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'Taking part' in conversations requires different activities from the interactants depending on the kind of conversation. This article investigates co-constructions in oral peer group discussions of elementary school children from grades 2 to 6 (7-12 years old). Although dissent is the starting point of argumentations, negotiating processes in oral argumentations are often co-constructed by two or more speakers on different levels, including consensual contexts. Co-constructions presuppose that the second speakers recognize structures and expectations based on the turn of the first speaker and that they are able to complete or expand these structures. Therefore, co-constructions can be understood as an indicator for oral skills and as a key site of 'taking part' in small group discussions. The article will discuss two different kinds of co-constructions (morpho-syntactical and argumentative-structural) based on 60 transcripts from a bigger corpus of 180 peer discussions. The analysis will show that these co-constructions can be understood as synchronizations of thinking and acting and to what extent they are an indicator of oral skills and play an important role in cooperative learning settings. The results are relevant in school contexts when it comes to assess oral argumentation of students. For teachers, they are helpful to elicit requirements for children's argumentation skills and to design tasks conducive to learn to argue and develop assessment tools accordingly.

Blind adults display language-specificity in their packaging and ordering of events in speech. These differences affect the representation of events in "co-speech gesture"--gesturing with speech--but not in "silent gesture"--gesturing without speech. Here we examine when in development blind children begin to show adult-like patterns in co-speech and silent gesture. We studied speech and gestures produced by 30 blind and 30 sighted children learning Turkish, equally divided into 3 age groups: 5-6, 7-8, 9-10 years. The children were asked to describe three-dimensional spatial event scenes (e.g., running out of a house) first with speech, and then without speech using only their hands. We focused on physical motion events, which, in blind adults, elicit cross-linguistic differences in speech and co-speech gesture, but cross-linguistic similarities in silent gesture. Our results showed an effect of language on gesture when it was accompanied by speech (co-speech gesture), but "not" when it was used without speech (silent gesture) across both blind and sighted learners. The language-specific co-speech gesture pattern for both packaging and ordering semantic elements was present at the earliest ages we tested the blind and sighted children. The silent gesture pattern appeared later for blind children than sighted children for both packaging and ordering. Our findings highlight gesture as a robust and integral aspect of the language acquisition process at the early ages and provide insight into when language does and does "not" have an effect on gesture, even in blind children who lack visual access to gesture.

Infants are immersed in a world of sounds from the moment their auditory system becomes functional, and experience with the auditory world shapes how their brain processes sounds in their environment. Across cultures, speech and music are two dominant auditory signals in infants' daily lives. Decades of research have repeatedly shown that both quantity and quality of speech input play critical roles in infant language development. Less is known about the music input infants receive in their environment. This study is the first to compare music input to speech input across infancy by analyzing a longitudinal dataset of daylong audio recordings collected in English-learning infants' home environments, at 6, 10, 14, 18, and 24 months of age. Using a crowdsourcing approach, 643 naïve listeners annotated 12,000 short snippets (10 s) randomly sampled from the recordings using Zooniverse, an online citizen-science platform. Results show that infants overall receive significantly more speech input than music input and the gap widens as the infants get older. At every age point, infants were exposed to more music from an electronic device than an in-person source; this pattern was reversed for speech. The percentage of input intended for infants remained the same over time for music while that percentage significantly increased for speech. We propose possible explanations for the limited music input compared to speech input observed in the present (North American) dataset and discuss future directions. We also discuss the opportunities and caveats in using a crowdsourcing approach to analyze large audio datasets. A video abstract of this article can be viewed at https://youtu.be/lFj_sEaBMN4

Purpose: The purpose of this study was to explore potential differences in suprathreshold auditory function among native and nonnative speakers of English as a function of age. Method: Retrospective analyses were performed on three large data sets containing suprathreshold auditory tests completed by 5,572 participants who were self-identified native and nonnative speakers of English between the ages of 18-65 years, including a binaural tone detection test, a digit identification test, and a sentence recognition test. Results: The analyses show a significant interaction between increasing age and participant group on tests involving speech-based stimuli (digit strings, sentences) but not on the binaural tone detection test. For both speech tests, differences in speech recognition emerged between groups during early adulthood, and increasing age had a more negative impact on word recognition for nonnative compared to native participants. Age-related declines in performance were 2.9 times faster for digit strings and 3.3 times faster for sentences for nonnative participants compared to native participants. Conclusions: This set of analyses extends the existing literature by examining interactions between aging and self-identified native English speaker status in several auditory domains in a cohort of adults spanning young adulthood through middle age. The finding that older nonnative English speakers in this age cohort may have greater-than-expected deficits on speech-in-noise perception may have clinical implications on how these individuals should be diagnosed and treated for hearing difficulties.

Objectives: We provide a novel application of psycholinguistic theories and methods to the field of auditory training to provide preliminary data regarding which minimal pair contrasts are more difficult for listeners with typical hearing to distinguish in real-time. Design: Using eye-tracking, participants heard a word and selected the corresponding image from a display of four: the target word, two unrelated words, and a word from one of four contrast categories (i.e., voiced-initial [e.g., "peach-beach"], voiced-final [e.g., "back-bag"], manner-initial [e.g., "talk-sock"], and manner-final [e.g., "bat-bass"]). Results: Fixations were monitored to measure how strongly words compete for recognition depending on the contrast type (voicing, manner) and location (word-initial or final). Manner contrasts competed more for recognition than did voicing contrasts, and contrasts that occurred in word-final position were harder to distinguish than word-initial position. Conclusion: These results are an important initial step toward creating an evidence-based hierarchy for auditory training for individuals who use cochlear implants.

The present study investigates the impact of meaningful input on L2 learners' vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners' prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same videos not only before but also after the immediate oral task. The no-input group only performed the oral tasks without watching the videos. The three groups repeated the same oral task after two days. Results did not show a significant effect of task repetition, input, and input repetition on learners' lexical use and fluency. However, the fluency and lexical complexity in learners' L2 speech can be predicted by their receptive vocabulary knowledge and working memory capacity to some extent.

TESOL practitioners, especially in Asia, tend to believe that reliable assessment of students' L2 English speech can be done solely by L1 English native speakers with sufficient teaching and assessment experiences. Such a belief, however, may need to be reconsidered from a new perspective of "diversity and inclusivity." This study used data from the ICNALE Global Rating Archives, a newly compiled assessment dataset, to examine the degree of the effects of raters' L1, assessment experience, and teaching experience on their assessment of Chinese, Japanese, and Thai learners' L2 English speech. The quantitative analyses showed that (1) raters' L1 significantly influenced the assessment scores for all three learner groups, but the difference between native speaker raters and non-native speaker raters was not clear, (2) raters' assessment experience influenced the scores only for Japanese learners, and (3) raters' teaching experience did not significantly influence the assessment scores for any of the three learner groups. These findings, which cast doubt on the dependence on native speaker raters alone, suggest the need to involve a greater variety of raters in L2 speech assessment.

Synthetically generated speech (SGS) has become an integral part of our oral communication in a wide variety of contexts. It can be generated instantly at a low cost and allows precise control over multiple aspects of output, all of which can be highly appealing to second language (L2) assessment developers who have traditionally relied upon human voice actors for recording audio materials. Nevertheless, SGS is not widely used in L2 assessments. One major concern in this use case lies in its potential impact on test-taker performance: Would the use of SGS (as opposed to using human voice actor recordings) change how test takers respond to an item? In this study, we investigated using SGS as stimuli for English L2 listening assessment items on test-taker performance. The data came from a pilot administration of multiple new task types and included 653 test takers' responses to two versions of the same 13 items, differing only in terms of their listening stimuli: a version using human voice actor recordings and the other version with SGS files. Multifaceted comparisons between test takers' responses across the two versions showed that the two versions elicited remarkably comparable performance. The comparability provides strong empirical evidence for the use of SGS as a viable alternative for human voice actor recordings in the immediate domain of L2 assessment as well as related domains such as learning material and research instrument development.

Purpose: The aim of the present study was to develop and validate a patient-reported outcome measure for gender incongruence specific to voice and communication parameters, including pitch, intonation, resonance, loudness, speech smoothness, speech clarity, word choice, facial expression, gesture, and posture. Method: The Utah Gender Presentation Scale for Communication (U-GPS) includes 10 items, each on a 10-point scale from masculine to feminine. Items were selected based on literature review and patient focus groups. During test administration, respondents provide their current rating and goal rating for each item. The difference between these scores is used to calculate an overall incongruence score. Prospective data from transgender and gender-diverse (n = 155) and cisgender (n = 69) individuals were then used for a multiparametric psychometric evaluation of the measure. Results: Findings demonstrate excellent levels of internal consistency (Cronbach's alpha for current scores: [Alpha] = 0.943; Cronbach's alpha for goal scores: [Alpha] = 0.970), test-retest reliability (intraclass correlation coefficient = 0.905), longitudinal validity (improvement in therapy for trans women: F = 293.0, p < 0.001; nonbinary folx: F = 80.9, p < 0.001), concurrent validity (correlation with the Trans Woman Voice Questionnaire: r = 0.51, p < 0.001), and known-group expectations (differences among five gender groups: F = 82.7, p < 0.001). Conclusion: The U-GPS is a meaningful measure of voice-related gender incongruence, which is clinically relevant for assessing goals in gender-affirming voice and communication therapy for individuals across the gender spectrum.

This reflective piece tells the story of how I started out doing Conversation Analysis (CA) and have been transitioning into doing mixed methods for some years now. My basic argument is that language learning talk is too complex a phenomenon to analyse using a single methodology. Specifically, it is extremely difficult to isolate from the interaction concrete evidence of the learning of specific individual items in terms of change of cognitive state. This is owing to the singular complexity of language learning, which adds an extra level of complexity to language learning talk, hence supercomplexity. Of course, the counter-argument to this would be that CA as a methodology is designed to reveal the complexity and fluidity of spoken interaction. The complex organisation of ordinary conversation (Sacks et al., 1974) and of varieties of institutional interaction (Drew & Heritage, 1992) have been very well established for a very long time. CA has been extremely successful and popular as a methodology for the analysis of spoken interaction in a huge range of settings. There have been many CA studies of language learning talk over the last few decades, including my own. So why do I now feel that it cannot portray the full complexity of language learning talk on its own? There is an idiosyncratic problem with language learning talk, namely that it has an additional level of complexity superimposed on top of the regular problems of analysing spoken interaction. This is because language is the object as well as the vehicle of language learning talk.

This study focuses on parental use of parentese: the acoustically exaggerated, clear, and higher-pitched speech produced by adults across cultures when they address infants. While previous research shows that parentese enhances language learning and processing, it is still unclear what drives the variability in the amount of parental parentese use. We report on the development of a survey related to parental beliefs, knowledge, and self-awareness of parentese, and the cross-validation of this survey with daylong recordings in which parental parentese was measured through observation. Forty mother-father (18 monolingual English and 22 bilingual Spanish/English) U.S. families with infants between 3 and 24 months of age participated. Scores on the parentese questionnaire showed wide variability, suggesting that many parents were unsure about the effects of parentese on infant language development, and had limited self-awareness of their own parentese use. Almost half of the parents claimed that they talked to their child 'like an adult', and a similar number disagreed with the claim that parentese can support language learning. Our observational assessment of parentese demonstrated that all mothers and all fathers used parentese when talking to their infants; mothers in an average of 81% and fathers in an average of 69% of child-directed segments. Importantly, maternal parentese knowledge/beliefs scores, as well as their self-reported parentese use, were significantly positively correlated with observed parentese use; these relations were not significant for fathers. These results demonstrate that maternal and paternal links between beliefs, self-awareness, and behavior may be distinct, emphasizing the importance of studying all caregivers and using observational methodologies. More broadly, a thorough understanding of the factors that shape infants' language environments contributes to theories of language acquisition and can aid in intervention design.

Background: Recent evidence suggests that speech substantially changes in ageing. As a complex neurophysiological process, it can accurately reflect changes in the motor and cognitive systems underpinning human speech. Since healthy ageing is not always easily discriminable from early stages of dementia based on cognitive and behavioural hallmarks, speech is explored as a preclinical biomarker of pathological itineraries in old age. A greater and more specific impairment of neuromuscular activation, as well as a specific cognitive and linguistic impairment in dementia, unchain discriminating changes in speech. Yet, there is no consensus on such discriminatory speech parameters, neither on how they should be elicited and assessed. Aims: To provide a state-of-the-art on speech parameters that allow for early discrimination between healthy and pathological ageing; the aetiology of these parameters; the effect of the type of experimental stimuli on speech elicitation and the predictive power of different speech parameters; and the most promising methods for speech analysis and their clinical implications. Methods & Procedures: A scoping review methodology is used in accordance with the PRISMA model. Following a systematic search of PubMed, PsycINFO and CINAHL, 24 studies are included and analysed in the review. Main Contribution: The results of this review yield three key questions for the clinical assessment of speech in ageing. First, acoustic and temporal parameters are more sensitive to changes in pathological ageing and, of these two, temporal variables are more affected by cognitive impairment. Second, different types of stimuli can trigger speech parameters with different degree of accuracy for the discrimination of clinical groups. Tasks with higher cognitive load are more precise in eliciting higher levels of accuracy. Finally, automatic speech analysis for the discrimination of healthy and pathological ageing should be improved for both research and clinical practice. Conclusions & Implications: Speech analysis is a promising non-invasive tool for the preclinical screening of healthy and pathological ageing. The main current challenges of speech analysis in ageing are the automatization of its clinical assessment and the consideration of the speaker's cognitive background during evaluation.

Ensuring consistent and reliable scoring is paramount in education, especially in performance-based assessments. This study delves into the critical issue of marking consistency, focusing on speaking proficiency tests in English language learning, which often face greater reliability challenges. While existing literature has explored various methods for assessing marking reliability, this study is the first of its kind to introduce an alternative statistical tool, namely the gauge repeatability and reproducibility (GR&R) approach, to the educational context. The study encompasses both intra- and inter-rater reliabilities, with additional validation using the intraclass correlation coefficient (ICC). Using a case study approach involving three examiners evaluating 30 recordings of a speaking proficiency test, the GR&R method demonstrates its effectiveness in detecting reliability issues over the ICC approach. Furthermore, this research identifies key factors influencing scoring inconsistencies, including group performance estimation, work presentation order, rubric complexity and clarity, the student's chosen topic, accent familiarity, and recording quality. Importantly, it not only pinpoints these root causes but also suggests practical solutions, thereby enhancing the precision of the measurement system. The GR&R method can offer significant contributions to stakeholders in language proficiency assessment, including educational institutions, test developers and policymakers. It is also applicable to other cases of performance-based assessments. By addressing reliability issues, this study provides insights to enhance the fairness and accuracy of subjective judgements, ultimately benefiting overall performance comparisons and decision making.

Auditory selective attention forms an important foundation of children's learning by enabling the prioritisation and encoding of relevant stimuli. It may also influence reading development, which relies on metalinguistic skills including the awareness of the sound structure of spoken language. Reports of attentional impairments and speech perception difficulties in noisy environments in dyslexic readers are also suggestive of the putative contribution of auditory attention to reading development. To date, it is unclear whether non-speech selective attention and its underlying neural mechanisms are impaired in children with dyslexia and to which extent these deficits relate to individual reading and speech perception abilities in suboptimal listening conditions. In this EEG study, we assessed non-speech sustained auditory selective attention in 106 7-to-12-year-old children with and without dyslexia. Children attended to one of two tone streams, detecting occasional sequence repeats in the attended stream, and performed a speech-in-speech perception task. Results show that when children directed their attention to one stream, inter-trial-phase-coherence at the attended rate increased in fronto-central sites; this, in turn, was associated with better target detection. Behavioural and neural indices of attention did not systematically differ as a function of dyslexia diagnosis. However, behavioural indices of attention did explain individual differences in reading fluency and speech-in-speech perception abilities: both these skills were impaired in dyslexic readers. Taken together, our results show that children with dyslexia do not show group-level auditory attention deficits but these deficits may represent a risk for developing reading impairments and problems with speech perception in complex acoustic environments.

Purpose: Although conversational recast treatment is generally efficacious, there are many ways in which the individual components of the treatment can be delivered. Some of these are known to enhance treatment, others appear to interfere with learning, and still others appear to have no impact at all. This study tests the potential effect of clinicians' recast length on child learning during a recast treatment. Method: Twenty-six preschool children were treated for grammatical errors using Enhanced Conversational Recast Treatment. Half heard recasts of four or fewer words (Short Recast condition), and half heard recasts of five or more words (Extended Recast condition). Outcome measures included generalization of the treated grammatical form, spontaneous use of these forms, change in mean length of utterances in words, and the number of children in each condition who showed a clinically meaningful response. Results: There was strong evidence of improvements in the use of grammatical forms targeted by the treatment compared with forms that were tracked but not treated. Twenty children (11 in the Short Recast condition and nine in the Extended Recast condition) showed a clinically meaningful response. There was minimal support for the hypothesis that the length of clinician utterance influenced either progress on a grammatical form targeted by the treatment or on the child's mean length of utterance in words. Conclusions: The study adds to the evidence for the efficacy of Enhanced Conversational Recast Treatment. However, there is little evidence that clinicians need to regulate the length of the recast they provide to children.

The basic timescales governing animal life are generally determined by body size. Pauses in naturally occurring human speech were investigated to determine if pause timescales are also sensitive to body size. Reported is an analysis of pause duration allometry in recorded interviews of 61 athletes. Pauses were divided into three classes based on whether they occurred during fluid speech or whether they preceded or followed a filled pause (i.e., "um"). Allometric laws relating body size to pause size were found for all three classes--larger people take longer pauses. The derived allometric exponents were used to evaluate a theory of how people experience the passage of time. The theory associates the experience of time passage with the distal flow of time through the mathematics of bounded exponential growth. Nonlinearities inherent in the theory are shown to predict, in detail, the way body size interacts with linguistic context in the deployment of pauses. The theory provides a meaningful framework for understanding how time is experienced as a felt quantity and how pauses are negotiated in everyday speech.

Racist hate speech on UK university campuses remains an increasing concern. This article examines the widespread problem of racist hate speech through a multilayered theoretical approach; and suggests that a fuller appreciation of the problem can only be gained through a race-centred analysis. Drawing on Fraser's work on the problematics of misrecognition and identity-reification, the article extends Levine-Rasky's theoreticisation of power dynamics in the intersectionality between whiteness and middle-classness to intersections of whiteness with both middle-classness and working-classness as a contributing factor to mobilisation of lad cultures which is termed as white-laddism. The article advances the understanding of racist hate speech through a conjoined analysis of these concepts through a Critical Race Theory (CRT) lens. The conjoined analysis is informed by the Deleuzian 'rhizomatic' approach in order to examine the process by which multiple, diverse and non-hierarchical lines of connection between the concepts shape, dislocate, modify each other in variable ways. The detail behind the bigger picture helps further our understanding of the inadequate nature of equality policies and strategies that often look at issues in isolation, and thus fail to address the inequality and injustice being perpetuated on campuses.

The study of teachers' cognition and classroom practices about online corrective feedback in English language teaching is a recent trend in research. However, there is a paucity of studies on teachers' practices and cognition of online corrective feedback in speaking class. Therefore, this study attempts to bridge this research gap by investigating Saudi female English language teachers' cognition and practices related to corrective feedback in an online speaking setting. The main question of this study is What are Saudi female EFL teachers' practices and tacit beliefs about online corrective feedback? The participants of the study were five Saudi female teachers. This study applied a qualitative case study approach dealing with in-depth data collection instruments, including online class observations followed by face-to-face semi-structured and stimulated recall interviews, which interacted with each other through a practical argument process. The results revealed how the teachers' online corrective feedback beliefs shaped their practices. The observational data revealed that all five teachers corrected most of their students' errors using various online corrective feedback strategies. The observational data revealed that most teachers used output-prompting strategies more commonly than input-providing strategies, reflecting teachers' interest in prompting self-correction discovery and reducing the students' need for assistance. This study thus provides a deeper insight into the complexity of teachers' cognitions and practices regarding online corrective feedback. Implications of the findings of this study in teacher education are highlighted, and recommendations for further research are suggested.

Autism spectrum disorder (ASD) is a neurodevelopmental condition affecting social and communicative skills, including narrative ability, namely the description of real-life or fictive accounts of temporally and causally related events. With this study, we aimed to determine whether a communicative-pragmatic training, i.e., the version for adolescents of the Cognitive-Pragmatic Treatment, is effective in improving the narrative skills of 16 verbally fluent adolescents with ASD. We used a multilevel approach to assess pre- and post-training narrative production skills. Discourse analysis focused on micro- (i.e., mean length of utterance, complete sentences, omissions of morphosyntactic information) and macrolinguistic measures (i.e., cohesion, coherence errors, lexical informativeness). Results revealed a significant improvement in mean length of utterance and complete sentences and a decrease in cohesion errors. No significant change was found in the other narrative measures investigated. Our findings suggest that a pragmatically oriented training may be useful in improving grammatical efficiency in narrative production.

In this study, we designed a class model using the Evernote application for the pronunciation learning of special moras, and applied it to a class to verify the learner's recognition of special moras and the effectiveness of pronunciation duration. This study consisted of 30 students who took an intermediate Japanese language class, which started in the first semester of 2019, and Japanese literature majors who had not yet been in Japan for more than 6 months. We conducted special mora pre- and post-tests and surveyed them. Positive results were obtained based on the research question of whether the application affects the self-awareness of special moras, which represented a significant academic achievement in terms of pronunciation duration. In addition, it was observed that learning using Evernote enabled a significant change in lecture satisfaction through one-to-one feedback work with learners. Although the research results were limited by the small size of the group, it was possible to suggest a method of special moras learning using Evernote, and it is believed that it will help in-class learning in the future.

This study presents a conceptual replication of Birulés et al.'s (2020, Experiment 2) investigation of native and nonnative listeners' selective attention to a talker's mouth with the goal of better understanding the potentially modulating role of proficiency in listeners' reliance on audiovisual speech cues. Listeners' eye gaze was recorded while watching two short videos. Findings from one of the videos replicated results from the original study, showing greater attention to the talker's mouth among L2 than L1 listeners. In both videos, L2 proficiency modulated attention, with more fixations on the mouth among lower proficiency listeners, an effect predicted but not observed in the original study. Collectively, these laboratory-based findings highlight the role of visual speech cues in L2 listening and present evidence that listeners with more limited proficiency may be especially reliant on such cues. These observations warrant future investigations of the benefits of visual speech cues in instructional and assessment contexts.

This study explored the effect of speaking task on midclause pausing characteristics in the L1 and L2 speech of the same speakers to gain further insights into the potential relationship between pause location and stages of speech production. Participants included English L1 learners of L2 French (n = 29) or Spanish (n = 27) from the publicly available, longitudinal LANGSNAP corpus. Participants completed two oral tasks in their L1 and L2: a picture-based narrative and a semistructured interview. The rate, duration, and proportion of midclause pauses were compared between tasks in the L1 as well as in the L2 before and during residence abroad. In the L1, results indicated more fluent performance in the narrative task except for rate. When speaking in their L2, participants showed improvement on each measure in the narrative task but ultimately remained less fluent in their L2 in comparison to their L1. In the interview task, the only measure of midclause pausing that consistently differentiated L1 from L2 speech was midclause pause rate. The findings call for a nuanced interpretation of connections between midclause pausing and formulation and suggest that midclause pause rate is least influenced by speaking task.

Fetal hearing experiences shape the linguistic and musical preferences of neonates. From the very first moment after birth, newborns prefer their native language, recognize their mother's voice, and show a greater responsiveness to lullabies presented during pregnancy. Yet, the neural underpinnings of this experience inducing plasticity have remained elusive. Here we recorded the frequency-following response (FFR), an auditory evoked potential elicited to periodic complex sounds, to show that prenatal music exposure is associated to enhanced neural encoding of speech stimuli periodicity, which relates to the perceptual experience of pitch. FFRs were recorded in a sample of 60 healthy neonates born at term and aged 12-72 hours. The sample was divided into two groups according to their prenatal musical exposure (29 daily musically exposed; 31 not-daily musically exposed). Prenatal exposure was assessed retrospectively by a questionnaire in which mothers reported how often they sang or listened to music through loudspeakers during the last trimester of pregnancy. The FFR was recorded to either a /da/ or an /oa/ speech-syllable stimulus. Analyses were centered on stimuli sections of identical duration (113 ms) and fundamental frequency (F[subscript 0] = 113 Hz). Neural encoding of stimuli periodicity was quantified as the FFR spectral amplitude at the stimulus F[subscript 0]. Data revealed that newborns exposed daily to music exhibit larger spectral amplitudes at F[subscript 0] as compared to not-daily musically-exposed newborns, regardless of the eliciting stimulus. Our results suggest that prenatal music exposure facilitates the tuning to human speech fundamental frequency, which may support early language processing and acquisition.

Familial risk for developmental dyslexia can compromise auditory and speech processing and subsequent language and literacy development. According to the phonological deficit theory, supporting phonological development during the sensitive infancy period could prevent or ameliorate future dyslexic symptoms. Music is an established method for supporting auditory and speech processing and even language and literacy, but no previous studies have investigated its benefits for infants at risk for developmental language and reading disorders. We pseudo-randomized N~150 infants at risk for dyslexia to vocal or instrumental music listening interventions at 0-6 months, or to a no-intervention control group. Music listening was used as an easy-to-administer, cost-effective intervention in early infancy. Mismatch responses (MMRs) elicited by speech-sound changes were recorded with electroencephalogram (EEG) before (at birth) and after (at 6 months) the intervention and at a 28 months follow-up. We expected particularly the vocal intervention to promote phonological development, evidenced by enhanced speech-sound MMRs and their fast maturation. We found enhanced positive MMR amplitudes in the vocal music listening intervention group after but not prior to the intervention. Other music activities reported by parents did not differ between the three groups, indicating that the group effects were attributable to the intervention. The results speak for the use of vocal music in early infancy to support speech processing and subsequent language development in infants at developmental risk.

A large and growing body of literature has attempted to devise discussion frameworks for school education. However, conceptualizing deliberation able to appreciate the expression of socially disadvantaged people has received relatively little attention. Since the voices of culturally and linguistically depreciated populations would disappear in the institutionalized deliberation process, this paper aims to extend the meaning of democratic deliberation capable of putting forward marginalized accounts. The paper proposes and builds a temporal speech stage named 'generating deliberation' on which superiority-based claims can weaken through 'expressive speech' anchored in the democratic value of equality. The paper also addresses how expressive speech requires truth-telling based 'mindful speech' as a basis for the democratic value of freedom and a more attentive dialogue of generating deliberation. The article first explores divergent assumptions associated with democratic deliberation and their potential dilemmas in foregrounding socially marginalized people. Next, it examines the concept of critical awareness put to work through Rancière's ideas of dissensus and equality, followed by Foucault's parrhesia and freedom. Whilst navigating the magnitude of freedom and equality, the paper theorizes generating deliberation as an expressive/mindful conversation that illuminates the socially invisible. The process of generating deliberation would ultimately enrich deliberation participants' formative experiences of democracy and education.

What are the vocal experiences of children growing up on Malakula island, Vanuatu, where multilingualism is the norm? Long-form audio-recordings captured spontaneous speech behavior by, and around, 38 children (5-33 months, 23 girls) from 11 villages. Automated analyses revealed most children's vocal input came from female adults and other children's voices, with small contributions from male adult voices. The greatest changes with age involved an increase in the input vocalizations from other children. Total input (collapsing across child-directed and overheard speech, and across languages) was [approximately equal to]11 min per hour, which was at least 5 min (31%) lower than that found in other populations studied using comparable methods in previous literature, as well as in archival American data analyzed with the same algorithm. In contrast, children's own vocalization counts were two to four times higher than previous reports for North-American English-learning monolingual infants at matched ages, and comparable to estimates from archival American data, consistent with a resilient language-learning cognitive system for this aspect of vocal development. The strongest association between input and output was with vocalizations by other children, rather than those by adults, which is consistent with research in anthropology but less so with current theoretical trends in developmental psychology. These results invite further research in populations that are under-represented in developmental science.

Autistic children (AC) show less audiovisual speech integration in the McGurk task, which correlates with their reduced mouth-looking time. The present study examined whether AC's less audiovisual speech integration in the McGurk task could be increased by increasing their mouth-looking time. We recruited 4- to 8-year-old AC and nonautistic children (NAC). In two experiments, we manipulated children's mouth-looking time, measured their audiovisual speech integration by employing the McGurk effect paradigm, and tracked their eye movements. In Experiment 1, we blurred the eyes in McGurk stimuli and compared children's performances in blurred-eyes and clear-eyes conditions. In Experiment 2, we cued children's attention to either the mouth or eyes of McGurk stimuli or asked them to view the McGurk stimuli freely. We found that both blurring the speaker's eyes and cuing to the speaker's mouth increased mouth-looking time and increased audiovisual speech integration in the McGurk task in AC. In addition, we found that blurring the speaker's eyes and cuing to the speaker's mouth also increased mouth-looking time in NAC, but neither blurring the speaker's eyes nor cuing to the speaker's mouth increased their audiovisual speech integration in the McGurk task. Our findings suggest that audiovisual speech integration in the McGurk task in AC could be increased by increasing their attention to the mouth. Our findings contribute to a deeper understanding of relations between face attention and audiovisual speech integration, and provide insights for the development of professional supports to increase audiovisual speech integration in AC.

Individuals differ in their ability to perceive and learn unfamiliar speech sounds, but we lack a comprehensive theoretical account that predicts individual differences in this skill. Predominant theories largely attribute difficulties of non-native speech perception to the relationships between non-native speech sounds/contrasts and native-language categories. The goal of the current study was to test whether the predictions made by these theories can be extended to predict individual differences in naive perception of non-native speech sounds or learning of these sounds. Specifically, we hypothesized that the internal structure of native-language speech categories is the cause of difficulty in perception of unfamiliar sounds such that learners who show more graded (i.e., less categorical) perception of sounds in their native language would have an advantage for perceiving non-native speech sounds because they would be less likely to assimilate unfamiliar speech tokens to their native-language categories. We tested this prediction in two experiments in which listeners categorized speech continua in their native language and performed tasks of discrimination or identification of difficult non-native speech sound contrasts. Overall, results did not support the hypothesis that individual differences in categorical perception of native-language speech sounds is responsible for variability in sensitivity to non-native speech sounds. However, participants who responded more consistently on a speech categorization task showed more accurate perception of non-native speech sounds. This suggests that individual differences in non-native speech perception are more related to the stability of phonetic processing abilities than to individual differences in phonetic category structure.

Purpose: This study collected measures of auditory-perceptual and oral somatosensory acuity in typically developing children and adolescents aged 9-15 years. We aimed to establish reference data that can be used as a point of comparison for individuals with residual speech sound disorder (RSSD), especially for RSSD affecting American English rhotics. We examined concurrent validity between tasks and hypothesized that performance on at least some tasks would show a significant association with age, reflecting ongoing refinement of sensory function in later childhood. We also tested for an inverse relationship between performance on auditory and somatosensory tasks, which would support the hypothesis of a trade-off between sensory domains. Method: Ninety-eight children completed three auditory-perceptual tasks (identification and discrimination of stimuli from a "rake"-"wake" continuum and category goodness judgment for naturally produced words containing rhotics) and three oral somatosensory tasks (bite block with auditory masking, oral stereognosis, and articulatory awareness, which involved explicit judgments of relative tongue position for different speech sounds). Pairwise associations were examined between tasks within each domain and between task performance and age. Composite measures of auditory-perceptual and somatosensory functions were used to investigate the possibility of a sensory trade-off. Results: Statistically significant associations were observed between the identification and discrimination tasks and the bite block and articulatory awareness tasks. In addition, significant associations with age were found for the category goodness and bite block tasks. There was no statistically significant evidence of a trade-off between auditory-perceptual and somatosensory domains. Conclusions: This study provided a multidimensional characterization of speech-related sensory function in older children/adolescents. Complete materials to administer all experimental tasks have been shared, along with measures of central tendency and dispersion for scores in two subgroups of age. Ultimately, we hope to apply this information to make customized treatment recommendations for children with RSSD based on sensory profiles.

The article substantiates the need to create a technology for algorithmic work with professionally oriented information of a textual nature, based on the principles of the psychosemantic approach, which make it possible to most effectively define and logically form the semantic components of external speech and thinking. The authors of the article apply the original methodological concept of the characteristics of textual information, which is considered as a mechanism of learning and professional communication. Algorithmization of the process of mastering information will speed up the learning process and master a large amount of complex professional information. The algorithms proposed in the described technology have the property of modifiability and can be applied by students in their further studies and professional activities in a wide range of information interaction situations.

Despite the ever-increasing use of English in international business encounters, there seems to be comparatively little attention given to the interface between actual workplace communication and language programs in terms of identifying and meeting learners' needs. To fill that void, the present study reports on the routine communicative practices in English of fifty-one Korean corporate employees. Insightful data from the so-called 'domain experts' who use English on a regular basis were obtained through an online survey with eight participants invited to a follow-up telephone interview. Based on the types of needs operationalized in the study, the findings imply that there indeed exist different dimensions of needs. The study indicates that transactional and non-transactional communicative genres were both important but to a different extent with each genre being assessed differently according to their profession. Lastly, implications regarding the importance of incorporating needs analysis as a key process that requires constant reexamination of language programs concerning workplace communication is discussed.

Through a search executed on Web of Science database with general keywords pertaining to 'teaching fractions' or 'understanding fractions' and 'representation', this study utilized PRISMA's procedure in analysing previously published articles. This review reveals seven articles in inclusion criteria and seventeenth articles in exclusion criteria with reasons. The included articles were reviewed for (a) studies characteristics, (b) instructional focus, (c) representation elements: real-world situation, manipulative aids, pictures, spoken and written symbols, and (d) the outcomes of each study. The metadata was analysed to organise the outcomes. Most of these articles focus on grade 3 and above and Western countries' urban area. The result indicates most studies emphasize both conceptual and procedural understandings. Multi representations utilize sequential or parallel concept related to fractions improve students' knowledge, particularly in understanding fractions. Meanwhile, developing fraction learning through multiple explicit representations at the initial Grade level of fraction instruction is for elementary school. However, less attention has been given to explicit representations in learning fractions at such a level.

The school system at the university level in developing nations provides the most impactful environment for effective learning and building human capital required for a future-knowledge economy. Unfortunately, less attention is given to the provision of appropriate platforms for the disabled to effectively learn in the university system. Notably, disabled individuals rely on their ability to listen to only speech to gain information quickly to aid learning. In this paper, a learning framework was implemented and tested from educational and technological perspectives. The study focused on an ideal combination of a human-like behavior with a computer application to build a one-way interactive medium between the computer and the user. Using qualitative and quantitative research, we focused on acoustic signal processing without the incorporation of visual input. The respondents used for the study include students, lecturers, specialists in specialized education, and technological experts. The result is a prototype system that translates texts into speech, and a synthesized speech representation of the text entered into the system to aid effective learning. The test results with different users revealed that a majority of 84.70%, 85.30%, 84%, and 86.70% of the users rated the system to have high-quality content, clarity, attractiveness, and responsiveness, respectively.

In a predominantly digital communicative context, the political practices of young university students are relevant for the vitality of public spheres and the consolidation of participatory democracy. The objective of this study was to learn how the use of digital media relates to the political talk and participation practices of university students. Using quota sampling, a survey was conducted among 435 undergraduate students residing in the Metropolitan Area of Monterrey, Mexico, during the second semester of 2020. Among these students with favorable access to digital media, positive correlations with small to moderate and statistically significant magnitudes were found between the various uses of digital media and their political practices. News use was moderately correlated with political talk, as was social use with politically motivated activities, and creative use with all forms of participation. Political talk mainly affected the relationship between participation and news use. These findings support the relevance of the active role of young people in their political socialization, as social interaction and content creation were more closely correlated with political participation than news consumption was, which was more beneficial to participation when articulated through political talk.

Purpose: This study aims to analyze the development of gesture-speech temporal alignment patterns in children's narrative speech from a longitudinal perspective and, specifically, the potential differences between different gesture types, namely, gestures that imagistically portray or refer to semantic content in speech (i.e., referential gestures) and those that lack semantic content (i.e., non-referential gestures). Method: This study uses an audiovisual corpus of narrative productions (n = 332) from 83 children (43 girls, 40 boys) who participated in a narrative retelling task at two time points in development (at 5-6 and 7-9 years of age). The 332 narratives were coded for both manual co-speech gesture types and prosody. Gestural annotations included gesture phasing (i.e., preparation, stroke, hold, and recovery) and gesture types (in terms of referentiality, i.e., referential and non-referential), whereas prosodic annotations included pitch-accented syllables. Results: Results revealed that by ages 5-6 years, children already temporally aligned the stroke of both referential and non-referential gestures with pitch-accented syllables, showing no significant differences between these two gesture types. Conclusions: The results of the present study contribute to the view that both referential and non-referential gestures are aligned with pitch accentuation, and therefore, this is not only a characteristic of non-referential gestures. Our results also add support to McNeill's phonological synchronization rule from a developmental perspective and indirectly back up recent theories about the biomechanics of gesture-speech alignment, suggesting that this is an inherent ability of oral communication.

Newborns are able to extract and learn repetition-based regularities from the speech input, that is, they show greater brain activation in the bilateral temporal and left inferior frontal regions to trisyllabic pseudowords of the form AAB (e.g., "babamu") than to random ABC sequences (e.g., "bamuge"). Whether this ability is specific to speech or also applies to other auditory stimuli remains unexplored. To investigate this, we tested whether newborns are sensitive to regularities in musical tones. Neonates listened to AAB and ABC tones sequences, while their brain activity was recorded using functional Near-Infrared Spectroscopy (fNIRS). The paradigm, the frequency of occurrence and the distribution of the tones were identical to those of the syllables used in previous studies with speech. We observed a greater inverted (negative) hemodynamic response to AAB than to ABC sequences in the bilateral temporal and fronto-parietal areas. This inverted response was caused by a decrease in response amplitude, attributed to habituation, over the course of the experiment in the left fronto-temporal region for the ABC condition and in the right fronto-temporal region for both conditions. These findings show that newborns' ability to discriminate AAB from ABC sequences is not specific to speech. However, the neural response to musical tones and spoken language is markedly different. Tones gave rise to habituation, whereas speech was shown to trigger increasing responses over the time course of the study. Relatedly, the repetition regularity gave rise to an inverted hemodynamic response when carried by tones, while it was canonical for speech. Thus, newborns' ability to detect repetition is not speech-specific, but it engages distinct brain mechanisms for speech and music.

Background: Phonological working memory is key to vocabulary acquisition, spoken word recognition, real-time language processing, and reading. Transcranial direct current stimulation, when coupled with behavioral training, has been shown to facilitate speech motor output processes, a key component of nonword repetition, the primary task used to assess phonological working memory. In this study, we examined the efficacy of combining overt nonword repetition training with anodal high-definition transcranial direct current stimulation (HD tDCS) to the presupplementary motor area (preSMA) to enhance nonword repetition. Objective: This study investigated whether 20 min of active or sham anodal HD tDCS targeting preSMA concurrently with a nonword repetition task differentially impacted nonword repetition ability. Method: Twenty-eight neurotypical college-age adults (18-25 years; 19 females, eight males, one nonbinary) completed a 20-min nonword repetition training task where they received either active or sham 1-mA anodal HD tDCS to the preSMA while overtly repeating a list of four-, five-, six-, and seven-syllable English-like nonwords presented in a random order. Whole nonword accuracy and error patterns (phoneme and syllable) were measured prior to and following training. Results: Following training, both groups showed a decrease in nonword repetition accuracy. The drop in performance was significantly greater for the active stimulation group compared to the sham stimulation group at the four-syllable nonword length. Discussion: The findings suggest that targeting the speech motor component of nonword repetition through overt training and HD tDCS to the preSMA does not enhance phonological working memory ability.

Background: Speech and language therapists (SLTs) provide interventions for inducible laryngeal obstruction (ILO) despite a current lack of evidence to inform intervention delivery. This study is the first step to develop an evidence-based intervention for ILO, using behaviour change theory and the Behaviour Change Technique Taxonomy version 1 (BCTTv1). Outcomes will inform the early development stage of a complex speech and language therapy intervention for ILO, enabling more precise reporting of ILO intervention studies, as per CONSORT guidelines. Aims: (1) To identify whether the BCTTv1 is a useful tool for characterising speech and language therapy interventions for ILO, based on existing literature, current practice and patient interviews. (2) To identify key behaviour change techniques (BCT) used within existing complex speech and language therapy interventions for ILO. Methods and Procedures: A five-phase study was conducted: (1) a systematic literature search of six electronic databases (Medline, EMBASE, CINAHL (EBSCO), Scopus, Trip, Web of Science) and grey literature between 2008 and 2020; (2) observations of six speech and language therapy intervention sessions; (3) a semi-structured interview with an SLT to validate the observed BCTTs; (4) consensus from four national expert SLTs regarding application of synthesised BCTT data to their own experiences of ILO interventions; and (5) patient engagement to review and comment on findings. Outcomes and Results: Forty-seven BCTs in total were coded across all three sources. Thirty-two BCTs were identified in clinical observations; 31 in interviews with SLTs and 18 in the literature. Only six BCT were identified in all three sources. Expert SLTs confirmed clinical application and relevance. Patients reported finding the concept of BCT challenging but highlighted the value of psychoeducation to support their understanding of symptoms and in turn to understand the rationale behind speech and language therapy intervention recommendations. Conclusion: This study indicates that the BCTTv1 is a suitable framework to identify and describe intervention components used within speech and language therapy interventions for ILO. A practice-research gap exists, reinforcing that existing literature does not capture the complexity of speech and language therapy intervention for ILO. Further research is needed to develop our understanding of the BCTs that support optimal behaviour change for this patient group.

Purpose: The aim of the present study is to characterize the maturational changes during the first 6 months of life in the neural encoding of two speech sound features relevant for early language acquisition: the stimulus fundamental frequency (f[subscript o]), related to stimulus pitch, and the vowel formant composition, particularly F[subscript 1]. The frequency-following response (FFR) was used as a snapshot into the neural encoding of these two stimulus attributes. Method: FFRs to a consonant-vowel stimulus /da/ were retrieved from electroencephalographic recordings in a sample of 80 healthy infants (45 at birth and 35 at the age of 1 month). Thirty-two infants (16 recorded at birth and 16 recorded at 1 month) returned for a second recording at 6 months of age. Results: Stimulus f[subscript o] and F[subscript 1] encoding showed improvements from birth to 6 months of age. Most remarkably, a significant improvement in the F[subscript 1] neural encoding was observed during the first month of life. Conclusion: Our results highlight the rapid and sustained maturation of the basic neural machinery necessary for the phoneme discrimination ability during the first 6 months of age.

Purpose: People use self-talk (verbalized cognitions) to monitor and evaluate their performance, making it a vital construct in the self-regulation process. Research Methods/Approach: We coded 1,092 self-talk responses from 177 undergraduates for two types of self-talks, constructive and dysfunctional. Findings: We found constructive self-talk positively related to satisfaction, self-efficacy, and academic performance, whereas dysfunctional self-talk negatively related to satisfaction and self-efficacy but was not significantly related to performance. Constructive self-talk explained incremental variance in self-efficacy and performance beyond that explained by related psychological constructs: self-regulation skills, conscientiousness, and neuroticism. Dysfunctional self-talk only explained incremental variance in self-efficacy. Implications: This study shows that self-talk is a unique and influential construct that should be of interest to academics and practitioners across the disciplines of psychology and education.

Purpose: The purpose of this study was to assess how needing to listen and remember information while walking affects speech perception, memory task performance, and gait in younger and middle-aged adults. Method: Four gait parameters (stride duration, step variability, whole-body center of mass acceleration, and mediolateral head acceleration) were measured when younger and middle-aged participants stood or walked on a treadmill while they simultaneously completed a speech-on-speech perception task and a preload memory task, singly and in combination. Results: Speech perception was significantly poorer for middle-aged than for younger participants. Performance on the speech perception measure did not differ significantly between walking and standing for either group of participants, but the additional cognitive load of the memory task reduced performance on the speech perception task. Memory task performance was significantly poorer when combined with the speech perception task than when measured in isolation for both participant groups, but no further declines were noted when participants were also walking. Mediolateral head acceleration, which has been linked to loss of balance, was significantly greater during multitask trials, as compared to when participants were only walking without being required to listen or remember. Post hoc analysis showed that dual- and multitask influences on mediolateral head acceleration were more prominent for middle-aged than for younger participants. Stride duration was longer in the multitask condition than when participants were only walking. Conclusions: Results of this exploratory study indicate that gait may be impacted when individuals (both younger and middle-aged) are listening and remembering while walking. Data also substantiate prior findings of early age-related declines in the perception of speech in the presence of understandable speech maskers.

Background: To overcome variability in spoken language, listeners utilize various types of context information for disambiguating speech sounds. Context effects have been shown to be affected by cognitive load. However, previous results are mixed regarding the influence of cognitive load on the use of context information in speech perception. Purpose: We tested a population characterized by an attention-deficit/hyperactivity disorder (ADHD) to better understand the relationship between attention (or internal cognitive load) and context effects. Method: The use of acoustic versus lexical properties of the surrounding signal to disambiguate speech sounds was examined in listeners with ADHD and neurotypical listeners.Results: Compared to neurotypicals, individuals with ADHD relied more strongly on lexical context for speech perception; however, reliance on acoustic context information from speech rate did not differ. Conclusion: These findings confirm that cognitive load impacts the use of high-level but not low-level context information in speech and imply that speech recognition deficits in ADHD likely arise due to impaired higher order cognitive processes.

Purpose: Current evidence regarding the influence of hearing loss on the pupil response elicited by speech perception is inconsistent. This might be partially due to confounding effects of age. This study aimed to compare pupil responses in age-matched groups of normal-hearing (NH) and hard of hearing (HH) listeners during listening to speech. Method: We tested the baseline pupil size and mean and peak pupil dilation response of 17 NH participants (M[subscript age] = 46 years; age range: 20-62 years) and 17 HH participants (M[subscript age] = 45 years; age range: 20-63 years) who were pairwise matched on age and educational level. Participants performed three speech perception tasks at a 50% intelligibility level: noise-vocoded speech and speech masked with either stationary noise or interfering speech. They also listened to speech presented in quiet. Results: Hearing loss was associated with poorer speech perception, except for noise-vocoded speech. In contrast to NH participants, performance of HH participants did not improve across trials for the interfering speech condition, and it decreased for speech in stationary noise. HH participants had a smaller mean pupil dilation in degraded speech conditions compared to NH participants, but not for speech in quiet. They also had a steeper decline in the baseline pupil size across trials. The baseline pupil size was smaller for noise-vocoded speech as compared to the other conditions. The normalized data showed an additional group effect on the baseline pupil response. Conclusions: Hearing loss is associated with a smaller pupil response and steeper decline in baseline pupil size during the perception of degraded speech. This suggests difficulties of the HH participants to sustain their effort investment and performance across the test session.

Purpose: The purpose of this study is to quantify the combined effects of face masks and effortful speech styles on speech intensity, spectral moments, and measures of spectral balance in talkers with Parkinson's disease. Method: Fifteen people with Parkinson's disease and 15 healthy, older controls read aloud sentences in three face mask conditions and three speech style conditions. Mask conditions included no mask, surgical masks, and KN95 masks. Speech styles included habitual, clear, and loud. Acoustic measures of intensity, spectral moments, and spectral balance were modeled as a function of speaker group, mask, and speech style. Results: Overall, talkers with PD demonstrated lower concentrations of high-frequency spectral energy in their speech. Face masks attenuated high-frequency energy, whereas clear followed by loud speaking styles amplified high frequencies. Overall, the attenuation observed by face masks was preserved across speech styles, and both mask and speech patterns were observed to be similar across groups. Discussion: Clear and loud speech styles were effective in compensating for the damping effects of masks in talkers with and without PD. However, given that people with PD demonstrated poorer overall spectral balance compared to controls, the gains afforded by speaking clearly or loudly may be limited when wearing a face mask.

Strong empirical evidence exists indicating language can influence students' beliefs about ability. Professional literature for teachers offers practical advice on how to adjust their classroom-based talk to support student achievement by orienting students toward an incremental theory of ability. Yet, little empirical work has been done to investigate how teacher talk plays out moment-to-moment within the classroom context. This study reports on a qualitative analysis of one upper elementary teacher's talk with regard to implicit theories of learning. Findings suggest teacher talk is dynamic and overlapping, operating along a continuum from entity-oriented talk to incremental-oriented talk across varied classroom situations. Additionally, a relationship was identified between teacher autonomy and the implicit theories of learning used in the teacher's talk. Examples of varied teacher talk during classroom activities are presented, and scholarly and practical implications for language use, learning, and instruction are included.

Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang & Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five content pillars of the communication discipline faculty can use to ensure their assessment efforts achieve the goal of not only documenting but also improving student learning. WISER stands for writing, immersive experiences, speaking, ethical communication, and research as programmatic assessment categories. These WISER categories extend the National Communication Association (NCA)-endorsed domains of communication learning in ways that make them functional for assessment.