Search Results (6)

Dentist–patient communication is at the core of providing quality dental care. This study aims to review the importance, challenges, strategies, and training of dentist–patient communication. The World Dental Federation (FDI) emphasizes the importance of effective communication between oral healthcare providers and patients as a critical component of high-quality care. Effective dentist–patient communication allows dentists to accurately and effectively pass on essential medical information to patients. It improves the dentist’s efficiency, boosts self-confidence, reduces occupational stress, and minimizes the risks of complaint or litigation. Moreover, it alleviates dental anxiety and fear, helps build trust between dentists and patients, addresses patients’ needs and preferences, increases patients’ adherence to improved treatment outcomes, and ultimately leads to enhanced patient satisfaction. Nonetheless, it has been widely acknowledged that dentists universally encounter the repercussions arising from suboptimal communication strategies. Time constraints, difficulties in establishing rapport, the oral-health illiteracy of the patients, the poor communication skills of the dentists, dentists’ perceptions, and language barriers often hinder dentist–patient communication. Dentists should take the patient-centered approach as a premise and acquire verbal and non-verbal communication skills to overcome these communication barriers. The patient-centered approach comprises the understanding of patients’ illness, shared decision-making, and intervention with mindfulness of the patient’s own pace. Simple, succinct, and jargon-free language should be used in verbal communication. Proper body postures and gestures are fundamental for showing positive attitudes towards patients. Communication training for dental students should involve a structured pedagogical approach that includes didactic instruction, role-playing exercises, patient interviewing, and ongoing assessments. Key components of effective communication skills training in dental education include motivational interviewing, open-ended questioning, affirmations, reflective listening, and summaries to enhance patient engagement and adherence to treatment plans. Full article

Children who enter the US education system as emerging bilinguals (or English Learners) show significant gaps in test scores and graduation rates compared to their English monolingual peers. Dual-language education programs may provide an instructional context that capitalizes on emerging bilingual children’s strengths and supports their academic performance while they acquire English. However, prior research has shown that integrating semantic knowledge across language systems poses a challenge. Supports may mitigate these challenges. Thus, across two studies, we examined instructional practices that may facilitate the integration of academic content across English and Spanish in elementary-age children enrolled in dual-language education programs. In Study 1, we examined whether facts presented through reading-while-listening or children’s silent self-paced reading more effectively supported learning the facts and subsequent integration for dual-language students in grades 3 and 4 (n = 56; M_age = 9.54 years). In Study 2, we examined whether combining graphics with text was more effective in supporting fact learning and cross-language integration compared to facts presented as text alone in dual-language students in grades 4 and 5 (n = 67; M_age = 10.48 years). Overall, the studies replicate the benefits of reading-while-listening and graphics for learning directly taught facts, but underscore the difficulty in integrating semantic knowledge across lessons and languages. Full article

Background: Augmenting auditory feedback through an error-augmentation paradigm could facilitate the perception and correction of gait asymmetry in stroke survivors, but how such a paradigm should be tailored to individual asymmetry profiles remains unclear. Before implementing the paradigm in rehabilitation, we need to investigate the instantaneous effects of distorted footstep sound feedback on gait symmetry in healthy young adults. Methods: Participants (n = 12) walked on a self-paced treadmill while listening to their footstep sounds, which were distorted unilaterally according to five conditions presented randomly: small delay; small advance; large delay; large advance; or unmodified (control). The primary outcomes were swing time ratio (SWR) and step length ratio (SLR). Secondary outcomes included walking speed, bilateral swing time, step length, and maximum toe height, as well as hip, knee, and ankle angle excursions. Results: SWR (p < 0.001) but not SLR (p ≥ 0.05) was increased in all distorted feedback conditions compared to the control condition. Increased swing time on the perturbed side ipsilateral to feedback distortion was observed in the advanced conditions (p < 0.001), while swing time increased bilaterally in the delayed conditions (p < 0.001) but to a larger extent on the unperturbed side contralateral to feedback distortion. Increases in swing time were accompanied by larger maximum toe height as well as larger hip and knee joint excursions (p < 0.05 to p < 0.001). No differences in any outcomes were observed between small and large feedback distortion magnitudes. Conclusions: Distorted footstep sound feedback successfully elicits adaptation in temporal gait symmetry (SWR), with distinct modulation patterns for advanced vs. delayed footstep sounds. Spatial symmetry (SLR) remains unaltered, likely because auditory feedback primarily conveys temporal information. This research lays the groundwork to implement personalized augmented auditory feedback in neurorehabilitation. Full article

Previous cross-linguistic studies have shown that object relative clauses (ORCs) are typically harder to parse than subject relative clauses (SRCs). The cause of difficulty, however, is still under debate, both in the adult and in the developmental literature. The present study investigates the on-line processing of SRCs and ORCs in Greek-speaking 11- to 12-year-old children and adults, and provides evidence on relative clause processing in Greek—a free word order language. We conducted a self-paced listening task in which we manipulated the type of relative clause (SRC vs. ORC), the RC internal word order (canonical vs. scrambled), and the type of relativizer (relative pronoun vs. complementizer). The results showed that SRCs were overall processed faster than ORCs, providing evidence that children follow similar processing strategies to adults. In addition, accusative case marking facilitated the processing of non-canonical structures in adults but less so in children. Children showed heavy reliance on word order, as they processed nominative and accusative pre-verbal NPs in exactly the same way, while they were strongly garden-pathed in ORCs with post-verbal nominative NPs. We argue that these results are compatible with the Competition Model. Full article

The study offers novel evidence on the grammar and processing of clitic placement in heritage languages. Building on earlier findings of divergent clitic placement in heritage European Portuguese and Serbian, this study extends this line of inquiry to Bulgarian, a language where clitic placement is subject to strong prosodic constraints. We found that, in heritage Bulgarian, clitic placement is processed and rated differently than in the baseline, and we asked whether such clitic misplacement results from the transfer from the dominant language or follows from language-internal reanalysis. We used a self-paced listening task and an aural acceptability rating task with 13 English-dominant, highly proficient heritage speakers and 22 monolingual speakers of Bulgarian. Heritage speakers of Bulgarian process and rate the grammatical proclitic and ungrammatical enclitic clitic positions as equally acceptable, and we contend that this pattern is due to language-internal reanalysis. We suggest that the trigger for such reanalysis is the overgeneralization of the prosodic Strong Start Constraint from the left edge of the clause to any position in the sentence. Full article

Several studies have investigated the effects of music on both submaximal and maximal exercise performance at a constant work-rate. However, there is a lack of research that has examined the effects of music on the pacing strategy during self-paced exercise. The aim of this study was to examine the effects of preferred music on performance and pacing during a 6 min run test (6-MSPRT) in young male adults. Twenty healthy male participants volunteered for this study. They performed two randomly assigned trials (with or without music) of a 6-MSPRT three days apart. Mean running speed, the adopted pacing strategy, total distance covered (TDC), peak and mean heart rate (HRpeak, HRmean), blood lactate (3 min after the test), and rate of perceived exertion (RPE) were measured. Listening to preferred music during the 6-MSPRT resulted in significant TDC improvement (Δ10%; p = 0.016; effect size (ES) = 0.80). A significantly faster mean running speed was observed when listening to music compared with no music. The improvement of TDC in the present study is explained by a significant overall increase in speed (main effect for conditions) during the music trial. Music failed to modify pacing patterns as suggested by the similar reversed “J-shaped” profile during the two conditions. Blood-lactate concentrations were significantly reduced by 9% (p = 0.006, ES = 1.09) after the 6-MSPRT with music compared to those in the control condition. No statistically significant differences were found between the test conditions for HRpeak, HRmean, and RPE. Therefore, listening to preferred music can have positive effects on exercise performance during the 6-MSPRT, such as greater TDC, faster running speeds, and reduced blood lactate levels but has no effect on the pacing strategy. Full article