Displays and claims of understanding in conversation by people with aphasia

Background: There is scope for additional research into the specific linguistic and sequential structures used in speech and language therapist (SLT)-led therapeutic conversations with people with aphasia (PWA). Whilst there is some evidence that SLTs use different conversational strategies than the partners of PWA, research to date has focussed mainly on measuring the effects of conversation-based therapies—not on analysing therapeutic conversations taking place between SLTs and PWA. Aims: This paper presents an analysis of the use of oh-prefacing by some PWA during therapeutic supported conversations with SLTs. Methods & Procedures: Normally occurring therapeutic conversations between SLTs and PWA after stroke were qualitatively analysed using Conversation Analysis. Interactions with five PWA were video-recorded, involving three different specialist stroke SLTs. Outcomes & Results: The analysis revealed a difference in the way some PWA use turns that display understanding (e.g., oh right) versus those that continue the conversation, merely claiming understanding (e.g., right). This use of oh-prefacing is similar to that described in the literature on typical conversations. In our data, SLTs are shown to treat oh-prefaced turns differently from non-oh-prefaced turns, by pursuing the topic in the latter, and progressing on to a new topic in the former. Conclusions: At least some PWA use oh-prefacing in the same way as non-language-impaired adults to display understanding of information versus merely claiming to understand. The SLTs in our data are shown to treat non-oh-prefaced turns as mere claims of understanding by providing the PWA with additional information, using supported conversation techniques, and pursuing additional same-topic talk, whereas oh-prefaced turns are treated as displays of understanding by being confirmed, and leading to changes of topic. This study is a first step in providing SLTs with a clearer understanding of the ways in which they are assessing the understanding of PWA, which may in turn help them better support non-therapy staff

Women in television production in South Central Michigan : the continuous struggle

Thesis (M.A.)--Michigan State University. Department of Communication Arts and Sciences, 1997Includes bibliographical references (pages 34-35

Multi-ancestry genome-wide association study accounting for gene-psychosocial factor interactions identifies novel loci for blood pressure traits

Psychological and social factors are known to influence blood pressure (BP) and risk of hypertension and associated cardiovascular diseases. To identify novel BP loci, we carried out genome-wide association meta-analyses of systolic, diastolic, pulse, and mean arterial BP, taking into account the interaction effects of genetic variants with three psychosocial factors: depressive symptoms, anxiety symptoms, and social support. Analyses were performed using a two-stage design in a sample of up to 128,894 adults from five ancestry groups. In the combined meta-analyses of stages 1 and 2, we identified 59 loci (p value < 5e−8), including nine novel BP loci. The novel associations were observed mostly with pulse pressure, with fewer observed with mean arterial pressure. Five novel loci were identified in African ancestry, and all but one showed patterns of interaction with at least one psychosocial factor. Functional annotation of the novel loci supports a major role for genes implicated in the immune response (PLCL2), synaptic function and neurotransmission (LIN7A and PFIA2), as well as genes previously implicated in neuropsychiatric or stress-related disorders (FSTL5 and CHODL). These findings underscore the importance of considering psychological and social factors in gene discovery for BP, especially in non-European populations

Multi-ancestry study of blood lipid levels identifies four loci interacting with physical activity

The present work was largely supported by a grant from the US National Heart, Lung, and Blood Institute (NHLBI) of the National Institutes of Health (R01HL118305). The full list of acknowledgments appears in the Supplementary Notes 3 and 4.Peer reviewedPublisher PD

THE INSIDERS: UNDERGRADUATES CRITICALLY EXAMINE THE PROS AND CONS OF A TEAM-BASED MARINE RESEARCH PROGRAM

The Marine and Aquatic Research Experience (MARE) is a student-generated, facultyguided not mandated, model for hands-on, team-based, environmental science research for undergraduates, of any class rank and any academic major. MARE is unique in many ways compared to traditional undergraduate research models. MARE was envisioned and established in the fall of 1998 as part of two Research-Based Learning (RBL) Critical Connection Courses (CCC) entitled Design of Inquiry in Science and Implementation of Inquiry in Science. The initial goal was to study the dynamic processes occurring in Winyah Bay, South Carolina. As we began to establish research directions, MARE members organized themselves into crews to allow collaboration between members with similar research interests. Currently, there are 28 members in MARE, composing five crews. As students involved in MARE since the beginning, we have witnessed the evolution of the team as a whole. We felt it was time for us to take a step back and critically examine ourselves. We have formulated a list of the benefits and challenges of working in a team doing scientific research as undergraduates. Following our presentation on student-driven team-based research, there was a roundtable discussion focusing on three main issues: how MARE is funded, what the personal benefits of team-based research are, and what are the roles of the individual members. Overall, we came to the conclusion that team-based research is possible and rewarding due to the unique research and learning opportunities it provides students. The rewards of this experience directly reflect the ideals of Critical Connection Courses and Research-Based Learning, illustrating the possibilities of these educational innovations