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Special Education and Teaching
Department of Special Education and Communication Disorders: Faculty Publications
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Full-Text Articles in Education
Differentiating Phonotactic Probability And Neighborhood Density In Adult Word Learning, Holly L. Storkel, Jonna Armbrüster, Tiffany Hogan
Differentiating Phonotactic Probability And Neighborhood Density In Adult Word Learning, Holly L. Storkel, Jonna Armbrüster, Tiffany Hogan
Department of Special Education and Communication Disorders: Faculty Publications
Purpose: The purpose of this study was to differentiate effects of phonotactic probability, the likelihood of occurrence of a sound sequence, and neighborhood density, the number of words that sound similar to a given word, on adult word learning. A second purpose was to determine what aspect of word learning (viz., triggering learning, formation of an initial representation, or integration with existing representations) was influenced by each variable.
Method: Thirty-two adults were exposed to 16 nonwords paired with novel objects in a story context. The nonwords orthogonally varied in phonotactic probability and neighborhood density. Learning was measured following 1, 4, …
Interrelationships Among Language Skills, Externalizing Behavior, And Academic Fluency And Their Impact On The Academic Skills Of Students With Ed, J. Ron Nelson, Gregory J. Benner, Stern Neill, Scott A. Stage
Interrelationships Among Language Skills, Externalizing Behavior, And Academic Fluency And Their Impact On The Academic Skills Of Students With Ed, J. Ron Nelson, Gregory J. Benner, Stern Neill, Scott A. Stage
Department of Special Education and Communication Disorders: Faculty Publications
There is growing interest in understanding the factors that influence the academic achievement of students with emotional disturbance (ED). Structural equation modeling was used to test the interrelationships among language skills, externalizing behavior, and academic fluency and their impact on the academic skills of students with ED. Results showed that language skills exerted a significant proximal effect and distal effect on academic skills. The effect of language skills was mediated through academic fluency (path coefficient = .389) but also had a proximal effect on academic skills (path coefficient = .359). However, externalizing behavior failed to have a statistically significant effect …
Coordinative Organization Of Lingual Propulsion During The Normal Adult Swallow, Erin M. Wilson, Jordan R. Green
Coordinative Organization Of Lingual Propulsion During The Normal Adult Swallow, Erin M. Wilson, Jordan R. Green
Department of Special Education and Communication Disorders: Faculty Publications
Lingual propulsion during swallowing is characterized by the sequential elevation of the anterior, middle, and dorsal regions of the tongue. Although lingual discoordination underlies many swallowing disorders, the coordinative organization of lingual propulsion during the typical and disordered swallow is poorly understood. The purpose of this investigation was to quantitatively describe the coordinative organization of lingual propulsion during the normal adult swallow. Tongue movement data were obtained from the X-Ray Microbeam Database at the University of Wisconsin. Movement of four pellets placed on specific tongue regions were tracked in 36 healthy adult participants while they swallowed 10 cc of water …
Spontaneous Facial Motility In Infancy: A 3d Kinematic Analysis, Jordan R. Green, Erin M. Wilson
Spontaneous Facial Motility In Infancy: A 3d Kinematic Analysis, Jordan R. Green, Erin M. Wilson
Department of Special Education and Communication Disorders: Faculty Publications
Early spontaneous orofacial movements have rarely been studied experimentally, though the motor experiences gained from these behaviors may influence the development of motor skills emerging for speech. This investigation quantitatively describes developmental changes in silent, spontaneous lip and jaw movements from 1 to 12 months of age using optically based 3D motion capture technology. Twenty-nine typically developing infants at five ages (1, 5, 7, 9, and 12 months) were studied cross-sectionally. Infants exhibited spontaneous facial movements at all ages studied. Several age-related changes were detected in lip and jaw kinematics: the occurrence of spontaneous movements increased, movement speed increased, the …