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• 1. [Article] Tone Attrition in Mandarin Speakers of Varying English Proficiency

  Purpose The purpose of this study was to determine whether the degree of dominance of Mandarin–English bilinguals' languages affects phonetic processing of tone content in their native language, Mandarin. ...

  Citation × Citation Citation Abstract Copy Title: Tone Attrition in Mandarin Speakers of Varying English Proficiency Author: Quam, Carolyn, Creel, Sarah C. Year: 2017 Purpose The purpose of this study was to determine whether the degree of dominance of Mandarin–English bilinguals' languages affects phonetic processing of tone content in their native language, Mandarin. Method We tested 72 Mandarin–English bilingual college students with a range of language-dominance profiles in the 2 languages and ages of acquisition of English. Participants viewed 2 photographs at a time while hearing a familiar Mandarin word referring to 1 photograph. The names of the 2 photographs diverged in tone, vowels, or both. Word recognition was evaluated using clicking accuracy, reaction times, and an online recognition measure (gaze) and was compared in the 3 conditions. Results Relative proficiency in English was correlated with reduced word recognition success in tone-disambiguated trials, but not in vowel-disambiguated trials, across all 3 dependent measures. This selective attrition for tone content emerged even though all bilinguals had learned Mandarin from birth. Lengthy experience with English thus weakened tone use. Conclusions This finding has implications for the question of the extent to which bilinguals' 2 phonetic systems interact. It suggests that bilinguals may not process pitch information language-specifically and that processing strategies from the dominant language may affect phonetic processing in the nondominant language—even when the latter was learned natively. Title: Tone Attrition in Mandarin Speakers of Varying English Proficiency Author: Quam, Carolyn, Creel, Sarah C. Year: 2017 Purpose The purpose of this study was to determine whether the degree of dominance of Mandarin–English bilinguals' languages affects phonetic processing of tone content in their native language, Mandarin. Method We tested 72 Mandarin–English bilingual college students with a range of language-dominance profiles in the 2 languages and ages of acquisition of English. Participants viewed 2 photographs at a time while hearing a familiar Mandarin word referring to 1 photograph. The names of the 2 photographs diverged in tone, vowels, or both. Word recognition was evaluated using clicking accuracy, reaction times, and an online recognition measure (gaze) and was compared in the 3 conditions. Results Relative proficiency in English was correlated with reduced word recognition success in tone-disambiguated trials, but not in vowel-disambiguated trials, across all 3 dependent measures. This selective attrition for tone content emerged even though all bilinguals had learned Mandarin from birth. Lengthy experience with English thus weakened tone use. Conclusions This finding has implications for the question of the extent to which bilinguals' 2 phonetic systems interact. It suggests that bilinguals may not process pitch information language-specifically and that processing strategies from the dominant language may affect phonetic processing in the nondominant language—even when the latter was learned natively. Close

• 2. [Article] Participation in Camp Dream. Speak. Live: Affective and Cognitive Outcomes for Children who Stutter

  Objective: The purpose of this study was to explore the influence of participation in Camp Dream. Speak. Live., an intensive therapy program, on the communication attitudes, peer relationships and quality ...

  Citation × Citation Citation Abstract Copy Title: Participation in Camp Dream. Speak. Live: Affective and Cognitive Outcomes for Children who Stutter Author: Byrd, Courtney T., Hampton, Elizabeth, McGill, Megann, Gkalitsiou, Zoi Year: 2016 Objective: The purpose of this study was to explore the influence of participation in Camp Dream. Speak. Live., an intensive therapy program, on the communication attitudes, peer relationships and quality of life of children who stutter. Method: Participants were 23 children who stutter (n=5 females; n=18 males; age range 4–14 years) who attended a weeklong intensive therapy program that was exclusively developed to address the affective and cognitive components of stuttering. Outcome measures included the KiddyCAT Communication Attitude Test for Preschool and Kindergarten Children who Stutter, the Overall Assessment of the Speaker’s Experience of Stuttering (OASES), and the Patient Reported Outcomes Measurement Information System (PROMIS) Pediatric Peer Relationships Form. Parents of children who participated in the program completed online parent proxy versions of the Kiddy-CAT, OASES, and PROMIS approximately one month after their child’s participation in Camp Dream. Speak. Live. concluded. Results: Results suggest that participation in Camp Dream. Speak. Live. led to significant increases in the child’s communication attitude, the child’s perception of his/her ability to make friends, and also significantly reduced the impact of stuttering on the child’s overall quality of life. Additionally, parents of children who participated in Camp Dream. Speak. Live. reported they observed positive increases in their child’s perception of his/her own ability to make friends as well as significant decreases in their child’s perspective of the impact of stuttering on his/her overall quality of life. Conclusion: Results support the notion that significant improvements in communication attitude as well as significant reductions in the impact of stuttering on overall quality of life can be achieved in a short period of time. Title: Participation in Camp Dream. Speak. Live: Affective and Cognitive Outcomes for Children who Stutter Author: Byrd, Courtney T., Hampton, Elizabeth, McGill, Megann, Gkalitsiou, Zoi Year: 2016 Objective: The purpose of this study was to explore the influence of participation in Camp Dream. Speak. Live., an intensive therapy program, on the communication attitudes, peer relationships and quality of life of children who stutter. Method: Participants were 23 children who stutter (n=5 females; n=18 males; age range 4–14 years) who attended a weeklong intensive therapy program that was exclusively developed to address the affective and cognitive components of stuttering. Outcome measures included the KiddyCAT Communication Attitude Test for Preschool and Kindergarten Children who Stutter, the Overall Assessment of the Speaker’s Experience of Stuttering (OASES), and the Patient Reported Outcomes Measurement Information System (PROMIS) Pediatric Peer Relationships Form. Parents of children who participated in the program completed online parent proxy versions of the Kiddy-CAT, OASES, and PROMIS approximately one month after their child’s participation in Camp Dream. Speak. Live. concluded. Results: Results suggest that participation in Camp Dream. Speak. Live. led to significant increases in the child’s communication attitude, the child’s perception of his/her ability to make friends, and also significantly reduced the impact of stuttering on the child’s overall quality of life. Additionally, parents of children who participated in Camp Dream. Speak. Live. reported they observed positive increases in their child’s perception of his/her own ability to make friends as well as significant decreases in their child’s perspective of the impact of stuttering on his/her overall quality of life. Conclusion: Results support the notion that significant improvements in communication attitude as well as significant reductions in the impact of stuttering on overall quality of life can be achieved in a short period of time. Close