in Australian English.

Language, cognitive flexibility, and explicit false belief understanding: longitudinal analysis in typical development and specific language impairment.

The hypothesis that language plays a role in theory-of-mind (ToM) development is supported by a number of lines of evidence (e.g., H. Lohmann & M. Tomasello, 2003). The current study sought to further investigate the relations between maternal language input, memory for false sentential complements, cognitive flexibility, and the development of explicit false belief understanding in 91 English-speaking typically developing children (M age = 61.3 months) and 30 children with specific language impairment (M age = 63.0 months). Concurrent and longitudinal findings converge in supporting a model in which maternal language input predicts the child's memory for false complements, which predicts cognitive flexibility, which in turn predicts explicit false belief understanding.

Fundamental Frequency and Regional Variation in Lifou French.

This study presents two experiments aimed at investigating tune-to-text alignment and pitch scaling in Lifou French, a variety spoken by bilingual speakers of French and Drehu. Descriptions of New Caledonian French have focussed on language use of European descendants or the variety spoken in the urban region, neglecting emergent varieties spoken by the indigenous population in rural areas, like the island Lifou. Due to the reduced inventory of pitch accents, dialectal variation in French intonation has proved to be difficult to detect, which has led to the assumption that French has a relatively homogeneous intonation system across its varieties. This study shows that fine-grained phonetic differences in speaking tempo and at the level of tonal alignment as well as in the scaling of AP-final peaks can be attributed to dialectal variation.

An EPG study of palatal consonants in two Australian languages.

This study presents EPG (electro-palatographic) data on (alveo-)palatal consonants from two Australian languages, Arrernte and Warlpiri. (Alveo-)palatal consonants are phonemic for stop, lateral and nasal manners of articulation in both languages, and are laminal articulations. However, in Arrernte, these lamino-(alveo-)palatals contrast with lamino-dental consonants for all three manners of articulation (i.e., it is a double-laminal language), whereas in Warlpiri this laminal contrast does not exist (i.e., it is a single-laminal language). Data are analyzed according to manner of articulation, vowel context and phrase position. Results suggest that in the double-laminal languageArrernte,the (alveo-)palatal articulation is further back than in the single-laminal language Warlpiri, presumably due to the presence of the lamino-dental in theArrernte phoneme inventory. The lateral has the least contact in the back regions of the palate for both languages, but there is no significant difference in contact pattern between the stop and the nasal. However, results tentatively suggest that the nasal (alveo-)palatal is the most likely to show effects of prosodic or vocalic context, and it is suggested that this is due to the less strict airflow requirements for the nasal than for the stop or the lateral.

Prosodically Conditioned Consonant Duration in Djambarrpuyŋu.

Cross-linguistically, segments typically lengthen because of proximity to prosodic events such as intonational phrase or phonological phrase boundaries, a phrasal accent, or due to lexical stress. Australian Indigenous languages have been claimed to operate somewhat differently in terms of prosodically conditioned consonant lengthening and strengthening. Consonants have been found to lengthen after a vowel bearing a phrasal pitch accent. It is further claimed that this post-tonic position is a position of prosodic strength in Australian languages. In this study, we investigate the effects of proximity to a phrasal pitch accent and prosodic constituent boundaries on the duration of stop and nasal consonants in words of varying lengths in Djambarrpuyŋu, an Australian Indigenous language spoken in northeast Arnhem Land, Northern Territory, Australia. Our results suggest that the post-tonic consonant position does not condition longer consonant duration compared with other word-medial consonants, with one exception: Intervocalic post-tonic consonants in disyllabic words are significantly longer than word-medial consonants elsewhere. Therefore, it appears that polysyllabic shortening has a strong effect on segment duration in these data. Word-initial position did not condition longer consonant duration than word-medial position. Further, initial consonants in higher-level prosodic domains had shorter consonant duration compared with domain-medial word-initial consonants. By contrast, domain-final lengthening was observed in our data, with word-final nasals preceding a pause found to be significantly longer than all other consonants. Taken together, these findings for Djambarrpuyŋu suggest that, unlike other Australian languages, post-tonic lengthening is not a cue to prosodic prominence, whereas prosodic domain-initial and -final duration patterns of consonants are like those that have been observed in other languages of the world.

Japanese Perceptual Epenthesis is Modulated by Transitional Probability.

Perceptual epenthesis is the perception of illusory vowels in consonantal sequences that violate native phonotactics. The consensus has been that each language has a single, predictable candidate for perceptual epenthesis, that vowel which is most minimal (i.e., shortest and/or quietest). However, recent studies have shown that alternate epenthetic vowels can be perceived when the perceptual epenthesis of the minimal vowel would violate native co-occurrence restrictions. We propose a potential explanation for these observed patterns: speech perception, and thus also vowel perceptual epenthesis, is modulated by transitional probability whereby epenthetic vowels must conform to the language specific expectations of the listener. To test this explanation, we present two experiments examining perceptual epenthesis of two Japanese vowels-/u/ and /i/-against their transitional probability in CV sequences. In Experiment 1, Japanese listeners assigned VCCV tokens to VCuCV and VCiCV categories. In Experiment 2, participants discriminated VCCV tokens from VCuCV and VCiCV tokens. The results show that sequences where /i/ is transitionally probable are more likely to elicit /i/ perceptual epenthesis.

Acoustic analysis of the effects of sustained wakefulness on speech.

Exposing healthy adults to extended periods of wakefulness is known to induce changes in psychomotor functioning [Maruff et al. (2005). J. Sleep Res. 14, 21-27]. The effect of fatigue on speech is less well understood. To date, no studies have examined the pitch and timing of neurologically healthy individuals over 24 h of sustained wakefulness. Therefore, speech samples were systematically acquired (e.g., every 4 h) from 18 healthy adults over 24 h. Stimuli included automated and extemporaneous speech tasks, sustained vowel, and a read passage. Measures of timing, frequency and spectral energy were derived acoustically using PRAAT and significant changes were observed on all tasks. The effect of fatigue on speech was found to be strongest just before dawn (after 22 h). Specifically, total speech time, mean pause length, and total signal time all increased as a function of increasing levels of fatigue on the reading tasks; percentage pause and mean pause length decreased on the counting task; F4 variation decreased on the sustained vowel tasks /a:/; and alpha ratio increased on the extemporaneous speech tasks. These findings suggest that acoustic methodologies provide objective data on central nervous system functioning and that changes in speech production occur in healthy adults after just 24 h of sustained wakefulness.

Quality of phonological representations: a window into the lexicon?

BACKGROUND: There is a great deal of evidence to support the robust relationship between phonological awareness and literacy development. Researchers are beginning to understand the relationship between the accuracy and distinctiveness of stored phonological representations and performance on phonological awareness tasks. However, many of the tasks currently used to assess the integrity of underlying representations are confounded by requiring spoken output. AIMS: This paper describes the development of the Quality of Phonological Representations (QPR) task, a task that does not require speech output, and its evaluation in the context of a larger study examining predictors of literacy outcomes in Western Australia. METHODS & PROCEDURES: The QPR task was given as part of a larger task battery to a cohort of 235 mainstream children in the last term of their Preprimary year (average age = 5;5) and to 179 children at follow-up at the end of Year 2 (average age = 7;9). OUTCOMES & RESULTS: Normative data for both accuracy and reaction time are presented in percentile tables (appendix B). In their Preprimary year, children were able to identify correct productions of multi-syllabic words (hits) on average 87.5% of the time, rising to an average of 93.8% in Year 2. As expected, children became quicker at making these judgements, reaction time shifting from an average of 1.1 s in Preprimary to 0.83 s in Year 2. A similar pattern was observed with the data for correct rejections. To make these judgements, the children had to identify a pseudo-word as an incorrect pronunciation by 'Katie the computer'. In the Preprimary year, children were able to reject correctly the pseudo-words on average 68.5% of the time, rising to an average of 81.7% in Year 2. As expected, children became quicker at making these judgements, reaction time shortening from an average of 1.4 s in Preprimary to 0.81 s in Year 2. The QPR task was shown to have moderate reliability and concurrent validity. CONCLUSIONS: The QPR task appears to be a useful and cost-effective addition to task batteries aiming to identify at-risk children in the early stages of schooling. The ability to profile children's phonological awareness skills and gain insight into their underlying phonological representation skills allows more informed goal setting and intervention planning.

No differential attentional blink in dyslexia after controlling for baseline sensitivity.

Previous research has associated a prolonged attentional blink (AB) with adult dyslexia [Hari, R., Valta, M., & Uutela, K. (1999). Prolonged attentional dwell time in dyslexic adults. Neuroscience Letters, 271, 202-204]. The AB represents a limitation in temporal information processing, estimated as the time interval between two targets necessary for accurate recall (e.g., [Raymond, J. E., Shapiro, K. L., & Arnell, K. M. (1992). Temporary suppression of visual processing in an RSVP task: An attentional blink? Journal of Experimental Psychology: Human Perception and Performance, 18, 849-860]). Utilizing single- and dual-target procedures, this investigation extended upon previous research. When controlling for baseline sensitivity as estimated in the dual-target condition, there was no significant difference between dyslexic and control performance. Finding no evidence of a single-target task difference or prolonged AB effect in dyslexia, it is suggested that baseline sensitivity differences relate to difficulties with task demands in dyslexic readers.

The Effectiveness of Self-regulatory Speech Training for Planning and Problem Solving in Children with Specific Language Impairment.

Self-regulatory speech has been shown to be important for the planning and problem solving of children. Our intervention study, including comparisons to both wait-list and typically developing controls, examined the effectiveness of a training programme designed to improve self-regulatory speech, and consequently, the planning and problem solving performance of 87 (60 males, 27 females) children aged 4-7 years with Specific Language Impairment (SLI) who were delayed in their self-regulatory speech development. The self-regulatory speech and Tower of London (TOL) performance of children with SLI who received the intervention initially or after a waiting period was compared with that of 80 (48 male, 32 female) typically developing children who did not receive any intervention. Children were tested at three time points: Time 1- prior to intervention; Time 2 - after the first SLI group had received training and the second SLI group provided a wait-list control; and Time 3 - when the second SLI group had received training. At Time 1 children with SLI produced less self-regulatory speech and were impaired on the TOL relative to the typically developing children. At Time 2, the TOL performance of children with SLI in the first training group improved significantly, whereas there was no improvement for the second training group (the wait-list group). At Time 3, the second training group improved their TOL performance and the first group maintained their performance. No significant differences in TOL performance were evident between typically developing children and those with SLI at Time 3. Moreover, decreases in social speech and increases in inaudible muttering following self-regulatory speech training were associated with improvements in TOL performance. Together, the results show that self-regulatory speech training was effective in increasing self-regulatory speech and in improving planning and problem solving performance in children with SLI.

Intonational rises and dialog acts in the Australian English map task.

Eight map task dialogs representative of General Australian English, were coded for speaker turn, and for dialog acts using a version of SWBD-DAMSL, a dialog act annotation scheme. High, low, simple, and complex rising tunes, and any corresponding dialog act codes were then compared. Dialog acts corresponding to information requests were consistently realized as high-onset high rises ((L +)H * H - H%). However low-onset high rises (e.g., L * H - H%) corresponded to a wider range of other "forward-looking" communicative functions, such as statements and action directives, and were rarely associated with information requests. Low-range rises (L*L - H%), by contrast, were mostly associated with backward-looking functions, like acknowledgments and responses, that is they were almost always used when the speaker was referring to what had occurred previously in the discourse; Two kinds of fall-rise tunes were also examined: the low-range fall-rise (H * L - H%) and the expanded range fall-rise (H* + L H - HE). The latter shared similar dialog functions with statement high rises, and were almost never associated with yes/no questions, whereas the low-range fall-rises were associated more with backward-looking functions, such as responses or acknowledgments. The Australian English statement high rise (usually realized as a L* H - H% tune) or "uptalk," appears to be more closely related to the classic continuation rises, than to yes/no question rises of typologically-related varieties of English.

A spotlight on preschool: the influence of family factors on children's early literacy skills.

RATIONALE: Phonological awareness, letter knowledge, oral language (including sentence recall) and rapid automatised naming are acknowledged within-child predictors of literacy development. Separate research has identified family factors including socio-economic status, parents' level of education and family history. However, both approaches have left unexplained significant amounts of variance in literacy outcomes. This longitudinal study sought to improve prospective classification accuracy for young children at risk of literacy failure by adding two new family measures (parents' phonological awareness and parents' perceived self-efficacy), and then combining the within-child and family factors. METHOD: Pre-literacy skills were measured in 102 four year olds (46 girls and 56 boys) at the beginning of Preschool, and then at the beginning and end of Kindergarten, when rapid automatised naming was also measured. Family factors data were collected at the beginning of Preschool, and children's literacy outcomes were measured at the end of Year 1 (age 6-7 years). RESULTS: Children from high-risk backgrounds showed poorer literacy outcomes than low-risk students, though three family factors (school socio-economic status, parents' phonological awareness, and family history) typically accounted for less Year 1 variance than the within-child factors. Combining these family factors with the end of Kindergarten within-child factors provided the most accurate classification (i.e., sensitivity = .85; specificity = .90; overall correct = .88). IMPLICATIONS: Our approach would identify at-risk children for intervention before they began to fail. Moreover, it would be cost-effective because although few at-risk children would be missed, allocation of unnecessary educational resources would be minimised.

The role of preparation time in the attentional blink.

This research investigated the effect of foreperiod predictability in the Attentional Blink (AB). The AB, a cost in processing the second of two targets presented in close temporal proximity, was estimated using a minimalist procedure consisting of two letter targets and two letter fragment masks. In a four-step procedure, differences in foreperiod duration, target exposure duration, and inter-target interval were controlled in order to estimate the AB. Foreperiod was manipulated in three experiments. The AB effect was reduced when a single and relatively long foreperiod value was used (M=880 ms, Experiment 2) in comparison to randomized (250-750 ms, Experiment 1) and single but relatively short foreperiods (M=273 ms, Experiment 3). The results are discussed in the context of resource-sharing and preparation of a perceptual-set pertaining to physical target features including modality and intensity, as well as spatial and temporal predictability. It is concluded that foreperiods that are too brief for an individual observer or temporally unpredictable contribute to the AB.

Dyslexia and practice in the attentional blink: evidence of slower task learning in dyslexia.

In this paper we provide an extension to our previous investigation into dyslexia and the attentional blink (AB) (Badcock et al., 2008). The AB is a phenomenon of temporal attention whereby there is a performance cost in reporting a second target when it appears within 500msec of a first target. We examined performance differences between the first and second 90 trials in a single AB session in a group of adult readers as well as in 6 blocks of 30 trials for T1 only. Overall, there was a significant improvement across the session but most critically, this improvement was greater in magnitude and slower in the phonological dyslexic observers than in control observers. Therefore, group differences were related to rate of improvement. In line with a recent review of the literature, it is suggested that the overall performance difference between the groups relates to general performance factors and not the AB per se. Whether extended practice would entirely attenuate the group difference remains to be seen but it is suggested that the general performance difference relates to development of successful coordination of visual and temporal uncertainties in the distracter and target stimuli.