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Wheat starch was processed in a 19 mm diameter split-barrel laboratory extruder under varying conditions of barrel temperature (79-121"C), screw speed (50, 100 rpm) and moisture content (25, 30%). Final product and samples removed from along the barrel length were examined for changes in molecular size by dilute solution viscometry.Final products were also examined for paste viscosity and estimated degree of cook. A mathematical model was developed which relates the residence time of the starch in the barrel, the nominal shear stress acting on the starch and the degree of cook of the product to the extent of molecular degradation of the starch. Solution viscometry was found to be more rapid than gel permeation methods previously used to determine the extent of molecular changes.

Executive Function (EF) refers to important socio-emotional and cognitive skills that are known to be highly correlated with both academic and life success. EF is a blanket term that is considered to include self-regulation, working memory, and planning. Recent studies have shown a relationship between EF and motor control. The emergence of motor control coincides with that of EF, hence understanding the relationship between these two domains could have significant implications for early detection and remediation of later EF deficits. The purpose of the current study was to investigate this relationship in young children. This study incorporated the Behavioral Rating Inventory of Executive Function (BRIEF) and two motor assessments with a focus on precision grasping to test this hypothesis. The BRIEF is comprised of two indices of EF: (1) the Behavioral Regulation Index (BRI) containing three subscales: Inhibit, Shift, and Emotional Control; (2) the Metacognition Index (MI) containing five subscales: Initiate, Working Memory, Plan/Organize, Organization of Materials, and Monitor. A global executive composite (GEC) is derived from the two indices. In this study, right-handed children aged 5–6 and 9–10 were asked to: grasp-to-construct (Lego® models); and grasp-to-place (wooden blocks), while their parents completed the BRIEF questionnaire. Analysis of results indicated significant correlations between the strength of right hand preference for grasping and numerous elements of the BRIEF including the BRI, MI, and GEC. Specifically, the more the right hand was used for grasping the better the EF ratings. In addition, patterns of space-use correlated with the GEC in several subscales of the BRIEF. Finally and remarkably, the results also showed a reciprocal relationship between hand and space use for grasping and EF. These findings are discussed with respect to: (1) the developmental overlap of motor and executive functions; (2) detection of EF deficits through tasks that measure lateralization of hand and space use; and (3) the possibility of using motor interventions to remediate EF deficits.

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This paper describes a massive project to characterize "Standard French" by constructing and mining the Recueil historique des grammaires du français (RHGF), a corpus of grammars whose prescriptive dictates we interpret as representing the evolution of the standard over five centuries. Its originality lies in the possibility it affords to ascertain the existence of prior variability, date it, and determine the conditions under which grammarians accept or condemn variant uses. Systematic meta-analyses of the RHGF reveal that grammarians rarely acknowledge the existence of alternate ways of expressing the same thing. Instead, they adopt three major strategies to establish form-function symmetry. All involve partitioning competing variants across distinct social, semantic or linguistic contexts, despite pervasive disagreement over which variant to associate with which. This effectively factors out variability. In contrast, systematic analysis of actual language use, as instantiated in the spontaneous speech of 323 speakers of Quebec French over an apparent-time period of a century and a half, reveals robust variability, regularly conditioned by contextual elements which have never been acknowledged by grammarians. This conditioning has remained largely stable since at least the mid-nineteenth century. Taken together, these results indicate that the "rules" for variant selection promulgated by grammarians do not inform the spoken language, nor do grammars take account of the variable rules structuring spontaneous speech. As a result, grammar and usage are evolving independently.

Highlights: Degree of lateralization for grasping predicts the maturity of the language production system in young, typically-developing children.In this report we provide compelling evidence for the relationship between right hand grasp-to-mouth (i.e., feeding) movements and language development. Specifically, we show that children (4–5 years old) who are more right-hand lateralized in picking up small food items for consumption show enhanced differentiation of the “s” and “sh” sounds. This result suggests that left hemisphere control of hand-to-mouth gestures may have provided an evolutionary platform for the development of language. The current investigation presents the exciting possibility that early right hand-to-mouth training could accelerate the development of articulation skills.

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Objectives/research questions: The present study investigates the development of French stop consonants among English-speaking children who are enrolled in an early French immersion program in Lethbridge, Alberta, Canada. Our goal is to observe the stop consonant production pattern, and to determine whether interactions between the two language systems occur, while examining student progression with increasing experience. Methodology: Fifty-six students in grades 1, 3, and 5 participated in a speech production task administered in both English and French. For each language, they were asked to repeat a total of 54 words beginning with one of the six stop consonants, /p/, /t/, /k/, /b/, /d/, and /g/. In addition, 45 age-matched monolingual English-speaking children were tested to serve as a control group. Data and analysis: Voice onset time (VOT) was the acoustic measure analyzed for each language and for children of each grade. An analysis of variance was conducted for language- and experience-related effects. Conclusions: For the French voiceless stops, French immersion students display non-native-like VOT values in the intermediate range between monolingual English voiced and voiceless stops. Their English voiceless stops exhibit higher VOT values than the monolinguals’ and are separate from those of their French. For voiced stops, their English and French are indistinguishable, located within the range of voiced stops for monolingual English speakers. Originality: Previous research on French–English bilingualism has generally been limited to adults. Furthermore, examination of French immersion students has rarely focused on their phonetic development, and acoustic analysis of this population is virtually non-existent. Implications: Our results highlight the importance of input, as well as social, and educational context in second language learning.