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When a speaker talks, the visible consequences of what they are saying can be seen. Listeners are influenced by this visible speech both in a noisy listening environment and even when auditory speech can easily be heard. While visible influence on heard speech has been reported to increase from early to late childhood, little is known about the mechanism that underlies this developmental trend. One possible account of developmental differences is that looking behavior to the face of a speaker changes with age. To examine this possibility, the gaze to a speaking face was examined in children from 5 to 10 yrs of age and adults. Participants viewed a speaker's face in a range of conditions that elicit looking: in a visual only (speech reading) condition, in the presence of auditory noise (speech in noise) condition, and in an audiovisual mismatch (McGurk) condition. Results indicate an increase in gaze on the face, and specifically, to the mouth of a speaker between the ages of 5 and 10 for all conditions. This change in looking behavior may help account for previous findings in the literature showing that visual influence on heard speech increases with development.

For over a century the social work profession has had a dual purpose, to promote both human well-being and social justice, but we have not found research that explores how social workers understand and work toward both purposes across multiple practice roles and settings. Authors of this article conducted qualitative research to examine how 18 social workers in various roles and settings understand and implement both purposes in their practice. Instead of a dual purpose, participants described a unifying purpose: a "just sense of well-being" that transcends role and setting. Valuing the dignity and worth of all human beings frames and fuels their work toward a just sense of well-being through three interactive themes: challenging injustice on every level; constructing justice through relationship and resource organizing; and constructing justice through the creation of accepting environments where professionals, clients, and community members can reflect and question, and change mind-sets and actions. Participants provided an array of possibilities for action with clients, professionals, and public leaders within organizations and communities. The implication here is that social workers are charged to reinvigorate purpose and values back into practice with value-based assessment thinking that frames possibilities for action across methods and settings. Copyright © 2016 National Association of Social Workers.

A large body of research has documented the relationship between attention-deficit hyperactivity disorder (ADHD) and reading difficulties in children; however, there have been no studies to date that have examined errors made by students with ADHD and reading difficulties. The present study sought to determine whether the kinds of achievement errors made by students diagnosed with ADHD vary as a function of their reading ability. The participants in this study were 91 students in the ADHD clinical validity standardization sample of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3), as well as a control group of 63 students selected from the larger standardization sample. Students with ADHD and reading difficulties demonstrated a statistically significant greater amount of errors across tests of academic achievement. Findings from the study are discussed within the context of past research, as well as implications for the field of school psychology and practitioners.

Behavioral consequences of prenatal alcohol exposure (PAE) can be transmitted from in utero-exposed F1 generation to their F2 offspring. This type of transmission is modulated by genetic and epigenetic mechanisms. This study investigated the intergenerational consequences of prenatal exposure to a low ethanol dose (1 g/kg) during gestational days 17-20, on ethanol-induced hypnosis in adolescent male F1 and F2 generations, in two strains of rats. Adolescent Long-Evans and Sprague-Dawley male rats were tested for sensitivity to ethanol-induced hypnosis at a 3.5-g/kg or 4.5-g/kg ethanol dose using the loss of righting reflex (LORR) paradigm. We hypothesized that PAE would attenuate sensitivity to ethanol-induced hypnosis in the ethanol-exposed animals in these two strains and in both generations. Interestingly, we only found this effect in Sprague-Dawley rats. Lastly, we investigated PAE related changes in expression of GABAA receptor alpha1, alpha4, and delta subunits in the cerebral cortex of the PAE sensitive Sprague-Dawley strain. We hypothesized a reduction in the cerebral cortex GABAA receptor subunits' expression in the F1 and F2 PAE groups compared to control animals. GABAA receptor alpha1, alpha4, and delta subunits protein expressions were quantified in the cerebral cortex of F1 and F2 male adolescents by western blotting. PAE did not alter cerebral cortical GABAA receptor subunit expressions in the F1 generation, but it decreased GABAA receptor alpha4 and delta subunits' expressions in the F2 generation, and had a tendency to decrease alpha1 subunit expression. We also found correlations between some of the subunits in both generations. These strain-dependent vulnerabilities to ethanol sensitivity, and intergenerational PAE-mediated changes in sensitivity to alcohol indicate that genetic and epigenetic factors interact to determine the outcomes of PAE animals and their offspring. Copyright © 2017 Elsevier Inc. All rights reserved.

Twenty-five 4- and 5-year-old Spanish-speaking English Learners (ELs) were tested in order to compare their English and Spanish performance in two phonological awareness skills: Rhyme awareness (RA) and beginning sound segmentation (BSS). The children had received formal instruction of phonological awareness, with an emphasis on RA and BSS for 1 year and in English only, using the Opening the World of Learning curriculum (Schickedanz & Dickinson, 2005). The results showed that the children scored higher on the English BSS than on the English RA tests (p ¡ .001), even though RA is generally considered to be an earlier developing skill than BSS among English-monolingual children. No significant difference was found between the English BSS and Spanish BSS tests despite the fact that the children had received English-only instruction in these phonological awareness skills for 1 year. The results are discussed in terms of the possible impact of the similarities and differences between the Spanish and English linguistic structures on the learning and cross-linguistic transfer of phonological awareness skills in young Spanish-speaking ELs.

Previous literature indicates that pre-diagnostic diabetes and blood glucose levels are inversely related to glioma risk. To replicate these findings and determine whether they could be attributed to excess glucose consumption by the preclinical tumour, we used data from the Apolipoprotein MOrtality RISk (AMORIS) (n = 528,580) and the Metabolic syndrome and Cancer project (Me-Can) cohorts (n = 269,365). We identified individuals who were followed for a maximum of 15 years after their first blood glucose test until glioma diagnosis, death, emigration or the end of follow-up. Hazard ratios (HRs), 95% confidence intervals (CIs) and their interactions with time were estimated using Cox time-dependent regression. As expected, pre-diagnostic blood glucose levels were inversely related to glioma risk (AMORIS, P trend = 0.002; Me-Can, P trend = 0.04) and pre-diagnostic diabetes (AMORIS, HR = 0.30, 95% CI 0.17 to 0.53). During the year before diagnosis, blood glucose was inversely associated with glioma in the AMORIS (HR = 0.78, 95% CI 0.66 to 0.93) but not the Me-Can cohort (HR = 0.99, 95% CI 0.63 to 1.56). This AMORIS result is consistent with our hypothesis that excess glucose consumption by the preclinical tumour accounts for the inverse association between blood glucose and glioma. We discuss additional hypothetical mechanisms that may explain our paradoxical findings.

This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications and Math Computation subtests of the KTEA-3 were factor analyzed and revealed five error factors. Multiple ANOVA of the error factor scores showed that, across both age categories, female and male mean scores were not significantly different across four error factors: math calculation, geometric concepts, basic math concepts, and addition. They were significantly different on the complex math problems error factor, with males performing better at the p ¡ .05 significance level for the 6 to 11 age group and at the p ¡ .001 significance level for the 12 to 19 age group. Implications in light of gender stereotype threat are discussed.

In Vietnamese medicine, gia truyen ("family recipes") refers to a set of texts, primarily in chu nôm (demotic Vietnamese characters), that preserves local knowledge about how practitioners in a specific family-based medical circle could use various plants and other materia medica to cure disease. This article traces the history of the transmission of gia truyen in the 19th and 20th centuries. It suggests that prior to the 1920s, gia truyen were written anonymously to protect the author's identity in the face of the Nguyen dynasty's repression of ch? nom writing. In the 1920s, precisely at the time that hán-nôm writing was being eclipsed by education in French and quoc ngu (Romanized Vietnamese), Vietnamese medical practitioners experienced a renaissance in the writing of chu nôm gia truyen. Moreover, chu nôm writing in the gia truyen genre continued until at least the 1990s. ©SOAS University of London 2017.