The relation between receptive grammar and procedural, declarative, and working memory in specific language impairment

What memory systems underlie grammar in children, and do these differ between typically developing (TD) children and children with specific language impairment (SLI)? Whilst there is substantial evidence linking certain memory deficits to the language problems in children with SLI, few studies have investigated multiple memory systems simultaneously, examining not only possible memory deficits but also memory abilities that may play a compensatory role. This study examined the extent to which procedural, declarative, and working memory abilities predict receptive grammar in 45 primary school aged children with SLI (30 males, 15 females) and 46 TD children (30 males, 16 females), both on average 9;10 years of age. Regression analyses probed measures of all three memory systems simultaneously as potential predictors of receptive grammar. The model was significant, explaining 51.6% of the variance. There was a significant main effect of learning in procedural memory and a significant group × procedural learning interaction. Further investigation of the interaction revealed that procedural learning predicted grammar in TD but not in children with SLI. Indeed, procedural learning was the only predictor of grammar in TD. In contrast, only learning in declarative memory significantly predicted grammar in SLI. Thus, different memory systems are associated with receptive grammar abilities in children with SLI and their TD peers. This study is, to our knowledge, the first to demonstrate a significant group by memory system interaction in predicting grammar in children with SLI and their TD peers. In line with Ullman's Declarative/Procedural model of language and procedural deficit hypothesis of SLI, variability in understanding sentences of varying grammatical complexity appears to be associated with variability in procedural memory abilities in TD children, but with declarative memory, as an apparent compensatory mechanism, in children with SLI.

Actors and agency in academic language policy and planning

Nearly two decades have passed since Kaplan and Baldauf [1997. Language planning from practice to theory. Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a boom in English-medium instruction policies in non-Anglophone tertiary institutions [Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council], LPP research remains relatively underdeveloped in higher education. We suggest that current understandings of academic language policy and planning in higher education would benefit from contextualised analyses of actors and agency [Chua, C. S. K., & Baldauf, R. B. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 936–951). New York, NY: Routledge; Zhao, S. H., 2011. Actors in language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 905–923). New York, NY: Routledge; Zhao, S. H., & Baldauf, R. B. (2012). Individual agency in language planning: Chinese script reform as a case study. Language Problems & Language Planning, 36(1), 1–24]. In order to address this gap, we conducted semi-structured interviews with 10 academic language program planners at different universities across Australia. We examined how the micro-level processes of program development and implementation were both constrained and enabled by the participation of different actor groups, operating at different levels (micro, meso, macro) and each with their own capacity to influence change. We conclude by arguing that coherent university-wide language policies, formulated by decision-making bodies representative of a variety of stakeholder groups and sensitive to program implementation needs at the micro level, represent a step towards improving the current situation.

iPrevent®: a tailored, web-based, decision support tool for breast cancer risk assessment and management

We aimed to develop a user-centered, web-based, decision support tool for breast cancer risk assessment and personalized risk management. Using a novel model choice algorithm, iPrevent(®) selects one of two validated breast cancer risk estimation models (IBIS or BOADICEA), based on risk factor data entered by the user. Resulting risk estimates are presented in simple language and graphic formats for easy comprehension. iPrevent(®) then presents risk-adapted, evidence-based, guideline-endorsed management options. Development was an iterative process with regular feedback from multidisciplinary experts and consumers. To verify iPrevent(®), risk factor data for 127 cases derived from the Australian Breast Cancer Family Study were entered into iPrevent(®), IBIS (v7.02), and BOADICEA (v3.0). Consistency of the model chosen by iPrevent(®) (i.e., IBIS or BOADICEA) with the programmed iPrevent(®) model choice algorithm was assessed. Estimated breast cancer risks from iPrevent(®) were compared with those attained directly from the chosen risk assessment model (IBIS or BOADICEA). Risk management interventions displayed by iPrevent(®) were assessed for appropriateness. Risk estimation model choice was 100 % consistent with the programmed iPrevent(®) logic. Discrepant 10-year and residual lifetime risk estimates of >1 % were found for 1 and 4 cases, respectively, none was clinically significant (maximal variation 1.4 %). Risk management interventions suggested by iPrevent(®) were 100 % appropriate. iPrevent(®) successfully integrates the IBIS and BOADICEA risk assessment models into a decision support tool that provides evidence-based, risk-adapted risk management advice. This may help to facilitate precision breast cancer prevention discussions between women and their healthcare providers.

Lost (and found) in translation: learning from German language educators

This essay introduces two presentations (or Vorträge) by Ulf Abraham and Thomas Zabka that were originally published in the German journal, Didaktik Deutsch. I reflect on the complexities of translation and intercultural communication, and ask how we might meaningfully compare the policy environment of one country with that of another. In this era of globalisation and standards-based reforms it is easy to suppose that those reforms are the same everywhere. The essays by Abraham and Zabka, however, provide insights into a policy environment where debates about the importance of language and literature are being played out differently vis-à-vis standards-based reforms than is the case in the Anglophone world. I ask what we can learn from these essays, and how the insights they provide might be applied in an Anglophone context.

Innovation in language education: enriching Arabic language learner experiences and proficiency in 2D and 3D environments.

Abstract:-Global language and cultural communicative competency is an ever increasing requirement in our connected world. Learners of Arabic at the only five Australian universities where Arabic is taught have access to predominantly on-campus delivery modes. One of the main challenges learners face when learning another language (L2) in an academic setting in countries where that language is not actively used – so little L2 exposure – is that it is harder to provide meaningful contexts for learning. This restriction in L2 exposure in the formal academic framework is due to the limited face-to-face learning time and, more significantly, is compounded by lack of exposure to the language‟s authentic use settings. Students are often isolated from the target language‟s authentic discourse communities and native speakers. This situation is exacerbated for Cloud (online) students, studying in relative isolation. All of these factors make developing communicative oral fluency in Modern Standard Arabic (MSA) moredifficult and challenging for many learners. This paper will discuss two innovative approaches used at Deakin University in Melbourne, Australia to enable learners of Arabic at Deakin University to practice their developing skills by listening, practising, and experiencing directly how the language is used outside the classroom boundaries as well as allow learners to develop their oral and cultural communicative competency by engaging them in simulating and evolving authentic language scenarios with native Arabic speakers through the Virtual World (VW).

Analyse et représentation de la variation terminologique et de la multidimentionalité dans un thésaurus : le cas du métalangage de la terminologie

Le présent travail consiste à proposer un modèle de représentation des notions théoriques et pratiques de la terminologie et de leurs relations sous forme de thésaurus. Selon la norme ISO 25964-1, 2011, « un thésaurus est un vocabulaire contrôlé et structuré dans lequel les concepts sont représentés par des termes, ayant été organisés afin de rendre explicites les relations entre les concepts (…) ». Notre objectif est de créer un outil pédagogique à la suite d’une réflexion théorique englobant différentes perspectives notionnelles au sein de cette discipline. Les enjeux soulevés par la classification des concepts de certains champs de savoir (notamment ceux donnant lieu à différentes perspectives) n’ont pas été approfondis suffisamment dans la littérature de la terminologie, ni dans celle portant sur les thésaurus. Comment décrire des concepts qui sont sujets à des dissensions théoriques entre les différentes écoles de pensée? Comment classer les différentes relations entretenues par les concepts théoriques et les applications pratiques d’une discipline? À ces questions s’ajoute celle de la prise en compte de ces difficultés dans un thésaurus. Nous commençons par délimiter et organiser les concepts saillants du domaine. Ensuite, à l’aide d’un corpus comprenant des publications associées à différentes approches de la terminologie, nous étudions les réalisations linguistiques de ces concepts et leurs relations en contexte, dans le but de les décrire, de les classer et de les définir. Puis, nous faisons l’encodage de ces données à l’aide d’un logiciel de gestion de thésaurus, en respectant les normes ISO applicables. La dernière étape consiste à définir la visualisation de ces données afin de la rendre conviviale et compréhensible. Enfin, nous présentons les caractéristiques fondamentales du Thésaurus de la terminologie. Nous avons analysé et représenté un échantillon de 45 concepts et leurs termes reliés. Les différents phénomènes associés à ces descripteurs comme la multidimensionalité, la variation conceptuelle et la variation dénominative sont aussi représentés dans notre thésaurus.

GENETIC VARIATION, LOCAL ADAPTATION AND POPULATION STRUCTURE IN NORTH AMERICAN RED OAK SPECIES, QUERCUS RUBRA L. AND Q. ELLIPSOIDALIS E. J. HILL

Forest trees, like oaks, rely on high levels of genetic variation to adapt to varying environmental conditions. Thus, genetic variation and its distribution are important for the long-term survival and adaptability of oak populations. Climate change is projected to lead to increased drought and fire events as well as a northward migration of tree species, including oaks. Additionally, decline in oak regeneration has become increasingly concerning since it may lead to decreased gene flow and increased inbreeding levels. This will in turn lead to lowered levels of genetic diversity, negatively affecting the growth and survival of populations. At the same time, populations at the species’ distribution edge, like those in this study, could possess important stores of genetic diversity and adaptive potential, while also being vulnerable to climatic or anthropogenic changes. A survey of the level and distribution of genetic variation and identification of potentially adaptive genes is needed since adaptive genetic variation is essential for their long-term survival. Oaks possess a remarkable characteristic in that they maintain their species identity and specific environmental adaptations despite their propensity to hybridize. Thus, in the face of interspecific gene flow, some areas of the genome remain differentiated due to selection. This characteristic allows the study of local environmental adaptation through genetic variation analyses. Furthermore, using genic markers with known putative functions makes it possible to link those differentiated markers to potential adaptive traits (e.g., flowering time, drought stress tolerance). Demographic processes like gene flow and genetic drift also play an important role in how genes (including adaptive genes) are maintained or spread. These processes are influenced by disturbances, both natural and anthropogenic. An examination of how genetic variation is geographically distributed can display how these genetic processes and geographical disturbances influence genetic variation patterns. For example, the spatial clustering of closely related trees could promote inbreeding with associated negative effects (inbreeding depression), if gene flow is limited. In turn this can have negative consequences for a species’ ability to adapt to changing environmental conditions. In contrast, interspecific hybridization may also allow the transfer of genes between species that increase their adaptive potential in a changing environment. I have studied the ecologically divergent, interfertile red oaks, Quercus rubra and Q. ellipsoidalis, to identify genes with potential roles in adaptation to abiotic stress through traits such as drought tolerance and flowering time, and to assess the level and distribution of genetic variation. I found evidence for moderate gene flow between the two species and low interspecific genetic differences at most genetic markers (Lind and Gailing 2013). However, the screening of genic markers with potential roles in phenology and drought tolerance led to the identification of a CONSTANS-like (COL) gene, a candidate gene for flowering time and growth. This marker, located in the coding region of the gene, was highly differentiated between the two species in multiple geographical areas, despite interspecific gene flow, and may play a role in reproductive isolation and adaptive divergence between the two species (Lind-Riehl et al. 2014). Since climate change could result in a northward migration of trees species like oaks, this gene could be important in maintaining species identity despite increased contact zones between species (e.g., increased gene flow). Finally I examined differences in spatial genetic structure (SGS) and genetic variation between species and populations subjected to different management strategies and natural disturbances. Diverse management activities combined with various natural disturbances as well as species specific life history traits influenced SGS patterns and inbreeding levels (Lind-Riehl and Gailing submitted).

ANALYSIS OF POPULUS TREMULOIDES CLONAL VARIATION AND DELINEATION IN THE OTTAWA NATIONAL FOREST

The technique of delineating Populus tremuloides (Michx.) clonal colonies based on morphology and phenology has been utilized in many studies and forestry applications since the 1950s. Recently, the availability and robustness of molecular markers has challenged the validity of such approaches for accurate clonal identification. However, genetically sampling an entire stand is largely impractical or impossible. For that reason, it is often necessary to delineate putative genet boundaries for a more selective approach when genetically analyzing a clonal population. Here I re-evaluated the usefulness of phenotypic delineation by: (1) genetically identifying clonal colonies using nuclear microsatellite markers, (2) assessing phenotypic inter- and intraclonal agreement, and (3) determining the accuracy of visible characters to correctly assign ramets to their respective genets. The long-term soil productivity study plot 28 was chosen for analysis and is located in the Ottawa National Forest, MI (46° 37'60.0" N, 89° 12'42.7" W). In total, 32 genets were identified from 181 stems using seven microsatellite markers. The average genet size was 5.5 ramets and six of the largest were selected for phenotypic analyses. Phenotypic analyses included budbreak timing, DBH, bark thickness, bark color or brightness, leaf senescence, leaf serrations, and leaf length ratio. All phenotypic characters, except for DBH, were useful for the analysis of inter- and intraclonal variation and phenotypic delineation. Generally, phenotypic expression was related to genotype with multiple response permutation procedure (MRPP) intraclonal distance values ranging from 0.148 and 0.427 and an observed MRPP delta value=0.221 when the expected delta=0.5. The phenotypic traits, though, overlapped significantly among some clones. When stems were assigned into phenotypic groups, six phenotypic groups were identified with each group containing a dominant genotype or clonal colony. All phenotypic groups contained stems from at least two clonal colonies and no clonal colony was entirely contained within one phenotypic group. These results demonstrate that phenotype varies with genotype and stand clonality can be determined using phenotypic characters, but phenotypic delineation is less precise. I therefore recommend that some genetic identification follow any phenotypic delineation. The amount of genetic identification required for clonal confirmation is likely to vary based on stand and environmental conditions. Further analysis, however, is needed to test these findings in other forest stands and populations.

Analyse et représentation de la variation terminologique et de la multidimentionalité dans un thésaurus : le cas du métalangage de la terminologie

Le présent travail consiste à proposer un modèle de représentation des notions théoriques et pratiques de la terminologie et de leurs relations sous forme de thésaurus. Selon la norme ISO 25964-1, 2011, « un thésaurus est un vocabulaire contrôlé et structuré dans lequel les concepts sont représentés par des termes, ayant été organisés afin de rendre explicites les relations entre les concepts (…) ». Notre objectif est de créer un outil pédagogique à la suite d’une réflexion théorique englobant différentes perspectives notionnelles au sein de cette discipline. Les enjeux soulevés par la classification des concepts de certains champs de savoir (notamment ceux donnant lieu à différentes perspectives) n’ont pas été approfondis suffisamment dans la littérature de la terminologie, ni dans celle portant sur les thésaurus. Comment décrire des concepts qui sont sujets à des dissensions théoriques entre les différentes écoles de pensée? Comment classer les différentes relations entretenues par les concepts théoriques et les applications pratiques d’une discipline? À ces questions s’ajoute celle de la prise en compte de ces difficultés dans un thésaurus. Nous commençons par délimiter et organiser les concepts saillants du domaine. Ensuite, à l’aide d’un corpus comprenant des publications associées à différentes approches de la terminologie, nous étudions les réalisations linguistiques de ces concepts et leurs relations en contexte, dans le but de les décrire, de les classer et de les définir. Puis, nous faisons l’encodage de ces données à l’aide d’un logiciel de gestion de thésaurus, en respectant les normes ISO applicables. La dernière étape consiste à définir la visualisation de ces données afin de la rendre conviviale et compréhensible. Enfin, nous présentons les caractéristiques fondamentales du Thésaurus de la terminologie. Nous avons analysé et représenté un échantillon de 45 concepts et leurs termes reliés. Les différents phénomènes associés à ces descripteurs comme la multidimensionalité, la variation conceptuelle et la variation dénominative sont aussi représentés dans notre thésaurus.