Selective Auditory Attention Associated With Language Skills but Not With Executive Functions in Swedish Preschoolers.

Associations between language and executive functions (EFs) are well-established but previous work has often focused more on EFs than on language. To further clarify the language-EF relationship, we assessed several aspects of language and EFs in 431 Swedish children aged 4-6, including selective auditory attention which was measured in an event-related potential paradigm. We also investigated potential associations to age, socioeconomic status (SES), bi-/multilingualism, sex and aspects of preschool attendance and quality. Language and EFs correlated weakly to moderately, indicating that relying on measures of vocabulary alone may overestimate the strength of the language-EF relationship. Contrary to predictions, we found no correlations between selective attention and EFs. There were however correlations between morphosyntactic accuracy and selective auditory attention which is in line with previous work and suggests a specific link between morphosyntax and the ability to suppress irrelevant stimuli. In Sweden, socioeconomic differences are rather small and preschool is universally available, but nevertheless, aspects of parental SES predicted children's performance on all measures. Bi-/multilingual children performed lower on language also when controlling for SES, highlighting the need for interventions to reduce inequalities in educational outcomes already in preschool. A female advantage was found for both language and EFs, whereas preschool attendance and quality were not significantly related to outcome measures. Future work should include longitudinal studies of language and EF development, include children from diverse SES backgrounds and contribute toward a theoretical framework that further clarifies the language-EF relationship.

Non-necrotizing and necrotizing soft tissue infections in South America: A retrospective cohort study.

BACKGROUND: This study analyzed and described factors related to necrotizing or non-necrotizing soft tissue infections (SSTIs) in a hospitalized patient population in Northeastern South America. MATERIALS AND METHODS: This retrospective study included patients hospitalized with SSTIs between January 2011 and December 2016. The main factors related to necrotizing SSTIs (NSTIs) or non-necrotizing SSTIs were analyzed together or separately. RESULTS: Of 344 SSTI patients (161 [46.8%] non-necrotizing, 183 [53.2%] necrotizing), NSTI patients had a higher incidence of heart disease (P = 0.0081) and peripheral arterial disease (PAD; p < 0.001), more antibiotic use, and longer hospital stay (P < 0.001). NSTI was associated with a 9.58, 33.28, 2.34, and 2.27 times higher risk of PAD (confidence interval [CI] 3.69-24.87), amputation (7.97-139), complications (1.45-3.79), and death (1.2-4.26), respectively, than non-necrotizing SSTI. The risk factors associated with amputation were PAD (P < 0.001) and poor glycemic control during hospitalization (P = 0.0011). Factors associated with higher mortality were heart disease (P < 0.001), smoking (P = 0.0135), PAD (P = 0.001), chronic renal failure (P = 0.0039), poor glycemic control (P = 0.0005), and evolution to limb irreversibility (P < 0.001). CONCLUSION: Patients with NSTI have greater illness severity, with a greater association with PAD and amputation. Patients with poor glycemic control more frequently underwent amputation and died.

Amount of speech exposure predicts vowel perception in four- to eight-month-olds.

During the first year of life, infants shift their focus in speech perception from acoustic to linguistic information. This perceptual reorganization is related to exposure, and a direct relation has previously been demonstrated between amount of daily language exposure and mismatch response (MMR) amplitude to a native consonant contrast at around one year of age. The present study investigates the same relation between amount of speech exposure and MMR amplitude to a native vowel contrast at four to eight months of age. Importantly, the present study uses spectrally rotated speech in an effort to take general neural maturation into account. The amplitude of the part of the MMR that is tied specifically to speech processing correlates with amount of daily speech exposure, as estimated using the LENA system.

Introducing WCM-SE: The word complexity measure phonetically justified and adapted to Swedish.

This paper presents the Word Complexity Measure for Swedish (WCM-SE), an adaptation of the original WCM developed for English by Stoel-Gammon. These measures are used to calculate the phonological complexity of words or vocalizations, based on a number of phonological complexity parameters. Each production receives a complexity score based on how many of the parameters are present in the production. Using phonological complexity scores to measure expressive phonology is suitable for assessing very young children, children with early phonology and children with phonological deficits. It is useful for both relational and independent analyses and enables comparisons between children and across development. The original WCM uses eight phonological complexity parameters in three domains: word patterns, syllable structures and sound classes. The parameters selected are phonological characteristics that are acquired late in development among English-speaking children. In the WCM-SE, complexity parameters in the domain sound classes were modified or added according to Swedish or universal patterns of phonology development. The parameters' complexity is accounted for in terms of language-general phonetic characteristics.

The development of a vocabulary for PEEPS-SE-profiles of early expressive phonological skills for Swedish.

This paper describes the development of a vocabulary for Profiles of Early Expressive Phonological Skills for Swedish (PEEPS-SE), a tool for assessment of expressive phonology in Swedish-learning children in the age range of 18-36 months. PEEPS-SE is the Swedish version of the original PEEPS, Profiles of Early Expressive Phonological Skills, which uses two age-adequate word lists-a basic word list (BWL) for the assessment of 18-24-month-old children, to which an expanded word list (EWL) is added for assessment of 24-36-month-old children, or children with more than 250 words in their expressive vocabulary. The selection of words in PEEPS-SE is based on two types of criteria: age of acquisition and phonological complexity. The words also need to be easy to elicit in a natural way in test situations. Vocabulary data previously collected with the Swedish Early Communicative Development Inventory are used for selection of age-adequate words, where the BWL contains words acquired earlier compared to the additional words in the EWL. The latter also contains words that are more phonologically complex compared to those in the BWL. Word complexity was determined by the Swedish version of word complexity measure. PEEPS-SE has made an attempt to match the original version of PEEPS in terms of both assessment method and word selection.

Using rotated speech to approximate the acoustic mismatch negativity response to speech.

The mismatch negativity (MMN) response is influenced by the magnitude of the acoustic difference between standard and deviant, and the response is typically larger to linguistically relevant changes than to linguistically irrelevant changes. Linguistically relevant changes between standard and deviant typically co-occur with differences between the two acoustic signals. It is therefore not straightforward to determine the contribution of each of those two factors to the MMN response. This study investigated whether spectrally rotated speech can be used to determine the impact of the acoustic difference on the MMN response to a combined linguistic and acoustic change between standard and deviant. Changes between rotated vowels elicited an MMN of comparable amplitude to the one elicited by a within-category vowel change, whereas the between-category vowel change resulted in an MMN amplitude of greater magnitude. A change between rotated vowels resulted in an MMN ampltude more similar to that of a within-vowel change than a complex tone change did. This suggests that the MMN amplitude reflecting the acoustic difference between two speech sounds can be well approximated by the MMN amplitude elicited in response to their rotated counterparts, in turn making it possible to estimate the part of the response specific to the linguistic difference.

Discovering functional units in continuous speech.

Language learning requires that listeners discover acoustically variable functional units like phonetic categories and words from an unfamiliar, continuous acoustic stream. Although many category learning studies have examined how listeners learn to generalize across the acoustic variability inherent in the signals that convey the functional units of language, these studies have tended to focus upon category learning across isolated sound exemplars. However, continuous input presents many additional learning challenges that may impact category learning. Listeners may not know the timescale of the functional unit, its relative position in the continuous input, or its relationship to other evolving input regularities. Moving laboratory-based studies of isolated category exemplars toward more natural input is important to modeling language learning, but very little is known about how listeners discover categories embedded in continuous sound. In 3 experiments, adult participants heard acoustically variable sound category instances embedded in acoustically variable and unfamiliar sound streams within a video game task. This task was inherently rich in multisensory regularities with the to-be-learned categories and likely to engage procedural learning without requiring explicit categorization, segmentation, or even attention to the sounds. After 100 min of game play, participants categorized familiar sound streams in which target words were embedded and generalized this learning to novel streams as well as isolated instances of the target words. The findings demonstrate that even without a priori knowledge, listeners can discover input regularities that have the best predictive control over the environment for both non-native speech and nonspeech signals, emphasizing the generality of the learning.

Pause and utterance duration in child-directed speech in relation to child vocabulary size.

This study compares parental pause and utterance duration in conversations with Swedish speaking children at age 1;6 who have either a large, typical, or small expressive vocabulary, as measured by the Swedish version of the McArthur-Bates CDI. The adjustments that parents do when they speak to children are similar across all three vocabulary groups; they use longer utterances than when speaking to adults, and respond faster to children than they do to other adults. However, overall pause duration varies with the vocabulary size of the children, and as a result durational aspects of the language environment to which the children are exposed differ between groups. Parents of children in the large vocabulary size group respond faster to child utterances than do parents of children in the typical vocabulary size group, who in turn respond faster to child utterances than do parents of children in the small vocabulary size group.

Mismatch negativity at Fz in response to within-category changes of the vowel /i/.

The amplitude of the mismatch negativity response for acoustic within-category deviations in speech stimuli was investigated by presenting participants with different exemplars of the vowel /i/ in an odd-ball paradigm. The deviants differed from the standard either in terms of fundamental frequency, the first formant, or the second formant. Changes in fundamental frequency are generally more salient than changes in the first formant, which in turn are more salient than changes in the second formant. The mismatch negativity response was expected to reflect this with greater amplitude for more salient deviations. The fundamental frequency deviants did indeed result in greater amplitude than both first formant deviants and second formant deviants, but no difference was found between the first formant deviants and the second formant deviants. It is concluded that greater difference between standard and within-category deviants across different acoustic dimensions results in greater mismatch negativity amplitude, suggesting that the processing of linguistically irrelevant changes in speech sounds may be processed similar to nonspeech sound changes.

Interdisciplinary and prospective studies necessary to increase insight into developmental language disorders.

UNLABELLED: The study of developmental language disorders is discussed from an interdisciplinary perspective. It is argued that retrospective studies have provided valuable information on developmental language disorders that needs to be integrated into a theoretical model capable of capturing the basic mechanisms of language development. CONCLUSION: It is concluded that interdisciplinary and prospective studies and theoretical work are necessary to increase insight into developmental language disorders.

On the clinical relevance of early deficits in critical linguistic functions.

UNLABELLED: The clinical significance of patterns of deficits in semantic and phonological representations observed by Miniscalco et al. is discussed in light of an ecological approach to language development. CONCLUSION: Deficits in semantic representations reflect problems in capturing the core linguistic referential function and should be taken as serious early warning signals for language delay.

Does babbling sound native? Listener responses to vocalizations produced by Swedish and American 12- and 18-month-olds.

Previous studies of infants' babbling have reported contradictory results as to the extent and timing of discernible phonetic influences of the ambient language. In the present experiment, five experienced phoneticians were asked to listen for ambient language effects on vocalizations produced by American and Swedish 12- and 18-month-olds (with 8 children in each language and age group), and to motivate their decisions in terms of word or phonetic cue perception. Group results indicated that listeners did not perceive effects of ambient language on pure babbles for either of the two age groups, whereas a clear effect appeared in both age groups given a more liberal definition of babbling. This is taken to suggest that results of ambient language listening tests may depend crucially on judgments of vocalizations' word status. As compared to the group trends, listener responses to individual children's vocalizations did not indicate that a majority of either 12- or 18-monthers were sufficiently native-sounding to be reliably identified on the basis of ambient language. A closer analysis of listeners' use of phonetic cues indicated that one single phonetic property, the grave tonal word accent, was discerned by most listeners in vocalizations produced by the Swedish 18-monthers; this property was also discerned by one listener in vocalizations produced by Swedish 12-monthers. This result is consistent with the generally held belief in the primacy of tonal features in phonetic acquisition, and with experimental evidence indicating that Swedish mothers tend to enhance word accent contours in baby talk. In the final section of the paper, the results are discussed with a view to reconcile competing theories of babbling development, notably the 'babbling drift' and the 'independence' hypotheses.

Temporal resolution of auditory perception and verbal working memory in 15 children with language impairment.

We investigated temporal resolution of auditory perception (TRAP), verbal working memory, and speech perception in 15 children with language impairment (LI) in comparison with a control group of 99 typical children. A computerized two-choice test was used to assess these three abilities. No deficits in TRAP were found in the LI group, and the thresholds were similar for both study groups. It was interesting that the variability was high for both groups and that the control group's performance was poorer than reported in some previously published studies. There were significant differences in the two groups' performance on speech perception and verbal working memory. Working memory was the most sensitive of these two measures.