This study has shown that high-intensity AIT is feasible for a selected group of stroke patients. However, the training should be accomplished in line with the American College of Sports Medicine guidelines for high-risk populations to ensure safety. The participants achieved a clinically highly significant improvement in walking distance. This intervention should be tested out in a randomized controlled trial to assess if it is superior to other interventions.

To investigate the associations between participants' adherence to a physical activity and exercise program after stroke and functional recovery 18 months after inclusion. Design: Secondary analyses of the intervention arm in the multisite randomized controlled trial Life After Stroke (LAST). Setting: Primary health care services in 3 Norwegian municipalities. Participants: Of the participants enrolled (NZ380), 186 (48.9%) were randomized to the intervention. The study sample comprised community dwelling individuals included 3 months after stroke, with mean age of 71.7 AE 11.9 years and 82 (44.1%) women. According to the National Institutes of Health Stroke Scale, 97.3% were diagnosed as having mild (National Institutes of Health Stroke Scale<8) and 2.7% with moderate (8-16 on the National Institutes of Health Stroke Scale) stroke. Intervention: Monthly coaching by physiotherapists encouraging participants to adhere to 30 minutes of daily physical activity and 45-60 minutes of weekly exercise. Main Outcome Measures: The primary outcome was Motor Assessment Scale (MAS). Secondary outcome measures were 6-minute walk test, Timed Up and Go (TUG), Berg Balance Scale (BBS), and the physical domains of the Stroke Impact Scale (SIS). Adherence was assessed by combining participants' training diaries and physiotherapists' reports. Results: The relationship between adherence and functional recovery was analyzed with simple and multiple linear regression models. Adjusted for age, sex, dependency, and cognition, results showed statistically significant associations between adherence and functional outcomes after 18 months, as measured by MAS, TUG, BBS, and SIS (P .026). Conclusions: Increased adherence to physical activity and exercise was associated with improved functional recovery after mild to moderate stroke. This emphasizes the importance of developing adherence-enhancing interventions. Dose-response studies are recommended for future research.

This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting.

Norwegian allows filler-gap dependencies into embedded questions, which are islands for filler-gap dependency formation in English. We ask whether there is evidence that Norwegian learners of English transfer the functional structure that permits island violations from their first language (L1) to their second language (L2). In two acceptability judgment studies, we find that Norwegians are more likely to accept ‘island-violating’ filler-gap dependencies in L2 English if the corresponding filler-gap dependency is acceptable in Norwegian: Norwegian learners variably accept English sentences with dependencies into embedded questions, but not into subject phrases. These results are consistent with models that permit transfer of abstract functional structure. Norwegians are still less likely to accept filler-gap dependencies into English embedded questions than Norwegian embedded questions. We interpret the latter finding as evidence that, despite transfer, Norwegian speakers may partially restructure their L2 English analysis. We discuss how indirect positive evidence may play a role in helping learners restructure.