Copyright (c) 2013 Loyola Marymount University and Loyola Law School All rights reserved. http://digitalcommons.lmu.edu/psyc_fac Recent documents in Psychology Faculty Works en-us Mon, 28 Jan 2013 23:25:31 PST 3600 http://digitalcommons.lmu.edu/psyc_fac/4 http://digitalcommons.lmu.edu/psyc_fac/4 Mon, 06 Feb 2012 16:54:30 PST Previous research has shown a clear relationship between phonological awareness and early reading ability. This article concerns some aspects of spoken language skill that may contribute to the development of phonological awareness, as manifested in rhyme awareness and phoneme awareness. It addresses the hypothesis that phonological awareness abilities are associated with measures that purportedly tap into the strength of phonological representations. We examined rhyme awareness, phoneme awareness, articulatory skill, speech perception, vocabulary, and letter and word knowledge in 40 children, aged 4 to 6, who were just beginning to be exposed to for-mat reading experiences in private preschools. The children also received cognitive tests and tests of reading ability. The results did not validate strength of phonological representation as a unitary construct underlying phonological awareness more generally, but instead revealed a selective pattern of associations between spoken language tasks and aspects of phonological awareness. Speech perception was closely associated with rhyme awareness measures when age, vocabulary, and letter knowledge were controlled. Children with a less developed sense of rhyme had a less mature pattern of articulation, independent of age, vocabulary, and letter knowledge. Phoneme awareness was associated with phonological perception and production. Children with low phoneme awareness skills showed a different pattern of speech perception and articulation errors than children with strong abilities. However, these differences appeared to be largely a function of age, letter knowledge, and especially vocabulary knowledge.

]]> Judith G. Foy et al. http://digitalcommons.lmu.edu/psyc_fac/3 http://digitalcommons.lmu.edu/psyc_fac/3 Mon, 06 Feb 2012 16:54:29 PST Neighborhood density influences adult performance on several worked processing tasks. Some studies show age-related effects of density on children's performance, reflecting a developmental restructuring of the mental lexicon from holistic into segmental representations that may play a role in phonological awareness. To further investigate density effects and their implications for development of phonological awareness, we compared performance on dense and sparse onset words. We adapted these materials to three phonological awareness tests that were pretested on adults then administered to preschool children who were expected to vary in phonological awareness skills. For both the adults and the children who passed a phonological awareness screening task, dense onset neighborhoods were associated with slower reaction times and increased errors. A separate comparison of word repetition by the children who passed and who did not pass the phoneme awareness screening failed to provide evidence that lexical restructuring was a sufficient condition for the attainment of phonological awareness. Both groups of children more accurately repeated words from high onset density neighborhoods, regardless of the level of their phonological awareness. Thus, we find no evidence of either age or ability driven effects in children's performance, contradictory to a view that the attainment of phoneme awareness relates to developmental changes in the segmental representation of words in dense neighborhoods.

]]> Judith G. Foy et al. http://digitalcommons.lmu.edu/psyc_fac/2 http://digitalcommons.lmu.edu/psyc_fac/2 Mon, 06 Feb 2012 16:54:28 PST The literature to date suggests that the best predictor of early reading ability, phonological awareness, appears to be associated with the acquisition of letter-sound and vocabulary knowledge and with the development of well-defined phonological representations. It further suggests that at least some aspects of phonological awareness critically depend upon literacy exposure. In this study of 4- to 6-year-olds, we examine whether aspects of the home literacy environment are differentially associated with phonological awareness. Parental responses to a questionnaire about the home literacy environment are compared to children's awareness of rhyme and phonemes, as well as to their vocabulary, letter knowledge, and performance on measures of phonological strength (nonword repetition, rapid naming skill, phonological distinctness, and auditory discrimination). The results showed that a teaching focus in the home literacy environment and exposure to reading-related media are directly associated with phoneme awareness and indirectly associated via letter knowledge and vocabulary. Exposure to reading-related media and parents' active involvement in children's literature were also directly and indirectly linked with rhyme awareness skills via their association with letter and vocabulary knowledge.

]]> Judith G. Foy et al. http://digitalcommons.lmu.edu/psyc_fac/1 http://digitalcommons.lmu.edu/psyc_fac/1 Mon, 06 Feb 2012 16:54:27 PST During the past several years, there has been increasing interest in the effects of estrogen on neural function. This enthusiasm is driven, in part, by the results of early clinical studies suggesting that estrogen therapy given after menopause may prevent, or at least delay, the onset of Alzheimer's disease in older women. However, later clinical trials of women with probable Alzheimer's disease had contrary results. Much of the current research related to estrogen and brain function is focused in two directions. One involves clinical studies that examine the potential of estrogen in protecting against cognitive decline during normal aging and against Alzheimer's disease (neuroprotection). The other direction, which is the primary focus of this review, involves laboratory studies that examine the mechanisms by which estrogen can modify the structure of nerve cells and alter the way neurons communicate with other cells in the brain (neuroplasticity). In this review, we examine recent evidence from experimental and clinical research on the rapid effects of estrogen on several mechanisms that involve synaptic plasticity in the nervous system, including hippocampal excitability, long-term potentiation and depression related to sex and aging differences, cellular neuroprotection and probable molecular mechanisms of the action of estrogen in brain tissue.

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