What Can Bilingual Children Tell Us About the Developmental Relationship Between Vocabulary and Grammar?

Strong correlations between vocabulary and grammar are well attested in language development in monolingual and bilingual children. What is less clear is whether there is any directionality in the relationship between the two constructs, whether it is predictive over time, and the extent to which it is affected by language input. In the present study, we analyzed data from 100 bilingual children with English as an additional language who were tested on measures of vocabulary breadth and depth, morphology, and syntax at three time points at 6-month intervals from the age of 5;8. We used bivariate growth models to test the directionality of the relationship between vocabulary breadth and depth, and measures of morphology and syntax; testing bilingual children allowed us to use measures of English input as covariates in the analyses. All the models showed a correlation between vocabulary and grammar, but no correlation between their growth slopes, suggesting that vocabulary and grammar grow independently. Three of the four bivariate models showed a significant correlation between the intercept of grammar skills and the slope of vocabulary growth. Length of exposure to English predicted the intercept of vocabulary breadth and grammar, suggesting that children exposed to English earlier had larger vocabularies and better morpho-syntactic skills. Current English input predicted the intercept of both measures of vocabulary as well as the slope for vocabulary depth, the only measure for which there was a significant relationship between intercept and slope, suggesting a Matthew effect for this dimension of vocabulary. All materials, data, and code are available at https://osf.io/x3wht/ . Research highlights

• Vocabulary breadth and morphological and syntactic skills increased linearly for all participants, without any difference between lower and higher achieving children.
• Vocabulary depth grew more over time for those children with deeper vocabulary knowledge and higher levels of current English input at the start of the study.
• All of the bivariate growth models showed a correlation between vocabulary and grammar, but failed to show any correlation between their growth.
• Significant relationships between the intercept of grammar and the growth of vocabulary showed steeper lexical growth in children with better grammar skills.
• Length of exposure to English had an effect on morphological and syntactic skills, while only current English input had an effect on vocabulary depth.

     

Scaffolding knowledge

In this article I argue that often propositional knowledge is acquired and retained by extensive reliance on physical and social scaffolds that create an environment or niche conducive to knowledge. It is incumbent on epistemologists to subject these aids to epistemic assessments. I show that several of the activities involved in the creation of niches within which inquiry can thrive are carried out by whole cultures. New generations benefit from inheriting these niches whilst being able to improve upon them to the advantage of their descendants. Finally, I highlight that the growth of human epistemic achievements is often due to increased outsourcing of cognitive effort and epistemic powers onto impersonal physical and social structures so that human beings can succeed more by contributing less to the solution of problems.     

Vaginal bleeding and spotting in transgender men after initiation of testosterone therapy: A prospective cohort study (ENIGI)

Abstract

Background: Previous studies have cross-sectionally described amenorrhea in cohorts of transgender men on intramuscular or subcutaneous testosterone injections. It remains uncertain which testosterone preparations most effectively suppress vaginal bleeding and when amenorrhea occurs after testosterone initiation.

Aim:To investigate the clinical effects of various testosterone preparations on vaginal bleeding and spotting in transgender men.

Methods: This prospective cohort study was part of the European Network for the Investigation of Gender Incongruence (ENIGI). Data on the persistence and intensity of vaginal bleeding and spotting, serum sex steroid levels and body composition were prospectively and cross-sectionally assessed in 267 transgender men during a three-year follow-up period, starting at the initiation of various testosterone preparations.

Results: After three months of testosterone, 17.9% of transgender men reported persistent vaginal bleeding and 26.8% reported spotting. The percentages reporting vaginal bleeding and spotting decreased over the first year of testosterone (bleeding 4.7% and spotting 6.9% at 12?months, respectively), with no participants reporting vaginal bleeding or spotting after 18?months of testosterone. Factors associated with vaginal bleeding or spotting included lower serum testosterone levels and being on testosterone gel as compared to injections (e.g., esters or undecanoate preparations). If vaginal bleeding persisted, starting progestogens at three months resulted in a decrease in the intensity of vaginal bleeding and spotting.

Discussion: Transgender men and hormone-prescribing providers can be reassured that vaginal bleeding and spotting usually stop within three months after testosterone initiation. If not, serum testosterone levels should be measured and testosterone dose adjusted to achieve serum testosterone levels in the physiologic male range. Adding a progestin can be considered after three to six months if bleeding persists. Providers should be aware that cessation of bleeding can be more difficult to achieve in transgender men with lower serum testosterone levels or those on testosterone gel.     

Effectiveness of Computerized Cognitive Training Programs (CCTP) with Game-like Features in Children with or without Neuropsychological Disorders: a Meta-Analytic Investigation

Neuropsychology Review - Computerized cognitive training programs (CCTP) are based on the assumption that cognitive abilities may be boosted by repetitively performing challenging tasks. The...