4 successive cohorts of low-income families were randomly assigned either to a home-based intervention program that focused on modeling verbal interaction between mother and child around selected toys and books or to comparison treatments. Large program effects were found on maternal interaction styles in videotaped observations. Small IQ and program-specific effects were found for children in contrast to much larger IQ effects found in earlier research. IQ effects did not appear to have been mediated by changes in maternal behavior. A variation in which toys and books were supplied without home visits was as effective as the full program on IQ but not on maternal behavior. 3 years postprogram , there were no detectable effects in achievement or IQ tests or in first grade teachers' ratings of school adjustment and performance, but IQ and achievement scores were near national norms. Reasons for discrepancies with earlier results are discussed. The results highlight the need for continued experimental evaluation of early intervention programs with safeguards to insure that samples are educationally at risk.

The goal of this study was to test the predictions of the Featurally Underspecified Lexicon (FUL) theory by examining event-related potential (ERP) indices of phonological representation. Two English consonants differing in place of articulation were selected: [labial] /b/ and [coronal] /d/. It was assumed that the phonological representation of /d/ contained less distinctive feature information due to its [coronal] place of articulation, as compared to /b/. English-speaking adults were presented with two syllables, /bɑ/ and /dɑ/, in an ERP oddball paradigm where both syllables served as the standard and deviant stimulus in opposite stimulus sets. Three types of analyses were conducted: traditional mean amplitude measurements, cluster-based permutation tests, and single-trial general linear model (GLM) analyses of group-level and single-subject data. The less specified /dɑ/ deviant elicited a large MMN while no MMN was elicited by the more specified deviant /bɑ/. Additionally, the /dɑ/ standard syllable elicited larger responses than did the /bɑ/ standard, while deviant syllables did not differ. This implies that the MMN was driven by responses elicited by the standards rather than the deviants. At the single-subject level, not all participants demonstrated significant MMN responses, though all had measurable differences between the standard syllables. Thus, to continue to propose that [coronal] underspecification is a language universal phenomenon, ERP indices other than the MMN should be examined.

The study investigated the ability to detect and discriminate frequency glides under a variety of experimental conditions. The subjects distinguished between a comparison signal that either was level in frequency or was swept across a fixed frequency span, and a target signal that changed more in frequency than the comparison signal. Tone durations were 50 and 400 ms. Nominal center frequencies were 0.5, 2, and 6 kHz; actual center frequencies were varied randomly, or roved, over a range equal to 0.1 times the nominal center frequency. Up- and down-glides were used. The transition span of the comparison signal was either 0, 0.5, 1, or 2 times the equivalent rectangular bandwidth of the auditory filter at the nominal center frequency. Discrimination thresholds were obtained for all combinations of center frequency, direction, and span. Overall, thresholds expressed as delta Hz/ERB varied little as a function of center frequency. Glide duration had no effect on discrimination. The 50-ms down-glides were more difficult to detect than the 50-ms up-glides; otherwise, the effect of direction was not significant. With the exception of the 50-ms down-glides, detection/discrimination thresholds were similar for the 0-, 0.5-, and 1-ERB transition spans, but increased significantly for the 2-ERB span. The absence of significant variation across frequency supports a place mechanism for the detection of frequency change in gliding tones, based on the detection of changes in the excitation pattern. An excitation pattern model cannot account for the asymmetry noted for glide detection, however.

No abstract

4 successive cohorts of low-income families were randomly assigned either to a home-based intervention program that focused on modeling verbal interaction between mother and child around selected toys and books or to comparison treatments. Large program effects were found on maternal interaction styles in videotaped observations. Small IQ and program-specific effects were found for children in contrast to much larger IQ effects found in earlier research. IQ effects did not appear to have been mediated by changes in maternal behavior. A variation in which toys and books were supplied without home visits was as effective as the full program on IQ but not on maternal behavior. 3 years postprogram , there were no detectable effects in achievement or IQ tests or in first grade teachers' ratings of school adjustment and performance, but IQ and achievement scores were near national norms. Reasons for discrepancies with earlier results are discussed. The results highlight the need for continued experimental evaluation of early intervention programs with safeguards to insure that samples are educationally at risk.