Results 191 to 200 of about 1,967 (283)
Different Attentional and Memory Processes When Learning From a Peer or an Adult in Children
Infant and Child Development, Volume 35, Issue 5, September/October 2026.ABSTRACT Both adult–child and child–child interactions support learning, yet it remains unclear whether children engage distinct cognitive strategies depending on the social context. In this study, 62 children aged 6–12 years, tested in Switzerland, completed a memory task in which novel objects were introduced by either a child or an adult speaker ...
Marion Décaillet +4 more
wiley +1 more source
Evaluating the temporal order of motor and auditory systems in speech production using intracranial EEG. [PDF]
Commun BiolLi S +7 more
europepmc +1 more source
Infant and Child Development, Volume 35, Issue 5, September/October 2026.ABSTRACT Early musical interactions play a formative role in structuring infant‐caregiver exchanges. However, much of the research on communicative musicality has focused on dyadic formats, overlooking the triadic contexts in which infants engage with adults and objects.
A. Mendoza‐García +2 more
wiley +1 more source
Development of a Co‐Designed Patient Handout for Adults With Hallux Valgus
Musculoskeletal Care, Volume 24, Issue 3, September 2026.ABSTRACT Introduction Patient education handouts are used to enhance patient knowledge and support decision making, although many handouts do not meet recommended readability benchmarks. For people with hallux valgus, there is a dearth of co‐designed, credible, evidence‐based and readable resources to enhance health literacy.
Matthew Cotchett +3 more
wiley +1 more source
Novel stress phonotactics are learnable by English speakers: Novel tone phonotactics are not. [PDF]
Mem Cognit, 2020 Bian Y, Dell GS.
europepmc +1 more source
The Reading Teacher, Volume 80, Issue 2, September/October 2026.ABSTRACT Centrally developed English lesson plans provide structure and ensure curriculum coverage, yet they can constrain preservice teachers' creativity, responsiveness, and capacity to engage students meaningfully. Although this tension is well documented, there is limited practical guidance for teacher educators in University Teacher Preparation ...
Deb Brosseuk
wiley +1 more source
Combining Nonword and Sentence Repetition to Identify Developmental Language Disorder
International Journal of Language &Communication Disorders, Volume 61, Issue 5, September/October 2026.ABSTRACT Background Nonword repetition and sentence repetition have been useful in identification of developmental language disorder (DLD). Each task has demonstrated good sensitivity and specificity, though their diagnostic accuracy has varied across children's ages, specific measures, and languages.
Giang T. Pham +3 more
wiley +1 more source
Validation List no. 216. Valid publication of new names and new combinations effectively published outside the IJSEM. [PDF]
Int J Syst Evol MicrobiolOren A, Göker M.
europepmc +1 more source
Uptake and Evaluation of a Crosslinguistic Nonword Repetition Test in Clinical and Research Contexts
International Journal of Language &Communication Disorders, Volume 61, Issue 5, September/October 2026.ABSTRACT Introduction The Crosslinguistic Nonword Repetition Test (CL‐NWR) was designed to accommodate the phonological diversity of human languages, providing a tool that may support the identification of Developmental Language Disorder (DLD) across different linguistic backgrounds. The test materials, including a PowerPoint game with recorded stimuli,
Kamila Polišenská, Shula Chiat
wiley +1 more source
Speech and Language Therapists’ Views Regarding Their Scope of Practice in Written Language
International Journal of Language &Communication Disorders, Volume 61, Issue 5, September/October 2026.ABSTRACT Background Spoken and written language are closely linked, and Speech and Language Therapists (SLTs) have expertise in the language skills that support both. However, unlike countries such as the US and Australia, UK SLTs lack clear guidance on their role in written language. This study explores the views of SLTs working with adults (aged 16+)
Carol Moxam +2 more
wiley +1 more source