The National Children's Study Archive Model: A 3-Tier Framework for Dissemination of Data and Specimens for General Use and Secondary Analysis.

The National Children's Study (NCS) Archive was created as a repository of samples, data, and information from the NCS Vanguard Study-a longitudinal pregnancy and birth cohort evaluating approaches to study influence of environmental exposures on child health and development-to provide qualified researchers with access to NCS materials for use in secondary research. The National Children's Study Archive (NCSA) model is a 3-tiered access model designed to make the wealth of information and materials gathered during the NCS Vanguard Study available at a user appropriate level. The NCSA model was developed as a 3-tier framework, for users of varying access levels, providing intuitive data exploration and visualization tools, an end-to-end data and sample request management system, and a restricted portal for participant-level data access with a team of experts available to assist users. This platform provides a model to accelerate transformation of information and materials from existing studies into new scientific discoveries. Trial Registration: ClinicalTrials.gov Identifier: NCT00852904 (first posted February 27, 2009).

Multi-layer framework of identifying placenta related research towards Placenta Curated Research Dataset (PCRD) development for the PAT project.

BACKGROUND: The placenta is a maternal-fetal organ that develops during pregnancy and provides nutrients, oxygen, and removal of waste products to the growing fetus. Better understanding of the placenta promises to help improve health of mothers and children, given its influence on health lasting a lifetime. However, the placenta is poorly understood due to its variability across different species and no live functions available after the baby is delivered. The Placenta Atlas Tool (PAT) project aims to leverage advanced computational approaches to meld numerous and diverse datasets into an integrated resource to encourage a "systems biology" approach for study of both normal and abnormal placental development and function throughout gestation. METHODS: In this study, we introduced a multi-layer framework to automatically identify PAT relevant research from PubMed and develop a Placenta Curated Research Dataset (PCRD) to ultimately support placenta research. This framework functions by multiple well-known Natural Language Processing (NLP) components; including Medical Subject Headings (MeSH) based Naïve Bayes classifier, abstract based text similarity comparison and MeSH based article prioritization to systematically filter out PAT relevant research publications for further data curation. In addition, we developed a user-friendly web application to incorporate human judgement at the final stage of publication identification. RESULTS: We obtained 22,047 articles from PubMed, and programmatically identified 6086 articles that are highly relevant to PAT via our framework. To assess performance of the framework, we manually reviewed a random set of articles by using our web tool. Based on our review, accuracy of article classification is greater than 90% and accuracy of prioritization is greater than 80%. CONCLUSIONS: We developed a multi-layer publication identification framework to systematically identify PAT relevant publications from PubMed. This framework not only demonstrates good performance in identifying placenta related research, but also can be easily extended to support research in other scientific fields.

Effects of Simulated Hearing Loss on Bilingual Children's Consonant Recognition in Noise.

OBJECTIVE: This study investigated the possible impact of simulated hearing loss on speech perception in Spanish-English bilingual children. To avoid confound between individual differences in hearing-loss configuration and linguistic experience, threshold-elevating noise simulating a mild-to-moderate sloping hearing loss was used with normal-hearing listeners. The hypotheses were that: (1) bilingual children can perform similarly to English-speaking monolingual peers in quiet; (2) for both bilingual and monolingual children, noise and simulated hearing loss would have detrimental impacts consistent with their acoustic characteristics (i.e., consonants with high-frequency cues remain highly intelligible in speech-shaped noise, but suffer from simulated hearing loss more than other consonants); (3) differences in phonology and acquisition order between Spanish and English would have additional negative influence on bilingual children's recognition of some English consonants. DESIGN: Listeners were 11 English-dominant, Spanish-English bilingual children (6 to 12 years old) and 12 English-speaking, monolingual age peers. All had normal hearing and age-appropriate nonverbal intelligence and expressive English vocabulary. Listeners performed a listen-and-repeat speech perception task. Targets were 13 American English consonants embedded in vowel-consonant-vowel (VCV) syllables. VCVs were presented in quiet and in speech-shaped noise at signal-to-noise ratios (SNRs) of -5, 0, 5 dB (normal-hearing condition). For the simulated hearing-loss condition, threshold-elevating noise modeling a mild-to-moderate sloping sensorineural hearing loss profile was added to the normal-hearing stimuli for 0, 5 dB SNR, and quiet. Responses were scored for consonant correct. Individual listeners' performance was summarized for average across 13 consonants (overall) and for individual consonants. RESULTS: Groups were compared for the effects of background noise and simulated hearing loss. As predicted, group performed similarly in quiet. The simulated hearing loss had a considerable detrimental impact on both groups, even in the absence of speech-shaped noise. Contrary to our prediction, no group difference was observed at any SNR in either condition. However, although nonsignificant, the greater within-group variance for the bilingual children in the normal-hearing condition indicated a wider "normal" range than for the monolingual children. Interestingly, although it did not contribute to the group difference, bilingual children's overall consonant recognition in both conditions improved with age, whereas such a developmental trend for monolingual children was observed only in the simulated hearing-loss condition, suggesting possible effects of experience. As for the recognition of individual consonants, the influence of background noise or simulated hearing loss was similar between groups and was consistent with the prediction based on their acoustic characteristics. CONCLUSIONS: The results demonstrated that school-age, English-dominant, Spanish-English bilingual children can recognize English consonants in a background of speech-shaped noise with similar average accuracy as English-speaking monolingual age peers. The general impact of simulated hearing loss was also similar between bilingual and monolingual children. Thus, our hypothesis that bilingual children's English consonant recognition would suffer from background noise or simulated hearing loss more than the monolingual peers was rejected. However, the present results raise several issues that warrant further investigation, including the possible difference in the "normal" range for bilingual and monolingual children, influence of experience, impact of actual hearing loss on bilingual children, and stimulus quality.

Testing Speech Recognition in Spanish-English Bilingual Children with the Computer-Assisted Speech Perception Assessment (CASPA): Initial Report.

This study evaluated the English version of Computer-Assisted Speech Perception Assessment (E-CASPA) with Spanish-English bilingual children. E-CASPA has been evaluated with monolingual English speakers ages 5 years and older, but it is unknown whether a separate norm is necessary for bilingual children. Eleven Spanish-English bilingual and 12 English monolingual children (6 to 12 years old) with normal hearing participated. Responses were scored by word, phoneme, consonant, and vowel. Regardless of scores, performance across three signal-to-noise ratio conditions was similar between groups, suggesting that the same norm can be used for both bilingual and monolingual children.