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Children with learning disabilities can be as sharp as their peers; however, they may find it challenging to write, read, reason out information, spell things correctly, or process information. Due to this, it is critical for students to understand the ways of learning that suit them the best. They may not be aware of the different ways they can learn or may not be able to develop a self-reliant approach to learning and will often seek help. "Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood: Practical Counseling Strategies" provides a guide for understanding learning difficulties and sheds light on a variety of strategies that can be implemented in the class by teachers. The book also underscores the importance of literacy and numeracy and the relationship between learning difficulties and student wellbeing. Covering key topics such as counseling, coping strategies, and interventions, this premier reference source is ideal for administrators, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

North American universities depend on international teaching assistants (ITAs) as a substantial part of the teaching labor force, which has led to the idea of an 'ITA problem', a deficiency model which is framed as a divergence between ITAs' linguistic competence and undergraduates' and their parents' expectations. This outdated positioning of ITAs as deficient diminishes the invaluable role they play within the academy. This book argues instead for an approach to ITA which recognizes them as multilingual, skilled, migrant professionals who participate in and are discursively constructed through various participant frameworks, modalities and activities. The chapters in this volume offer state-of-the-art research into ITA using a variety of methods and approaches, and as such constitute a transdisciplinary perspective which argues for the importance of dialogue between research and practice. This book contains the following chapters: (1) Introduction -- A Transdisciplinary Approach to ITA (Stephen Daniel Looney and Shereen Bhalla); (2) The Role of Intonation in the Production and Perception of ITA Discourse (Lucy Pickering); (3) Co-Operative Action -- Addressing Misunderstanding and Displaying Uncertainty in a University Physics Lab (Stephen Daniel Looney); (4) Instructional Authority and Instructional Discourse (Shiao-Yun Chiang); (5) Enhancing Communication between ITAs and US Undergraduate Students (Okim Kang and Meghan Moran); (6) Examining Rater Bias in Scoring World Englishes Speakers Using a Transdisciplinary Approach: Implications for Assessing International Teaching Assistants (Jing Wei); (7) A Community of Practice Approach to Understanding the ITA Experience (Shereen Bhalla); (8) Situating ITAs in Higher Education and Immigration Policy Studies (Linda Harklau and James Coda); (9) Using Course Logic to Describe Outcomes and Instruction for an ITA Course (Greta Gorsuch); and (10) Five Imperatives for ITA Programs and Practitioners (Stephen Daniel Looney).

This book is relevant for language testers, listening researchers, and oral proficiency teachers, in that it explores four broad themes related to the assessment of L2 listening ability: the use of authentic, real-world spoken texts; the effects of different speech varieties of listening inputs; the use of audio-visual texts; and assessing listening as part of an interactive speaking/listening construct. Each theme is introduced with a review of the relevant literature, and then is examined through either two or three empirical studies. The notion of authenticity underlies each of these four themes. By creating more authentic test tasks that are similar to real world language tasks, test developers can create listening assessments that not only more effectively assess test takers' communicative competence, but can also have a positive washback effect on educational systems.

This annual report presents several articles related to the work of the Clinical Center for Child Development at Hokkaido University in Sapporo, Japan. The articles are: (1) "Joint Attention as a System Property of the Infant-Caregiver Interaction System"(Tsuneda Miho and Shing-Jen Chen); (2) "Age-Related Change in Japanese Maternal Infant-Directed Speech and Infant's Vocal Response" (Katsuko Niwano and Kuniaki Sugai); and (3) "Measuring Human Fetal Responses to Sounds by Umbilical and Middle-Cerebral Artery Velocity Waveforms: A Preliminary Study" (Kiyobumi Kawakami, Kiyoko Takai-Kawakami, Naoe Masuda, Makoto Suzuki, Yukiko Shimizu, and Takumi Yanaihara). (KB)

This annual report presents several articles related to the work of the Clinical Center for Child Development at Hokkaido University in Sapporo, Japan. The articles are: (1) "Maternal Speech and Behavior during Mother-Infant Play: Comparison between the United States and Japan" (Sueko Toda, Marc H. Bornstein, and Hiroshi Azuma); (2) "The Effects of Tempo and Pitch on the Judgement of Infant Cries" (Taeko Tsukamoto); (3) "Bilingual Children's Language Choice in Two Linguistic Contexts" (Hiroko Kasuya); (4) "Sex Education in Children and Children's Fantasy about Sexuality" (Takashi Tsubakita); (5) "Development of Parental Aversion to Offspring's Bodily Products: A New Approach to Parent- Offspring Relationships" (Ko'ichi Negayama); (6) "Feeding as a Communication Between Mother and Infant in Japan and Scotland" (Ko'ichi Negayama); and (7) "Tanshinfunin: Effects of Father Absence on Children's Socioemotional Development" (Jun Nakazawa, Yuko Tanaka, and Sayuri Nakazawa). (KB)

This guide for parents of children with dyslexia begins with case summaries of several children who exhibited reading and other academic problems that were later diagnosed as dyslexia. Misconceptions about dyslexia are refuted, and developmental problems in the areas of auditory perception, visual perception, and language processing are discussed. Activities to strengthen each of these three areas are listed. Problems arising from having dyslexia are explored, especially the problem of poor self-image. The emotions that parents often experience in dealing with the child who has dyslexia are examined. Some of these include denial, guilt, martyrdom, anger, and acceptance. Subsequent chapters focus on the hope that comes from perseverance. Suggestions are offered for parents who want to help their child develop a positive self-image and a sense of security. Suggestions are also offered for helping the child to perform better in school by developing his or her organizational skills, homework skills, and test-taking skills. The final chapter recounts the outcomes for those children whose case summaries were presented in the first chapter. An appendix offers positive phrases parents can say to praise their child, time management forms and checklists, a sample of teacher rules and requirements, a self-concept assessment form, and suggested classroom modifications. (JDD)

This book brings together current thinking on informal language learning and the findings of over 30 years of research on captions (same language subtitles for the deaf and hard-of-hearing) to present a new model of language learning from captioned viewing and a future roadmap for research and practice in this field. Language learners may have normal hearing but they are 'hard-of-listening' and find it difficult to follow the rapid or unclear speech in many films and TV programmes. Vanderplank considers whether watching with captions not only enables learners to understand and enjoy foreign language television and films but also helps them to improve their foreign language skills. "Captioned Media in Foreign Language Learning and Teaching" will be of interest to students and researchers involved in second language acquisition teaching and research, as well as practising language teachers and teacher trainers.

While you don't need to be a scientist to understand brain-compatible teaching, you'll be far more effective when you base your teaching practices on the very best scientific information. This expanded and updated ASCD best-seller delivers that essential information in clear, everyday language that any teacher can immediately incorporate into classroom practice. Renowned educator and consultant Patricia Wolfe explains: (1) How the brain encodes, manipulates, and stores information; (2) Why meaning is essential for attention; (3) How emotion can enhance or impede learning; and (4) Why different types of rehearsal are necessary for different types of learning. Plus, an all-new section explores brain development from birth through adolescence; the effect of exercise, sleep, nutrition, and technology on the brain; and the importance of neuroplasticity. Discover classroom-proven examples of how you can enhance learning in all grades and subjects and add to your repertoire of brain-compatible teaching strategies. This book is divided into four sections and contains 14 chapters. Four sections include: (1) The Structure and Function of the Human Brain; (2) Brain Development from Birth Through Adolescence; (3) From Sensory Input to Information Storage; and (4) Matching Instruction to How the Brain Learns Best. Chapters include: (1) Opening the Black Box of the Brain; (2) Brain Anatomy--A Short Course: Neurons and Subcortical Structures; (3) Brain Anatomy--A Short Course: The Cortex; (4) How Neurons Communicate; (5) The Early and Middle Years; (6) The Adolescent Brain: A Work in Progress; (7) The Role of Exercise, Sleep, Nutrition, and Technology; (8) Sensory Memory: Getting Information into the Brain; (9) Working Memory: The Conscious Processing of Information; (10) Long-Term Memory: The Brain's Storage System; (11) Making Curriculum Meaningful Through Problems, Projects, and Simulations; (12) Using the Visual and Auditory Senses to Enhance Learning; (13) A Toolkit of Brain-Compatible Strategies; and (14) A Final Note on Brain-Compatible Teaching and Learning. A preface, glossary, and list of references are also included. [For "Brain Matters: Translating Research into Classroom Practice," see ED454999.]

Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In "Language Development and Learning to Read", Diane McGuinness examines scientific research that might explain these disparities. She focuses on reading predictors, analyzing the effect individual differences in specific perceptual, linguistic, and cognitive skills may have on a child's ability to read. Because of the serious methodological problems she finds in the existing research on reading, many of the studies McGuinness cites come from other fields--developmental psychology, psycholinguistics, and the speech and hearing sciences--and provide a new perspective on which language functions matter most for reading and academic success. McGuinness first examines the phonological development theory--the theory that phonological awareness follows a developmental path from words to syllables to phonemes--which has dominated reading research for thirty years, and finds that research evidence from other disciplines does not support the theory. McGuinness then looks at longitudinal studies on the development of general language function, and finds a "tantalizing connection" between core language functions and reading success. Finally, she analyzes mainstream reading research, which links reading ability to specific language skills, and the often flawed methodology used in these studies. McGuinness's analysis shows the urgent need for a shift in our thinking about how to achieve reading success. Contents of this book include: (1) The Origin of the Theory of Phonological Development; (2) Development of Receptive Language in the First Year of Life; (3) Speech Perception After 3; (4) Links: Auditory Analysis, Speech Production, and Phonological Awareness; (5) Young Children's Analysis of Language; (6) What Is Phoneme Awareness and Does It Matter?; (7) The Development of Expressive Language; (8) The Impact of General Language Skills on Reading and Academic Success; (9) An Introduction to Reading Research: Some Pitfalls; (10) Auditory and Speech Perception and Reading; (11) Methodological Issues in Research on General Language and Reading; (12) Vocabulary and Reading; (13) Verbal Memory and Reading; (14) Syntax and Reading; (15) Naming Speed and Reading; (16) Slow Readers: How Slow Is Slow?; and (17) Summary: What Do We Know for Sure? The following are also included: (a) Appendix; (b) Glossary; (c) References; (d) Author Index; and (e) Subject Index.

This book is a guide for music teachers whose students of instrumental keyboard music include those with dyslexia. Chapter 1 is on recognizing dyslexia, including primary and secondary symptoms, multisensory teaching, and teaching to strengths. Chapter 2 focuses on communication between pupil and teacher with sections on music as communication and the diagnosed/undiagnosed dyslexic child. Auditory considerations are addressed in the third chapter, including anomalies in auditory function, auditory laterality, singing, and rhythm. The following chapter considers visual challenges related to interpreting the printed page; the stave; vertical and additional horizontal lines; rests, dots, and accidentals; fingering; and tracking. Chapter 5 offers suggestions for addressing motor problems including balance and posture, gross motor control, coordination for pedaling, fine motor control, hand independence, spatial aptitude, and fingering. Chapter 6 is on memorizing and sight-reading with discussion of kinesthetic memory, memorizing the architecture, and playing duets. Chapter 7 addresses musical theory and music writing. Subtopics include materials for writing music, the reproduction of musical symbols, keys, and performance indications. The final chapter is on the music lesson with suggestions for useful equipment, planning and evaluating lessons, relative values of instruments other than the piano, and examinations and performances. An appendix provides a sample repertoire for pianists. Also provided are a glossary and useful addresses in Great Britain. (Contains 86 references.) (DB)

This book describes the unique characteristics of visual-spatial learners and teaching techniques designed for this population. Following a quiz to identify visual-spatial learners, chapters address: (1) how visual-spatial learners think and the plight of being non-sequential; (2) the power of the right hemisphere, eye movement patterns, and engaging the right hemisphere; (3) the hidden culprit in underachievement, the impact of early ear infections, signs of central auditory processing disorder (CAPD), and accommodations for children with CAPD; (4) visual spatial learners with dyslexia, attention deficit/hyperactivity disorder, and giftedness; (5) differences among visual-spatial learners and learning styles for teachers; (6) differences between visual-spatial learners and auditory-sequential learners; (7) early signs of visual-spatial learners; (8) assessing visual-spatial abilities; (9) visual-spatial learners with disabilities and the importance of early identification; (10) the inner world of introverts; (11) visual-spatial learners with attention deficit/hyperactivity disorder; (12) the challenge of parenting visual-spatial learners; (13) teaching techniques for visual-spatial learners; (14) the Visual Spatial Identifier and its validation; and (15) visual-spatial adults and the future of education. Appendices include a description of visual-spatial learners in school and a list of resources. (References are provided for each chapter.) (CR)

This kit for assessing central auditory processing disorders (CAPD), in children in grades 1 through 8 includes 3 books, 14 full-color cards with picture scenes, and a card depicting a phone key pad, all contained in a sturdy carrying case. The units in each of the three books correspond with auditory skill areas most commonly addressed in intervention for children with CAPD and provide specific training exercises to improve each of these skill areas. Book 1 begins by listing certain behaviors that are often associated with children presenting with CAPD, including poor auditory functioning, weaknesses in receptive and expressive language, and behavior problems. Instruments for assessing and diagnosing CAPD are listed. Book 1 then focuses on auditory memory skills, such as visual-auditory memory and auditory-sequential memory. Book 2 addresses auditory discrimination, auditory closure, and auditory synthesis. The final book provides assessment and training exercises for developing skills in the areas of auditory figure-ground (listening in the presence of background noise from sources such as air conditioning units, noisy classrooms, radios, TVs, cafeterias, and playgrounds), auditory cohesion, auditory binaural integration, and compensatory strategies and environmental management. Sample case studies are provided in the three books. (Each book contains references.) (CR)

This monograph presents the module on auditory perception and its relationship to language development used in the Early Childhood-Special Education Teacher Preparation Program at the University of Virginia. The ontogeny for auditory perceptual skills, from the first through the 60th month, and auditory perceptual skill outcomes for the young child are listed. The importance of auditory perception for the child's general development and for reading readiness is discussed briefly. The bulk of this module consists of a presentation of the ontogeny, measurement techniques, and conditions for learning for the following learner characteristics: awareness of sound, focus of sound, figure ground discrimination, auditory discrimination, auditory memory, sequencing and synthesizing sound, and classification, integration and monitoring of sound. A discussion of how to identify and deal with auditory disorders is also included. Competencies which teachers need to facilitate the development of auditory perception and the module schedule and requirements are discussed. (ED)

Presented are observations and suggestions related to the design and expectations of an auditory learning experience with handicapped children. It is explained that comments are based on a 1973-74 project to evaluate auditory instructional materials in which 75 handicapped (blind, retarded, and developmentally disabled) and nonhandicapped students, all of whom were advantaged auditory learners, participated. Suggestions deal with the structure of material (such as the value of materials which provide feedback on performance) and the behavior of children (such as that observable attending behavior by itself does not indicate whether or not a student is listening). Also provided are observations on the assessment of auditory experience, including ways to elicit student evaluative reactions. Stressed is the importance of being open to children's responses and of allowing students sufficient time to respond. (LS)

Research in the development of musical perception is described. It is crucial to students' experience that they learn to bring to the surface those "invisible" ideas inherent in music development such as clapping a rhythm or singing a tune. In this way they learn to bridge the gap between intuitive knowledge and the representation of this knowledge which can lead to greater musical appreciation. One such exercise requires students to arrange a given set of musical blocks into a whole tune. This immediately involves students in active listening, searching for coherence, and thinking about a melody as interrelated parts of a particular whole. A second exercise requires varying melodic rhythms to be represented in their relation to the underlying pulse of the tune. A representation is sufficiently powerful when students can intuit musical events and relations in a way which they can generalize and transfer to other musical situations. Such representations give the listener a means for actually perceiving aspects of a composition that were previously inaccessible. (Author/DE)

Research reports on the nature of speech, instrumentation for the investigation of speech, and practical applications of research are included in this status report for the July 1-December 31, 1980, period. The 19 reports deal with the following topics: (1) the structuring of language; (2) whether movements are prepared in parts; (3) velopharyngeal function; (4) speech perception without traditional speech cues; (5) the influence of preceding liquid on stop consonant perception; (6) perceptual assessment of fricative-stop coarticulation; (7) two strategies in fricative discrimination; (8) context sensitivity and phonetic mediation in categorical perception; (9) bidirectional contrast effects in the perception of vc-cv sequences; (10) perception and production of two stop-consonant sequences; (11) the naming of words in Kana and in Kanji; (12) the Roman and Cyrillic alphabets of Serbo-Croatian; (13) lexical decision in a phonologically shallow orthography; (14) representation of inflected nouns in the internal lexicon; (15) a word superiority effect in a phonetically precise orthography; (16) laryngeal activity in Icelandic obstruent production; (17) laryngeal adjustments in Japanese voiceless sound production; (18) articulatory control in a deaf speaker; and (19) acoustic factors contributing to categorical perception. (FL)

Research reports on the nature of speech, instrumentation for the investigation of speech, and practical applications of speech research are included in this status report for the April 1-June 30, 1981, period. The 14 reports deal with the following topics: (1) electromyography as a technique for laryngeal investigation, (2) the phonatory mechanism, (3) phonetic perception of sinusoidal signals, (4) memory for item order and phonetic recoding in the beginning reader, (5) perceptual equivalence of two kinds of ambiguous speech stimuli, (6) perceptual targets and production rules, (7) orthographic variations and visual information processing, (8) visual word recognition in Serbo-Croatian, (9) word recognition with mixed-alphabet forms, (10) intralanguage versus interlanguage Stroop effects in two types of writing systems, (11) categorical perception of English "r" and "l" sounds by Japanese bilinguals, (12) the influence of vocalic context on perception of the "s"/"z" distinction and two ways of avoiding it, (13) grammatical priming of inflected nouns, and (14) an evaluation of the "Basic Orthographic Syllabic Structure" in a phonologically shallow orthography. (FL)

One of a regular series on the status and progress of studies into the nature of speech, instrumentation for its investigation, and practical applications of research, this report covers the period of January 1 to March 31, 1982. The 13 studies deal with the following topics: (1) speech perception and memory coding in relation to reading ability, (2) the use of orthographic structure by deaf adults, (3) information support for speech, (4) the stream of speech, (5) using the acoustic signal to make inferences about place and duration of tongue-palate contact, (6) the patterns of human interlimb coordination that have emerged from the properties of nonlinear limit cycle oscillatory processes, (7) motor control, (8) the nature of motor control in Down's syndrome, (9) periodicity and auditory memory, (10) reading skill and language skill, (11) the role of sign order and morphological structure in memory for American Sign Language sentences, (12) perception of nasal consonants with special reference to Catalan, and (13) speech production characteristics of the hearing impaired. (FL)

One of a series of semiannual reports, this publication contains 12 articles which report the status and progress of studies on the nature of speech, instrumentation for its investigation, and practical applications. The titles of the articles and their authors are as follows: "Coarticulatory Organization for Lip-rounding in Turkish and English" (Suzanne E. Boyce); "Long Range Coarticulatory Effects for Tongue Dorsum Contact in VCVCV Sequences" (Daniel Recasens); "A Dynamical Approach to Gestural Patterning in Speech Production" (Elliot L. Saltzman and Kevin G. Munhall); "Articulatory Gestures as Phonological Units" (Catherine P. Browman and Louis Goldstein); "The Perception of Phonetic Gestures" (Carol A. Fowler and Lawrence D. Rosenblum); "Competence and Performance in Child Language" (Stephen Crain and Janet Dean Fodor); "Cues to the Perception of Taiwanese Tones" (Hwei-Bing Lin and Bruno H. Repp); "Physical Interaction and Association by Contiguity in Memory for the Words and Melodies of Songs" (Robert G. Crowder and others); "Orthography and Phonology: The Psychological Reality of Orthographic Depth" (Ram Frost); "Phonology and Reading: Evidence from Profoundly Deaf Readers" (Vicki L. Hanson); "Syntactic Competence and Reading Ability in Children" (Shlomo Bentin and others); and "Effect of Emotional Valence in Infant Expressions upon Perceptual Asymmetries in Adult Viewers" (Catherine T. Best and Heidi Freya Queen). An appendix lists DTIC and ERIC numbers for publications in this series since 1970. (SR)

One of a series of semiannual reports, this publication contains 14 articles which report the status and progress of studies on the nature of speech, instrumentation for its investigation, and practical applications. The titles of the articles and their authors are as follows: "Gestural Structure and Phonological Patterns" (Catherine P. Browman and Louis Goldstein); "The Cricothyroid Muscle in Voicing Control" (Anders Lofqvist and others); "Growth of Surface Waves with Application to the Mucosal Wave of the Vocal Folds" (R. S. McGowan); "Effects of Preceding Context on Discrimination of Voice Onset Times" (Bruno H. Repp and Hwei-Bing Lin); "Can Speech Perception be Influenced by Simultaneous Presentation of Print?" (Ram Frost and others); "Detectability of Words and Nonwords in Two Kinds of Noise" (Bruno H. Repp and Ram Frost); "Discovering Phonetic Coherence in Acoustic Patterns" (Catherine T. Best and others); "Reception of Language in Broca's Aphasia" (Donald Shankweiler and others); "Syntactic Comprehension in Young Poor Readers" (Suzanne T. Smith and others); "Phonological Deficiencies: Effective Predictors of Future Reading Problems" (Virginia A. Mann and Patricia Ditunno); "Consideration of the Principles of the International Phonetic Alphabet" (Arthur S. Abramson); "Language Specificity in Lexical Organization: Evidence from Deaf Signers' Lexical Organization of ASL and English" (Vicki L. Hanson and Laurie B. Feldman); "Anomalous Bimanual Coordination among Dyslexic Boys" (Marshall Gladstone and others); "Expressive Microstructure in Music: A Preliminary Perceptual Assessment of Four Composers' Pulses'" (Bruno H. Repp). An appendix lists DTIC and ERIC numbers for publications in this series since 1970. (SR)

In the past 25 years, there has been an explosion in research on the development of perception. The research has produced discoveries at multiple levels: ecological analyses, models of representation and process, and improved understanding of biological mechanisms. This book provides a comprehensive treatment of infant perception, bringing together work at these multiple levels to provide a new picture of perception's origins. The emphasis is on perceptual knowledge: How one comes to perceive the world; what information, processes, and mechanisms produce this knowledge; and how perceptual processes change over time. The work shows that the traditional constructivist view, emphasizing the construction of perceptual reality through extended learning, has been disconfirmed by experimental data in many domains, and that an ecological view, emphasizing the role of evolution in preparing infants to perceive, provides a better overall account, but that both innate foundations and learning contribute to perceptual development. The 12 chapters cover: (1) views of perception and perceptual development; (2) physiological and sensory foundations of perceptual development; (3) space perception; (4) pattern perception; (5) object perception; (6) motion and event perception; (7) intermodal perception; (8) auditory perception; (9) perception and action; (10) perceptual foundations of social development; (11) perceptual foundations of cognitive development; and (12) trends and themes in perceptual development. A discussion of origins and concepts of the habituation and recovery method is appended. Contains nearly 800 references. (HTH)

This book offers the latest available information on central auditory processing disorders (CAPDs) drawn from a State University of New York at Buffalo conference on CAPDs in September of 1996. It is divided into three parts: introduction, management approaches, and specific methods and populations. Chapters include: (1) "Overview and Update of Central Auditory Processing Disorders" (Nancy A. Stecker); (2) "A Neuroscience View of Auditory Training/Stimulation and Central Auditory Processing Disorders" (Frank E. Musiek and Brenda E. Berge); (3) "The Relationship between Attention Deficit Hyperactivity Disorder, Central Auditory Processing Disorders, and Specific Learning Disorders" (Warren D. Keller); (4) "Metacognitive Approaches To Managing Central Auditory Processing Disorders" (Gail D. Chermak); (5) "Memory and Attention Processing Deficits: A Guide to Management Strategies" (Larry Medwetsky); (6) "Application of FM Technology to the Management of Central Auditory Processing Disorders" (Ramona L. Stein); (7) "The M3 Model for Treating Central Auditory Processing Disorders" (Jeanane M. Ferre); (8) "Speech and Language Management of Central Auditory Processing Disorders" (M. Gay Masters); (9) "The Fast ForWord Program: A Clinician's Perspective" (Theresa M. Cinotti); (10) "Is Auditory Integration Training an Effective Treatment for Children with Central Auditory Processing Disorders?" (Karen A. Yencer); (11) "Central Auditory Processing Assessment and Therapeutic Strategies for Children with Attention Deficit Hyperactivity Disorder" (Kim L. Tillery); (12)"Management of Adolescents and Adults with Central Auditory Processing Disorders" (Jane A. Baran); and (13) "Central Auditory Processing and Cochlear Implant Therapy" (Jack Katz). (Chapters include references.) (CR)

The development of sensory and perceptual ability in infants is an important area of infancy research. This book reflects current knowledge of perceptual development and points to some of the many questions that remain unanswered. The book is divided into four parts. Part 1, "How the Visual System Develops: Normal and Abnormal Development," contains the following chapters: (1) "The Development of Basic Visual Abilities" (Louise Hainline); and (2) "Abnormal Visual Development" (Merrick Moseley, Meir Neufeld, and Alistair Fielder). The chapters in Part 2, "Visual Development: From Sensation to Perception," are: (3) "Nativism and Empiricism: The History of Two Ideas" (Ian Gordon and Alan Slater); (4) "The Competent Infant: Innate Organisation and Early Learning in Infant Visual Perception" (Alan Slater); (5) "Object and Spatial Categorisation in Young Infants: 'What' and 'Where' in Early Visual Perception" (Paul Quinn); (6) "The Development of Infant Causal Perception" (Leslie Cohen, Geoffrey Amsel, Melissa Redford, and Marianella Casasola); and (7) "Object Perception and Object Knowledge in Young Infants: A View from Studies of Visual Development" (Scott Johnson). Part 3, "Perception of Social Stimuli," contains the following chapters: (8) "Infant Social Perception" (Darwin Muir and Jacqueline Nadel); and (9) "Discrimination and Categorisation of Facial Expressions of Emotion during Infancy" (Michelle de Haan and Charles Nelson). Chapters in part 4, "Perception of Speech," are: (10) "Foetal Responses to Auditory and Speech Stimuli" (Jean-Pierre Lecanuet); (11)"Speech Perception during the First Year" (Peter Jusczyk, Derek Houston, and Mara Goodman); and (12) "Three Methods for Testing Infant Speech Perception" (Janet Werker, Rushen Shi, Renee Desjardins, Judith Pegg, Linda Polka, and Michelle Patterson). Each chapter contains references. (LPP)

This study examines the literature and research for teaching young children how to sing. The review treats the following variables pertinent to early instruction in singing: task sequence, music stimulus, feedback mode, presentation mode, age at which training is begun, optimum number of repetitions, singing alone vs. singing with stimulus, and physical factors. Although research in music has a long history, the use of scientific experimentation is a recent phenomenon; consequently, little information can be accepted with a substantial degree of confidence. Generally accepted research includes the facts that the natural range of a child's voice is small but will expand up and down with the passage of time; range expansion can be hastened by training; pitch inaccuracy is more widespread in younger children than older children, although the problem lessens with age and training; no superior voice training method is known, although presentation and feedback modes have proved successful; and children are more likely to sing on pitch if a singing model is presented in their vocal range and they are given visual feedback. Also included is an annotated bibliography of background and research materials. (Author/DE)

The purpose of this study is to determine whether non-musically trained persons can make pitch discriminations as well as those with musical training. Four musically trained and four non-musically trained adults listened to an audio recording of pitches and judged whether the second pitch was higher or lower than the first. The results indicate that scores earned by non-musicians were quite similar to scores obtained by the persons with musical training. There is no appreciable difference between the non-music and music subjects on either the range of errors or point of subjective equality. The implications of the research are that regular non-musically trained teachers should be able to provide adequate monitoring and feedback for the students' singing performances. (Author/DE)

This commentary examines the primary types of music analysis. Although the study focuses mainly upon individual trends and schools of thought, some attention is given to the evolution of ideas within the field. Methodologies are considered in the light of their applicability to individual or classroom analysis by students. From the most traditional point of view, music possesses four constituent components: melody, harmony, rhythm, and form. The components are separable for concentrated descriptive and analytical purposes but can also be considered in selected combinations or all together for comprehensive analytical work. Analysis methodologies described include the following: musical forms, schemes, and designs; music appreciation; melodic analysis; rhythmic analysis; harmonic analysis; Schenker system or tonal analysis; unit theory; style analysis; musical performance analysis; complete composition analysis; phenomenological analysis or the human physical and psychological response to music; music as information communication; computer musical analysis; analysis in the elementary school; and comprehensive music analysis. (Author/DE)

Medical journals are not often accessible to students and practitioners of education, and therefore the wealth of material in these journals regarding the health of school children is mainly lost to the educational world. The present bulletin is the result of a desire to put this material at the disposal of superintendents, principals, professors, students in normal schools and colleges, and even medical inspectors who may not have access to all the journals here represented. This bulletin contains the summaries of the best articles on the subject of children's health. The purpose has been to select, from the many articles studied, paragraphs of those articles only that add to the literature of school hygiene new data, new points of view, or noteworthy statements of current opinion. Some of the selections are not strictly within the limits of school hygiene, but are suggestive for the general health propaganda of the schools. The number of articles selected on the different subjects corresponds fairly to the proportion of varied and useful material available, some phases of school hygiene having been discussed little or not at all in the medical journals. No articles were chosen if they were known to have appeared also in educational journals, State health bulletins, or reports of two recent international congresses (Hygiene and Demography, Washington, 1912, and School Hygiene, Buffalo, 1913), as this material is widely accessible to students of education. Individual sections contain footnotes. An index is included. [Best copy available has been provided.]

The 12 chapters of this book provide a synthesis of what is currently known about otitis media and its sequelae on aspects of child development. Chapters are grouped into four sections: definition, prevalence, and diagnosis; auditory, language, and learning sequelae; medical and surgical management; and international perspectives and future directions. Chapters include the following titles and authors: (1) "Definition and Epidemiology of Otitis Media" (Kathleen A. Daly); (2) "Diagnosis of Otitis Media" (Frederic W. Henderson and Jackson Roush); (3) "Hearing Loss among Children with Otitis Media with Effusion" (Judith S. Gravel and Robert J. Nozza); (4) "Effects of Otitis Media with Effusion on Auditory Perception" (Joseph W. Hall, III and others); (5) "Phonological Acquisition and Otitis Media: Speech Perception and Speech Production" (Richard G. Schwartz and others); (6) "Language and Otitis Media" (Joanne E. Roberts and Ina F. Wallace); (7) "Otitis Media and Its Impact on Cognitive, Academic, and Behavioral Outcomes: A Review and Interpretation of the Findings" (Ina F. Wallace and Stephen R. Hooper); (8) "Family-Professional Partnerships in Managing Otitis Media" (Pamela J. Winton and others); (9) "Medical Management of Otitis Media" (Frederick W. Henderson); (10) "Surgical Management of Otitis Media with Effusion" (Douglas H. Todd and Sylvan E. Stool); (11) "An International Perspective on Otitis Media with Effusion: Incidence, Prevalence, Management, and Policy Guidelines" (Richard Maw and Anthea Counsell); and (12) "Developmental Outcomes in Relation to Early-Life Otitis Media: Present and Future Directions in Research" (Jack L. Paradise). Appended is the clinical practice guideline jointly developed by the American Academies of Pediatrics, Family Physicians, and Otolaryngology. (Individual chapters contain references.) (DB)

This book offers a number of exercises to develop students' listening skills. The exercises consist of number or letter grid worksheets on which a graphic design or a message emerges when students follow a sequence of specific directions requiring careful listening and auditory-visual coordination. Preliminary information includes an introduction, instructions on using the grids, and an outline of features of the exercise format. Primary and intermediate exercises are presented separately. Primary grids require from 11 to 36 directives and intermediate grids from 27 to 70 directives. Blank grids and completed grids as well as all directives are provided. (DB)

This book offers a number of exercises to develop students' listening skills. The exercises consist of number or letter grid worksheets which are completed by following a sequence of specific directions requiring careful listening and auditory-visual coordination. A graphic design or message emerges when the worksheets are completed. Preliminary information includes an introduction, instructions on using the grids, and an outline of features of the exercise format. Intermediate and advanced exercises are offered separately. Intermediate grids require from 20 to 62 directives and advanced grids from 48 to 78 directives. Blank grids and completed grids as well as all directives are provided. (DB)

This book presents training activities for special education or regular teachers to use with children having auditory processing disorders. Each chapter begins with a discussion of theory and general intervention guidelines and then presents remedial activities. The first chapter looks at auditory processes overall, lists the normal sequence of auditory skill development, and offers suggestions for helping students with auditory processing problems in the regular classroom. The second chapter considers auditory discrimination and provides a list of appropriate tests and 85 remedial exercises. Next, a list of tests and 71 remedial exercises are provided for improving auditory memory. The fourth chapter considers auditory perception, identifying tests and giving 64 exercises. Remaining chapters provide discussion, suggested tests, and remedial exercises for: auditory-vocal association (60 exercises); auditory synthesis (34 exercises); auditory-vocal automaticity (32 exercises); auditory figure-ground (12 exercises); and reading skills (24 exercises). The last chapter lists commercial materials including books, filmstrips and accompanying records, games, instructional aids, instructional kits, programs, records, tapes, and workbooks and reprint masters. Publishers' addresses are also provided. (DB)

Noting that unilateral definitions of motor learning as separate from ideational learning are inadequate, this book identifies and explores certain branches of specific aspects of motor learning. The book is divided into three parts, dealing with curricular motor learning, compensatory motor learning, and cognitive motor learning. Part I is concerned with a discussion of curricular motor learning, learning of motor skills and curriculum content in which these motor skills can be applied. Part II starts with an overview of compensatory motor learning and takes into account how motor learning experiences can be utilized to improve upon such qualities as body awareness, laterality and directionality, visual and auditory perception, and kinesthetic and tactile perception. Part III discusses in detail the concept of cognitive motor learning, along with how motor learning is concerned with the development of skills and concepts in the elementary school curricular areas of reading, mathematics, and science. Contains 42 references. (HTH)

"The Oxford Handbook of Deaf Studies, Language, and Education, Volume 2," is an updated edition of the landmark original volume. A range of international experts present a comprehensive overview of the field of deaf studies, language, and education. This area has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. Pairing practical information with detailed analyses of what works, why, and for whom--all while banishing the paternalism that once dogged the field--this first of two volumes features specially-commissioned, updated articles on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunities and challenges that lie ahead. Following "The Promises (?) of Deaf Education: From Research to Practice and Back Again" by Marc Marschark and Patricia Elizabeth Spencer, this book contains six parts. Part 1, Educational Issues, contains: (1) The History of Language and Communication Issues in Deaf Education (Donald F. Moores); (2) Legal Advocacy for Deaf and Hard-of-Hearing Children in Education (Barbara Raimondo); (3) Preparing Teachers of Students Who Are Deaf or Hard of Hearing (John Luckner); (4) Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics (Harry Knoors and Daan Hermans); (5) Supporting Students in General Education Classrooms (Shirin D. Antia, Kathryn H. Kreimeyer, and Susanne Reed); and (6) Current and Future Technologies in the Education of Deaf Students (Michael Stinson). Part 2, Literacy and Curriculum Issues, contains: (7) Evidence-based Curricula and Practices That Support Development of Reading Skills (Susan R. Easterbrooks); (8) Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students? (Marc Marschark, Thomastine Sarchet, Cathy Rhoten, and Megan Zupan); (9) The Demands of Writing and the Deaf Writer (Connie Mayer); (10) Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go? (Claudia M. Pagliaro); and (11) Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment (Rick van Dijk, Catherine Nelson, Albert Postma, and Jan van Dijk). Part 3, Cultural, Social, and Psychological Issues, contains: (12) Reflections on Identity (Irene W. Leigh); (13) Deaf Studies in the 21st Century:: "Deaf-gain" and the Future of Human Diversity (H-Dirksen, L. Bauman, and Joseph J. Murray); (14) Cochlear Implants:: Family and Young People's Perspectives (Sue Archbold and Alexandra Wheeler); (15) The Impact of Early Identification of Deafness on Hearing Parents (Alys Young); and (16) How Does Speech Intelligibility Affect Self and Others' Perceptions of Deaf and Hard-of-Hearing People? (Tova Most). Part 4, Language and Language Development, contains: (17) Emerging Sign Languages (Irit Meir, Wendy Sandler, Carol Padden, and Mark Aronoff); (18) Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language (Rachel I. Mayberry); (19) Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach (Arlene Stredler-Brown); (20) Early Communication in Sign and Speech (Margaret Harris); and (21) Language Acquisition and Critical Periods for Children Using Cochlear Implants (Shani Dettman and Richard Dowell). Part 5, Hearing and Speech Perception, contains: (22) Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World (Greg Leigh, John P. Newall, and Anthony T. Newall); (23) Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development (David J. Ertmer and Suneeti Nathani Iyer); (24) Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development (Janet R. Jamieson); and (25) Performance Outcomes for Adult Cochlear Implant Users (Camille C. Dunn, Ann Perreau, Kenneth Marciniak, Beth Macpherson, Richard S. Tyler, and Monika Kordus). Part 6, Cognitive Issues and Correlates of Deafness, contains: (26) Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth (Patricia Elizabeth Spencer); (27) Learning Disabilities in Deaf and Hard-of-Hearing Children (Lindsey Edwards); (28) Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants (David B. Pisoni, Christopher M. Conway, William Kronenberger, Shirley Henning, and Esperanza Anaya); (29) Working Memory, Deafness, and Sign Language (Matthew L. Hall and Daphne Bavelier); and (30) Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education (Patricia Elizabeth Spencer and Marc Marschark).

Illustrated by full-page photographs, this book focuses on each of the child's five senses and shows how the senses are interrelated. Activities are suggested to increase the child's sensory awareness. (CS)

This "kit" consists of 145 activities that teach and reinforce specific pre-reading and beginning reading skills; it has been developed to help the primary grade teacher in recognizing and developing skills that assure each child's continuous reading progress. Part One explains how pre-reading skills are developing reading skills in the first five years of a child's life and includes information about the following skills: oral communication and visual recognition, visual perception, and auditory perception. Part Two provides activities for helping students begin to read and includes information about the following skills: basic reading, word attack, sight word recognition, and vocabulary and comprehension. The 145 activities can be used to enhance and reinforce instruction in conjunction with any basal reading series or teaching method. The workbook includes reproducible progress charts and skills checklists for reporting and monitoring each pupil's progress in learning specific pre-reading and beginning reading skills. (MS)

In this paper we focus on auditory analysis as the sensory stimulus, and on vocalization synthesis as the output signal. Our scenario is to have one robot interacting with one human through vocalization channel. Notice that vocalization is far beyond speech; while speech analysis would give us what was said, vocalization analysis gives us how was said. A social robot shall be able to perform actions in different manners according to its emotional state. Thus we propose a novel Bayesian approach to determine the emotional state the robot shall assume according to how the interlocutor is talking to it. Results shows that the classification happens as expected converging to the correct decision after two iterations. [ABSTRACT FROM AUTHOR]

Recently, several adaptation methods for speech recognition language models using a large amount of documents in the World Wide Web (WWW) have been proposed. These methods collect topic-related documents from WWW site and adapt the general language model to a topic specific language model. The topic specific language model can give high performance if the large amount of the appropriate topic-related documents can be collected. However, if the sufficient amount of the expected documents cannot be collected, the adaptation does not work well. In this paper we propose a document filtering method for the language model adaptation using a spectral clustering approach in order to select the appropriate topic-related documents. To show the effectiveness of this approach, speech recognition experiments are demonstrated for the broadcast new speech. Experimental results show the proposed method can select the suitable cluster that consists of the topic-related documents and can improve the speech recognition performance. [ABSTRACT FROM AUTHOR]

In this paper, we present a technique for tracking groups of partials in musical signals, based on networks of adaptive oscillators. We show how synchronization of adaptive oscillators can be utilized to detect periodic patterns in outputs of a human auditory model and thus track stable frequency components (partials) in musical signals. We present the integration of the partial tracking model into a connectionist system for transcription of polyphonic piano music. We provide a short overview of our transcription system and present its performance on transcriptions of several real piano recordings. [ABSTRACT FROM AUTHOR]

The term auditory scene analysis (ASA) refers to the ability of human listeners to form perceptual representations of the constituent sources in an acoustic mixture, as in the well-known ‘cocktail party’ effect. Accordingly, computational auditory scene analysis (CASA) is the field of study which attempts to replicate ASA in machines. Some CASA systems are closely modelled on the known stages of auditory processing, whereas others adopt a more functional approach. However, all are broadly based on the principles underlying the perception and organization of sound by human listeners, and in this respect they differ from ICA and other approaches to sound separation. In this chapter, we review the principles underlying ASA and show how they can be implemented in CASA systems. We also consider the link between CASA and automatic speech recognition, and draw distinctions between the CASA and ICA approaches. [ABSTRACT FROM AUTHOR]