Elleuch, Dalia

Elleuch D., Chen Y., Luo Q., Palaniyappan L.

Elleuch D.

Music has been an integral aspect of human culture for millennia, serving a multitude of purposes such as religious observances, social gatherings, and leisure activities. The history of Music Therapy (MT) can be traced back to ancient civilizations where music was utilized to cure physical and psychological maladies. Over time, MT has evolved from an intuitive practice to a structured, evidence-based discipline and complementary therapy in modern medicine. This study provides a comprehensive historical overview of MT, tracing its evolution from ancient civilizations to its current applications in healthcare. By examining its efficacy in treating conditions such as chronic pain, neurological disorders, mental health challenges, and emotional trauma, this review highlights the versatility of MT through its various forms; receptive, re-creation, improvisation, and composition/songwriting. It underscores the importance of interdisciplinary collaboration in refining and expanding the integration of MT into mainstream healthcare, emphasizing its role as a patient-centered intervention that provides healing benefits across diverse populations. Despite its demonstrated benefits, MT faces challenges, including accessibility, lack of standardized training, cultural sensitivity, and the need for more robust, large-scale research. By blending the timeless healing power of music with the rigor of modern science, MT can continue to evolve as an evidence-based intervention that honors both its ancient roots and its potential impact in contemporary healthcare.

Elleuch D.

Elleuch D.

Elleuch D., Chen Y., Luo Q., Palaniyappan L.

Elleuch D., Chen Y., Luo Q., PALANIYAPPAN L.

SummaryBackgroundPeople with schizophrenia exhibit notable difficulties in the use of everyday language. This directly impacts one’s ability to complete education and secure employment. An impairment in the ability to understand and generate the correct grammatical structures (syntax) has been suggested as a key contributor; but studies have been underpowered, often with conflicting findings. It is also unclear if syntactic deficits are restricted to a subgroup of patients, or generalized across the broad spectrum of patients irrespective of symptom profiles, age, sex, and illness severity.MethodsWe conducted a systematic review and meta-analysis, registered on OSF, adhering to PRISMA guidelines, searching multiple databases up to May 1, 2024. We extracted effect sizes (Cohen’s d) and variance differences (log coefficient of variation ratio) across 6 domains: 2 in comprehension (understanding complex syntax, detection of syntactic errors) and 4 in production (global complexity, phrasal/clausal complexity, utterance length, and integrity) in patient-control comparisons. Study quality/bias was assessed using a modified Newcastle–Ottawa Scale. Bayesian meta-analysis was used to estimate domain-specific effects and variance differences. We tested for potential moderators with sufficient data (age, sex, study quality, language spoken) using conventional meta-regression to estimate the sources of heterogeneity between studies.FindingsOverall, 45 studies (n=2960 unique participants, 64·4% English, 79 case-control contrasts, weighted mean age(sd)=32·3(5·6)) were included. Of the patient samples, only 29·2% were women. Bayesian meta-analysis revealed extreme evidence for all syntactic domains to be affected in schizophrenia with a large-sized effect (model-averagedd=0·65 to 1·01, with overall random effectsd=0·86, 95% CrI [0·67-1·03]). Syntactic comprehension was the most affected domain. There was notable heterogeneity between studies in global complexity (moderated by the age), production integrity (moderated by study quality), and production length. Robust BMA revealed weak evidence for publication bias. Patients had a small-to-medium-sized excess of inter-individual variability than healthy controls in understanding complex syntax, and in producing long utterances and complex phrases (overall random effectslnCVR=0·21, 95% CrI [0·07-0·36]), hinting at the possible presence of subgroups with diverging syntactic performance.InterpretationThere is robust evidence for the presence of grammatical impairment in comprehension and production in schizophrenia. This knowledge will improve the measurement of communication disturbances in schizophrenia and aid in developing distinct interventions focussed on syntax - a rule-based feature that is potentially amenable to cognitive, educational, and linguistic interventions.Research in ContextEvidence before this studyPrior studies have documented significant language deficits among individuals with psychosis across multiple levels. However, syntactic divergence—those affecting sentence structure and grammar—have not been consistently quantified or systematically reviewed. An initial review of the literature indicated that the specific nature and severity of syntactic divergence, as well as their impact on narrative speech production, symptom burden, and daily functioning, remain poorly defined. We conducted a comprehensive search of the literature up to May 1, 2024, using databases such as PubMed, PsycINFO, Scopus, Google Scholar, and Web of Science. Our search terms combined psychosis, schizophrenia, language production, comprehension, syntax, and grammar, and we identified a scarcity of meta-analytic studies focusing specifically on syntactic comprehension and production divergence in psychosis.Added value of this studyThis systematic review and meta-analysis is the first to quantitatively assess syntactic comprehension and production divergence in individuals with psychosis. This study provides estimated effect sizes associated with syntactic impairments as well as a quantification of the variance within patient groups for each domain of impairment. Besides a detailed examination of this under-researched domain, we also identify critical research gaps that need to be addressed to derive benefits for patients from knowledge generated in this domain.Implications of all the available evidenceThis study provides robust evidence of grammatical impairments in individuals with schizophrenia, particularly in syntactic comprehension and production. These findings can enhance early detection approaches via speech/text readouts and lead to the development of targeted cognitive, educational, and linguistic interventions. By highlighting the variability in linguistic deficits, the study offers valuable insights for future therapeutic trials. It also supports the creation of personalized formats of information and educational plans aimed at improving the effectiveness of any therapeutic intervention offered to patients with schizophrenia via verbal medium.

Elleuch D.

Elleuch D.

Elleuch D.

Language is a dynamic phenomenon that transcends mere verbal expression. In the educational setting, and particularly language teaching and learning, understanding the processes that underlie communication is crucial for effective pedagogy. The Multi-Stratal Model of Language Processing (MSMLP) emerges as a neurolinguistic framework that not only dissects the complexities of language processing but also offers a multifaceted perspective through which language education can be advanced, moving beyond traditional linguistic boundaries by integrating social, cultural, emotional, gestural, and linguistic components. The study unfolds by examining the foundational linguistic strata, emphasizing the integration of pragmatics, morphosyntax, semantics, and phonology into a more holistic language curriculum. Social dimensions, encompassing sociolinguistic variables, social context, and conversation analysis, are explored, guiding educators to incorporate these elements into their teaching methodologies. The longitudinal case study focuses on soft skills development among first-year English students at the Faculty of Arts and Humanities in Sfax, emphasizing real-world scenarios and comprehensive assessments. The iterative approach assesses the curriculum’s impact on students’ soft skills, highlighting MSMLP’s applicability in language teaching and curriculum design. The study advocates for embracing the MSMLP, fostering a holistic language teaching approach to prepare students for effective communication in diverse real-world contexts, and unraveling the profound connection between language and the expression of thoughts and feelings beyond explicit verbalization.

This article delves into applying Sperber and Wilson’s Relevance Theory (2006) as a framework for comprehending language deficits in individuals diagnosed with Broca’s Aphasia. The theoretical foundation elucidates how communication difficulties characteristic of Broca’s Aphasia can be understood through optimizing relevance in discourse. It explores the efficacy of Relevance Theory in explicating the challenges faced by individuals with Broca’s Aphasia in expressing and processing linguistic information. Relevance Theory posits communication as a cognitive endeavor wherein speakers aim to maximize relevance, balancing cognitive effort and informational load. Methodologically, the study employs qualitative analysis of interactions between individuals with Broca’s Aphasia and interviewers. Using a corpus of three transcripts of language assessments retrieved from the Aphasia Bank database (MacWhinney et al., 2000), the research employs a qualitative linguistic analysis. Applying this framework to Broca’s Aphasia, characterized by expressive language impairments, offers insights into the pragmatic strategies employed by individuals to convey meaning. Findings underscore the benefits of employing Relevance Theory in elucidating language deficits, providing a better understanding of the pragmatic challenges faced by individuals with Broca’s Aphasia. However, the application of this theory also reveals challenges, particularly in accounting for the diverse and context-specific nature of language impairments within this population. In conclusion, the study advocates for the development of a specialized framework tailored to the unique language challenges inherent in Broca’s Aphasia.

Elleuch D.

Abstract This article presents the Multi-Stratal Model of Language Processing (MSMLP) as an innovative neurolinguistic approach. The MSMLP is a framework that aims to advance the understanding of language processing (henceforth LP) in the human brain. A systematic review of the available models from various linguistic disciplines, cognitive psychology, and neuroscientific research was conducted to critically explore and synthesize the current trends and identify the theoretical gap regarding the technical modeling of the phenomenon under investigation (LP). The article provides a detailed overview of the theoretical foundations and key components of the MSMLP. It highlights the importance of studying language processing from a multi-stratal perspective, acknowledging the interconnectedness and mutual influence of different linguistic strata. The MSMLP integrates multiple strata of analysis: phonological, morphosyntactic, semantic, and pragmatic. By considering these interdependencies, the MSMLP offers a neurolinguistic explanation of naturalistic language processing. Furthermore, the article discusses the implications and potential applications of the MSMLP in the field of medical research and clinical practice. It emphasizes the model’s relevance in studying language disorders, such as aphasia, and its potential to inform diagnostic and therapeutic approaches.

Elleuch D.

Abstract Narcissistic Personality Disorder (NPD) manifests as a personality disorder marked by an inflated self-importance, heightened sensitivity to criticism, a lack of empathy, a preoccupation with appearance over substance, and features such as arrogance, grandiosity, a constant need for admiration, a tendency to exploit others, and an inclination towards demanding special treatment due to a sense of excessive entitlement. This interdisciplinary study delves into the intricate landscape of NPD through the systematic synthesis of psycholinguistic analysis and neuroscientific correlates. The cognitive and emotional dimensions of NPD reveal linguistic patterns, including grandiosity, entitlement, and manipulative communication. Neuroscientific investigations reveal structural brain differences and alterations in functional connectivity, further explaining the neural underpinnings of social cognition deficits observed in individuals with NPD. Genetic predispositions and neurotransmitter imbalances add a layer of complexity to the understanding of NPD. The necessity for linguistic intervention in diagnosing and treating Narcissistic Personality Disorder is underscored by an interdisciplinary study that intricately synthesizes psycholinguistic analysis and neuroscientific correlates, offering a comprehensive understanding of NPD's cognitive, emotional, and neural dimensions and paving the way for future practical, theoretical, and pedagogical approaches to address the complexities of this personality disorder.

Elleuch D.

Abstract This article presents the Multi-Stratal Model of Language Processing (MSMLP) as an innovative neurolinguistic approach. The MSMLP is a framework that aims to advance the understanding of language processing (henceforth LP) in the human brain. A systematic review of the available models from various linguistic disciplines, cognitive psychology, and neuroscientific research was conducted to critically explore and synthesize the current trends and identify the theoretical gap regarding the technical modeling of the phenomenon under investigation (LP). The article provides a detailed overview of the theoretical foundations and key components of the MSMLP. It highlights the importance of studying language processing from a multi-stratal perspective, acknowledging the interconnectedness and mutual influence of different linguistic strata. The MSMLP integrates multiple strata of analysis: phonological, morphosyntactic, semantic, and pragmatic. By considering these interdependencies, the MSMLP offers a neurolinguistic explanation of naturalistic language processing. Furthermore, the article discusses the implications and potential applications of the MSMLP in the field of medical research and clinical practice. It emphasizes the model's relevance in studying language disorders, such as aphasia, and its potential to inform diagnostic and therapeutic approaches.

Palaniyappan L., Wang Y.L., Meister F.

Elleuch D.

Elleuch D.

Canlı B., Savaş M., Beğen S.K.

Purpose: This study aimed to investigate the macro- and microstructural features of language in patients with ischemic stroke without aphasia. Method: Participants were grouped according to arterial system damage and given the Aphasia Language Assessment Test (ADD) to detect aphasia. A narrative sample was obtained and analyzed for macrostructural and microstructural features of the language. The study sample consisted of 31 participants with ischemic stroke (15 vertebrobasilar system [VBS] involvement and 16 carotid system [CS] involvement) and 31 healthy participants, totaling 62 individuals. Results: The healthy control group scored higher than the stroke group on the microstructural feature type–token ratio and mean length of utterance in the narrative analysis and on the auditory comprehension, repetition, naming, grammar, speech act, and writing subtests in ADD. Effort behavior, errors, edits, repetitions, and pauses among microstructural features and uncertainty, filler expression, and anomia among macrostructural features were significantly higher in the vertebrobasilar and CS groups than in the healthy control group. The total ADD score and speech fluency and reading subtest scores were significantly higher in individuals with VBS damage than in individuals with CS lesions ( p < .05). Conclusions: Language components may be impaired differently in patients with carotid and vertebrobasilar lesions. Speech and language disorders in individuals who have experienced cerebrovascular accidents should be evaluated in the subacute and chronic phases, and the therapeutic needs of patients with ischemic stroke should be determined, regardless of the presence of a clinical aphasia diagnosis.

Elleuch D.

Language is a dynamic phenomenon that transcends mere verbal expression. In the educational setting, and particularly language teaching and learning, understanding the processes that underlie communication is crucial for effective pedagogy. The Multi-Stratal Model of Language Processing (MSMLP) emerges as a neurolinguistic framework that not only dissects the complexities of language processing but also offers a multifaceted perspective through which language education can be advanced, moving beyond traditional linguistic boundaries by integrating social, cultural, emotional, gestural, and linguistic components. The study unfolds by examining the foundational linguistic strata, emphasizing the integration of pragmatics, morphosyntax, semantics, and phonology into a more holistic language curriculum. Social dimensions, encompassing sociolinguistic variables, social context, and conversation analysis, are explored, guiding educators to incorporate these elements into their teaching methodologies. The longitudinal case study focuses on soft skills development among first-year English students at the Faculty of Arts and Humanities in Sfax, emphasizing real-world scenarios and comprehensive assessments. The iterative approach assesses the curriculum’s impact on students’ soft skills, highlighting MSMLP’s applicability in language teaching and curriculum design. The study advocates for embracing the MSMLP, fostering a holistic language teaching approach to prepare students for effective communication in diverse real-world contexts, and unraveling the profound connection between language and the expression of thoughts and feelings beyond explicit verbalization.

Elleuch D.

Kałdonek-Crnjaković A.

Girotti M., Bulin S.E., Carreno F.R.

Exposure to chronic stress contributes considerably to the development of cognitive impairments in psychiatric disorders such as depression, generalized anxiety disorder (GAD), obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), and addictive behavior. Unfortunately, unlike mood-related symptoms, cognitive impairments are not effectively treated by available therapies, a situation in part resulting from a still incomplete knowledge of the neurobiological substrates that underly cognitive domains and the difficulty in generating interventions that are both efficacious and safe. In this review, we will present an overview of the cognitive domains affected by stress with a specific focus on cognitive flexibility, behavioral inhibition, and working memory. We will then consider the effects of stress on neuronal correlates of cognitive function and the factors which may modulate the interaction of stress and cognition. Finally, we will discuss intervention strategies for treatment of stress-related disorders and gaps in knowledge with emerging new treatments under development. Understanding how cognitive impairment occurs during exposure to chronic stress is crucial to make progress towards the development of new and effective therapeutic approaches.

Arslan B., Kizilay E., Verim B., Demirlek C., Demir M., Cesim E., Eyuboglu M.S., Ozbek S.U., Sut E., Yalincetin B., Bora E.

In recent years, automatic analyses using novel NLP methods have been used to investigate language abnormalities in schizophrenia. In contrast, only a few studies used automated language analyses in bipolar disorder. To our knowledge, no previous research compared automated language characteristics of first-episode psychosis (FEP) and bipolar disorder (FEBD) using NLP methods.

Dijksterhuis D.E., Self M.W., Possel J.K., Peters J.C., van Straaten E.C., Idema S., Baaijen J.C., van der Salm S.M., Aarnoutse E.J., van Klink N.C., van Eijsden P., Hanslmayr S., Chelvarajah R., Roux F., Kolibius L.D., et. al.

During discourse comprehension, every new word adds to an evolving representation of meaning that accumulates over consecutive sentences and constrains the next words. To minimize repetition and utterance length, languages use pronouns, like the word “she,” to refer to nouns and phrases that were previously introduced. It has been suggested that language comprehension requires that pronouns activate the same neuronal representations as the nouns themselves. We recorded from individual neurons in the human hippocampus during a reading task. Cells that were selective to a particular noun were later reactivated by pronouns that refer to the cells’ preferred noun. These results imply that concept cells contribute to a rapid and dynamic semantic memory network that is recruited during language comprehension.

Howes O.D., Chapman G.E.

Abstract Meta-analyses traditionally compare the difference in means between groups for one or more outcomes of interest. However, they do not compare the spread of data (variability), which could mean that important effects and/or subgroups are missed. To address this, methods to compare variability meta-analytically have recently been developed, making it timely to review them and consider their strengths, weaknesses, and implementation. Using published data from trials in major depression, we demonstrate how the spread of data can impact both overall effect size and the frequency of extreme observations within studies, with potentially important implications for conclusions of meta-analyses, such as the clinical significance of findings. We then describe two methods for assessing group differences in variability meta-analytically: the variance ratio (VR) and coefficient of variation ratio (CVR). We consider the reporting and interpretation of these measures and how they differ from the assessment of heterogeneity between studies. We propose general benchmarks as a guideline for interpreting VR and CVR effects as small, medium, or large. Finally, we discuss some important limitations and practical considerations of VR and CVR and consider the value of integrating variability measures into meta-analyses.

Li R., Cao M., Fu D., Wei W., Wang D., Yuan Z., Hu R., Deng W.

This research presents two stable language metrics, namely Successful Prediction Rate (SPR) and Disfluency (DF), to objectively quantify the linguistic disturbances associated with schizophrenia. These novel language metrics can capture both off-topic responses and incoherence in patients' speech by modeling speech information and fine-tuning techniques. Additionally, these metrics exhibit cultural sensitivity while providing a more comprehensive evaluation of linguistic abnormalities in schizophrenia. This research fine-tuned the ELECTRA Pretrained Language Model on a 750 MB text corpus obtained from major Chinese mental health forums. The effectiveness of the fine-tuned language model is verified on a group comprising 38 individuals diagnosed with schizophrenia and 25 meticulously matched healthy controls. The study explores the association between the fine-tuned language model and the Positive and Negative Syndrome Scale (PANSS) items. The results demonstrate that SPR is higher in healthy controls, indicating better language understanding by the pre-trained language model. Conversely, DF is higher in individuals with schizophrenia, indicating more inconsistent language structure. The relationship between linguistic features and P2 (conceptual disorganization) reveals that patients with positive P2 exhibit lower SPR and higher DF. Binary logistic regression using the combined SPR and DF features achieves 84.5 % accuracy in classifying P2, exceeding the performance of traditional features by 20.5 %. Moreover, the proposed linguistic features outperform traditional linguistic features in discriminating FTD (formal thought disorder), as demonstrated by multivariate linear regression analysis.

Wiltschko M.

Deneault A., Dumais A., Désilets M., Hudon A.

(1) Background: Approximately 1% of the global population is affected by schizophrenia, a disorder marked by cognitive deficits, delusions, hallucinations, and language issues. It is associated with genetic, neurological, and environmental factors, and linked to dopaminergic hyperactivity and neurotransmitter imbalances. Recent research reveals that patients exhibit significant language impairments, such as reduced verbal output and fluency. Advances in machine learning and natural language processing show potential for early diagnosis and personalized treatments, but additional research is required for the practical application and interpretation of such technology. The objective of this study is to explore the applications of natural language processing in patients diagnosed with schizophrenia. (2) Methods: A scoping review was conducted across multiple electronic databases, including Medline, PubMed, Embase, and PsycInfo. The search strategy utilized a combination of text words and subject headings, focusing on schizophrenia and natural language processing. Systematically extracted information included authors, population, primary uses of the natural language processing algorithms, main outcomes, and limitations. The quality of the identified studies was assessed. (3) Results: A total of 516 eligible articles were identified, from which 478 studies were excluded based on the first analysis of titles and abstracts. Of the remaining 38 studies, 18 were selected as part of this scoping review. The following six main uses of natural language processing were identified: diagnostic and predictive modeling, followed by specific linguistic phenomena, speech and communication analysis, social media and online content analysis, clinical and cognitive assessment, and linguistic feature analysis. (4) Conclusions: This review highlights the main uses of natural language processing in the field of schizophrenia and the need for more studies to validate the effectiveness of natural language processing in diagnosing and treating schizophrenia.

Katsarou D.V., Efthymiou E., Kougioumtzis G.A., Sofologi M., Theodoratou M.

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children’s language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.

Fedorenko E., Piantadosi S.T., Gibson E.A.

Language is a defining characteristic of our species, but the function, or functions, that it serves has been debated for centuries. Here we bring recent evidence from neuroscience and allied disciplines to argue that in modern humans, language is a tool for communication, contrary to a prominent view that we use language for thinking. We begin by introducing the brain network that supports linguistic ability in humans. We then review evidence for a double dissociation between language and thought, and discuss several properties of language that suggest that it is optimized for communication. We conclude that although the emergence of language has unquestionably transformed human culture, language does not appear to be a prerequisite for complex thought, including symbolic thought. Instead, language is a powerful tool for the transmission of cultural knowledge; it plausibly co-evolved with our thinking and reasoning capacities, and only reflects, rather than gives rise to, the signature sophistication of human cognition. Evidence from neuroscience and related fields suggests that language and thought processes operate in distinct networks in the human brain and that language is optimized for communication and not for complex thought.

Ding N., Wang Y.

With the advent of positive psychology in the area of language education, more focus has been placed on the consequences of favorable teacher communication behaviors in language classes. Nonetheless, the function of language instructors' interpersonal behaviors in raising learners' engagement is somehow unknown. Furthermore, to the best of our knowledge, no research study has been carried out in Spanish language classes to explore the function of teacher communication behaviors in learners' engagement. To fill this lacuna, the current inquiry looked into the role of teachers' positive interpersonal factors in Chinese SFL learners' behavioral, cognitive, and emotional engagement. For this purpose, a random sample of 32 SFL learners was chosen to participate in our online interview sessions. The answers of SFL learners to the interview questions were thematically analyzed via MAXQDA software. The thematic analysis findings pointed to the value of teacher communication behaviors in improving SFL learners' engagement. The analysis outcomes also demonstrated the potential of 11 positive interpersonal behaviors (rapport, care, clarity, credibility, confirmation, immediacy, closeness, praise, feedback, respect, and stroke) in increasing Spanish language learners' academic engagement. The practical implications that may emerge from the present study's outcomes are finally discussed.

Kofler M.J., Groves N.B., Chan E.S., Marsh C.L., Cole A.M., Gaye F., Cibrian E., Tatsuki M.O., Singh L.J.

IntroductionChildren with ADHD demonstrate difficulties on many different neuropsychological tests. However, it remains unclear whether this pattern reflects a large number of distinct deficits or a small number of deficit(s) that broadly impact test performance. The current study is among the first experiments to systematically manipulate demands on both working memory and inhibition, with implications for competing conceptual models of ADHD pathogenesis. MethodA clinically evaluated, carefully phenotyped sample of 110 children with ADHD, anxiety disorders, or co-occurring ADHD+anxiety (Mage=10.35, 44 girls; 69% White Not Hispanic/Latino) completed a counterbalanced, double dissociation experiment, with two tasks each per inhibition (low vs. high) x working memory (low vs. high) condition. ResultsBayesian and frequentist models converged in indicating that both manipulations successfully increased demands on their target executive function (BF10&gt;5.33x108, p&lt;.001). Importantly, occupying children’s limited capacity working memory system produced slower response times and reduced accuracy on inhibition tasks (BF10&gt;317.42, p&lt;.001, d=0.67-1.53). It also appeared to differentially reduce inhibition (and non-inhibition) accuracy for children with ADHD relative to children with anxiety (BF10=2.03, p=.02, d=0.50). In contrast, there was strong evidence against models that view working memory deficits as secondary outcomes of underlying inhibition deficits in ADHD (BF01=18.52, p=.85).DiscussionThis pattern indicates that working memory broadly affects children’s ability to inhibit prepotent tendencies and maintain fast/accurate performance, and may explain the errors that children with ADHD make on inhibition tests. These findings are broadly consistent with models describing working memory as a causal mechanism that gives rise to secondary impairments. In contrast, these findings provide evidence against models that view disinhibition as a cause of working memory difficulties or view working memory as a non-causal correlate or epiphenomenon in ADHD.

Engelen M.M., Franken M.J., Stipdonk L.W., Horton S.E., Jackson V.E., Reilly S., Morgan A.T., Fisher S.E., van Dulmen S., Eising E.

Purpose: Stuttering is a speech condition that can have a major impact on a person's quality of life. This descriptive study aimed to identify subgroups of people who stutter (PWS) based on stuttering burden and to investigate differences between these subgroups on psychosocial aspects of life. Method: The study included 618 adult participants who stutter. They completed a detailed survey examining stuttering symptomatology, impact of stuttering on anxiety, education and employment, experience of stuttering, and levels of depression, anxiety, and stress. A two-step cluster analytic procedure was performed to identify subgroups of PWS, based on self-report of stuttering frequency, severity, affect, and anxiety, four measures that together inform about stuttering burden. Results: We identified a high- ( n = 230) and a low-burden subgroup ( n = 372). The high-burden subgroup reported a significantly higher impact of stuttering on education and employment, and higher levels of general depression, anxiety, stress, and overall impact of stuttering. These participants also reported that they trialed more different stuttering therapies than those with lower burden. Conclusions: Our results emphasize the need to be attentive to the diverse experiences and needs of PWS, rather than treating them as a homogeneous group. Our findings also stress the importance of personalized therapeutic strategies for individuals with stuttering, considering all aspects that could influence their stuttering burden. People with high-burden stuttering might, for example, have a higher need for psychological therapy to reduce stuttering-related anxiety. People with less emotional reactions but severe speech distortions may also have a moderate to high burden, but they may have a higher need for speech techniques to communicate with more ease. Future research should give more insights into the therapeutic needs of people highly burdened by their stuttering. Supplemental Material: https://doi.org/10.23641/asha.25582980

Kessels G., Xu K., Dirkx K., Martens R.

IntroductionThis study focuses on what choices in assessments students want to make in order to enhance their motivation. A flexible assessment can enhance students’ perceived autonomy and thereby contribute to more intrinsic motivation for working on these assessment tasks. Autonomy is more than offering choices, rather it is about the autonomy that students actually experience. An increase of autonomy and motivation leads to more fun in learning and deeper learning. Providing choices during assessment -also referred to as flexible assessments- in order to enhance students’ motivation for working on assessment tasks has not been researched extensively. Research on the topic of flexible assessments in order to enhance student motivation is valuable because motivation is the start for learning and assessments can serve as a starting point for learning.MethodsThe study took place in the context of Vocational Education and Training (VET) and consists of two approaches. A cross-sectional survey study to find out on what assessment characteristics students prefer to have choice on. Focus group interviews are used to gain more understanding on how such assessment choices should be designed according to the interviewed students.Results and discussionThe participated students preferred to make choices in the moment of assessment, in the number of attempts and in the assessment form. The interviewed students suggested an increase in number of choice options and ownership in choice making decisions during their study. They would like to be coached by their teachers in the decision-making process and, as their study progresses, the guidance of their teacher should decrease. Giving students choice in assessment in order to support their perceived autonomy and thereby contribute to their intrinsic motivation is quite unanimously perceived as positive.