Role of Semantic Teaching in the Acquisition of New Words

Fast mapping refers to the acquisition of new words in children just by the virtue of mere exposure. With a minimal exposure the words are imbibed. This study was carried with the aim of comparing the fast mapping and slow mapping in typically developing children. A total of 20 children in the age range of 5-6 years were considered for the study and the participants were divided into two groups on random basis. Fast mapping and slow mapping methods were used to train the first and group respectively. In fast mapping, the participants were exposed to the label of the target word for 5 times. In slow mapping method, the semantic features related to the target word was taught to the participants. The number of words learnt by group 1 and group 2 children was computed on immediate naming task and delayed naming. Statistically there was no significant difference between number of words learnt on fast mapping and slow mapping as observed on Mann-Whitney U test. While there was significant difference between the two methods on delayed naming as proven by the same statistic. More number of words learnt through slow mapping suggested that it was effective in evoking learning

Comparing the cognitive Flexibility and Response Inhibition Abilities in Individuals with Mild Cognitive Impairment and Older Healthy Individuals

Cognitive flexibility refers to the ability to switch rapidly between different responses sets. It is further sub divided into set shifting and cognitive shifting. While set shifting is considered to be automatic, cognitive shifting is considered to be conscious and strategic. Cognitive shifting can be assessed through a variety of linguistic and non-linguistic tasks. The non-linguistic tasks include stroop task, non-zero task etc. The alternating fluency task is a linguistic task, built in the same lines of generative naming. The only difference is that the participant has to rapidly alternate between two lexical categories in other words has to name a lexical item from first lexical category and then name a lexical item from the other lexical category. Response inhibition is the other executive function required for performing the alternating fluency task, as it would require the participants to inhibit the response belonging to the other lexical category. The current study was taken up with the aim of comparing cognitive shifting abilities in individuals with MCI and older individuals by employing alternating fluency task. Four lexical category combinations (animals-vehicles; birds-common objects; fruits-vegetables, colours and body parts) were considered and the task of participant was to name a lexical category from each combination (at once) within a period of 2 minutes. Each correct response was given a score of 1 when the participant could produce responses from both lexical categories given. 0 was given for partial and incorrect responses. Older participants performed better compared to participants with MCI. Individuals with MCI performed poorly as the cognitive flexibility and response inhibition are found to be compromised in these individuals

Special Educators’ Experience Teaching during the Pandemic: A Retrospective Study

With the outbreak of COVID-19 pandemic, a shift in teaching children with special needs has taken place. The purpose of this descriptive research study was to investigate the impact of the COVID-19 epidemic on teacher relationships with special needs kids during the mandated school closures in March 2020. A descriptive cross-sectional survey was carried out through google form questionnaire. A total of forty special educators participated in the study. The challenges faced by special educators were documented through five sections: Demographic details, Online Teaching, Access to Resources, Individualized Educational Plan and Parental Satisfaction. During the Covid pandemic, more than 90% of teachers switched to an online way of service delivery. Special educators agree that online resources should be used properly, and that parents should be able to organize material for online education. They agreed that acquiring and exchanging information on Individualized Educational Plan (IEP), establishing IEP direction, planning and drafting IEPs for online classrooms, and implementing and reviewing IEPs were all tough. Parents’ satisfaction with online education and interest in online programs were lower than in-person teaching, according to the study. Special educators were constantly seeking to adapt to the present instructional requirements. Culturally relevant resources, guidelines for implementing the Individualized Educational Plan, and a family-centered approach are all needed

Choice of Antenatal Steroids for Prevention of Complications of Prematurity: Betamethasone Versus Dexamethasone

Antenatal steroids (ANS) are proven strategies to maximize outcomes of premature neonates without any major maternal side effects. Their use results in decreased incidence of neonatal mortality and major morbidities (respiratory distress syndrome, early onset sepsis, necrotizing enterocolitis, and intraventricular hemorrhage). However, due to concerns of long-term adverse effect (early onset hypertension and poor neurological outcome), a close follow-up is required. Similarly, due to lack of long-term follow-up data and potential risk of hypoglycemia, a cautious use is recommended in late preterms and elective cesareans. There is currently no consensus regarding preferential use of one ANS over the other. The current review therefore tried to address these issues for use of ANS in Indian prospective in light of recent emerging evidence. Due to better safety profile, lesser side effects, lower cost, and easy storage, we recommend dexamethasone as a steroid of choice for antenatal prophylaxis. </jats:p

Feeding in neonates with antenatal doppler abnormalities- a systematic review and meta-analysis

Abstract Preterm neonates with antenatal doppler abnormalities are at increased risk of necrotizing enterocolitis (NEC). In these neonates, we did a meta-analysis to compare the impact of early versus late initiation of feeding, and slow versus rapid feed advancement on the important neonatal outcomes. The databases of PubMed, Embase, Cochrane central, CINAHL and google scholar were searched on 6th September 2020. We included all randomized controlled trials addressing the study objective(s). The risk of bias was assessed using the Risk of Bias tool, version 2. Certainty of evidence was assessed using the GRADE (Grading of Recommendations Assessment, Development and Evaluation) approach. Early feeding did not increase the incidence of NEC stage 2 or more (odds ratio/OR 1.27, 95% confidence interval/CI 0.83, 1.96; 6 studies, 772 participants) and mortality (OR 0.79, 95% CI 0.4, 1.57; 3 studies, 498 participants). A trend was noted towards an increased incidence of feeding intolerance (OR 1.37, 95% CI 0.98, 1.92). There was a significant reduction in time to reach full feeds, duration of total parental nutrition, duration of hospital stay, and rates of hospital-acquired infections. The time to regain birth weight was not different. Rapid feed advancement decreased the time to reach full feeds, without affecting other outcomes. The overall certainty of the evidence was rated low. Heterogeneity was not significant. Conclusion: There is low-certainty evidence to recommend early feed initiation in preterm neonates with antenatal doppler abnormalities. The data is insufficient to make a recommendation on the rapidity of feed advancement.</jats:p

Relationship Between Age and Lexical Access

Lexical access refers to the retrieval of the word considered to be appropriate from the lexicon. The related lexical items are assumed to be arranged in a specific pattern. When the related items are presented in succession, it may evoke facilitation or inhibition. When one lexical item facilitates the activation of other lexical items, the term facilitation is used. On the other hand, if one lexical item impedes the lexical activation of the other lexical items, the term inhibition is used.  The study aimed to explore lexical-semantic activation patterns in younger and older adults. Continuous naming paradigm was employed to probe the lexical-semantic activation. 40 participants in the age range of 18-25 years; 40 individuals in the age range of 55-70 years served as participants after informed consent. The participants were divided into two groups based on age and they were asked to name pictures. A total of 120 pictures were used (60 related pictures and 60 unrelated pictures were used.). The stimulus was presented in 6 blocks. Each block had 10 semantically related pictures and 10 semantically unrelated pictures.  The reaction time and accuracy of scores for related and unrelated pictures did not show statistically significant differences for younger individuals. A statistically significant difference between related and unrelated pictures was seen for older individuals, the reaction time was slower and accuracy was poorer for semantically related pictures. Greater reaction time and poor accuracy scores on semantically related pictures in this group suggested inhibition.</jats:p