Visual bodily signals and conversational context benefit the anticipation of turn ends

The typical pattern of alternating turns in conversation seems trivial at first sight. But a closer look quickly reveals the cognitive challenges involved, with much of it resulting from the fast-paced nature of conversation. One core ingredient to turn coordination is the anticipation of upcoming turn ends so as to be able to ready oneself for providing the next contribution. Across two experiments, we investigated two variables inherent to face-to-face conversation, the presence of visual bodily signals and preceding discourse context, in terms of their contribution to turn end anticipation. In a reaction time paradigm, participants anticipated conversational turn ends better when seeing the speaker and their visual bodily signals than when they did not, especially so for longer turns. Likewise, participants were better able to anticipate turn ends when they had access to the preceding discourse context than when they did not, and especially so for longer turns. Critically, the two variables did not interact, showing that visual bodily signals retain their influence even in the context of preceding discourse. In a pre-registered follow-up experiment, we manipulated the visibility of the speaker's head, eyes and upper body (i.e. torso + arms). Participants were better able to anticipate turn ends when the speaker's upper body was visible, suggesting a role for manual gestures in turn end anticipation. Together, these findings show that seeing the speaker during conversation may critically facilitate turn coordination in interaction.

The Effectiveness and Characteristics of Communication Partner Training Programs for Families of People With Dementia: A Systematic Review

BACKGROUND AND OBJECTIVES

Communication partner training (CPT) is essential in dementia care. Despite families being the largest group of community carers, previous reviews primarily focused on formal carers. This study aimed to understand the characteristics and effectiveness of CPT for families of people with dementia.

RESEARCH DESIGN AND METHODS

The systematic review included intervention/protocol studies on dementia CPT for families, excluding formal carers and programs not focused on communication. CINAHL, PsycINFO, SpeechBITE, Medline, SCOPUS, and Embase were searched between November 30 and December 6, 2021. After deduplication, 3,172 records were screened. Quality assessment used JBI Critical Appraisal tools and the Mixed Methods Appraisal Tool. Data synthesis utilized three reporting tools, the International Classification of Functioning, Disability, and Health, and content analysis.

RESULTS

Of 30 studies (27 programs), there were 10 quasi-experimental, 5 RCTs, 4 mixed methods, 4 case studies, 4 qualitative, and 2 protocols. Studies were published between 1998 and 2021 and included 671 family members. Characteristics varied with 7/27 programs including consumers during creation and one program including telehealth. One study included all reporting tool criteria. Programs typically used 4 intervention functions, with 12/27 programs addressing 3 behavior change areas. 33/74 outcome measures targeted the "Environment" of the person with dementia. Studies showed positive improvements in communication skills and knowledge, with mixed results on behavior/psychosocial outcomes. Qualitative results identified improvements in conversation and attitudes.

DISCUSSION AND IMPLICATIONS

CPT for families improves communication outcomes, however, quality of studies varied significantly. Future research should address gaps in telehealth, consumer involvement, and intervention descriptions.

Does gaze anxiety predict actual gaze avoidance and is it more informative than social anxiety?

BACKGROUND AND OBJECTIVES

In recent years eye-tracking studies have provided converging evidence that socially anxious individuals avoid looking at other people's faces in social situations. In addition to these objective measures, the Gaze Anxiety Rating Scale (GARS) has increasingly been used as a self-report measure of gaze avoidance. However, extant results concerning its predictive validity were inconsistent. Moreover, no study has considered social anxiety and gaze anxiety together to examine their relative contributions to actual gaze behavior.

METHODS

To address these two questions, eye-tracking data collected from 81 female students during the initial 6 min of a face-to-face conversation with a female confederate were analyzed. Gaze anxiety and social anxiety were measured via the GARS and the Leibowitz Social Anxiety Scale.

RESULTS

The results revealed that gaze anxiety was associated with reduced face gaze while speaking. Social anxiety was not only associated with decreased face gaze during speaking, but also across the initial conversation. Moreover, there was no evidence that gaze anxiety made an additional contribution to social anxiety in predicting face gaze behavior.

LIMITATIONS

This study examined face gaze instead of eye gaze. Additionally, the self-report data were not collected on the same day as the eye-tracking data.

CONCLUSIONS

The findings indicate that, in a community sample, gaze anxiety does predict actual gaze behavior during a face-to-face initial encounter, but social anxiety is a stronger predictor.

Toddler negative affectivity and effortful control: Relations with parent-toddler conversation engagement and indirect effects on language

Evidence that early parent-child conversation supports early language development suggests a need to understand factors that account for individual differences in parent-child conversation engagement. Whereas most studies focus on demographic factors, we investigated the role of toddler temperament in a longitudinal study of 120 economically strained families. Specifically, we investigated the degree to which toddlers' negative affectivity and effortful control, considered together as a composite reflecting challenging temperament, accounted for variability in parent-toddler conversation engagement, and whether the frequency of that engagement mediated associations between toddler temperament and toddler expressive language skills. Toddler challenging temperament (i.e., high negative affectivity and low effortful control) and parent-toddler conversation engagement were measured at 18 and 30 months. Toddler expressive language skills were measured at 18, 24, and 36 months. As expected, a path model indicated inverse relations between toddler challenging temperament and concurrent parent-toddler conversation engagement at both 18 and 30 months. Unexpectedly, there were no direct associations between toddler challenging temperament and toddler expressive language skills either concurrently or longitudinally. However, we found indirect effects of toddler challenging temperament on later toddler expressive language skills via parent-toddler conversation engagement. Findings highlight the importance of considering toddler temperamental characteristics in addition to family demographics as important factors that account for variability in parent-toddler conversation engagement.

Manifestation of speech disfluencies in preschool Cantonese-English speaking bilingual children

Stuttering is characterised by disruptions in speech fluency that normally emerges between the ages of 2 to 5 when children start to formulate sentences. Current stuttering identification in children is largely based on speech disfluency criteria (>3% stuttering-like disfluencies, SLDs) developed for monolingual English-speaking children. Research in a Western language context shows that application of the criteria for monolingual to bilingual children may result in false positive diagnosis of stuttering. The applicability of these criteria to children speaking languages typologically distinct from English remains unclear. This preliminary study focused on bilingual Cantonese-English-speaking children, aiming to explore the manifestations of the speech disfluencies in Cantonese (a syllable-timed language) and English (a stress-timed language) while accounting for language dominance/proficiency and speaking task. Nineteen typically fluent Cantonese-English bilingual preschoolers were recruited for this study and their speech samples were collected across different speaking tasks (i.e. conversation and narration), and languages (i.e. Cantonese and English). The types and frequency of speech disfluencies were compared across both languages and the speaking tasks. The results showed that between 21-68% of children showed higher than 3% SLDs across different languages and speaking tasks. Linear mixed-effect analysis revealed that the prevalence of SLDs is higher in English (less dominant language) than Cantonese (more dominant language), and the prevalence is also higher in narration than conversation. These findings suggest the need for tailored stuttering identification criteria for bilingual children speaking diverse languages and emphasise the importance of considering language dominance/proficiency and speaking task when assessing stuttering in bilingual populations.

Information distribution patterns in naturalistic dialogue differ across languages

The natural ecology of language is conversation, with individuals taking turns speaking to communicate in a back-and-forth fashion. Language in this context involves strings of words that a listener must process while simultaneously planning their own next utterance. It would thus be highly advantageous if language users distributed information within an utterance in a way that may facilitate this processing-planning dynamic. While some studies have investigated how information is distributed at the level of single words or clauses, or in written language, little is known about how information is distributed within spoken utterances produced during naturalistic conversation. It also is not known how information distribution patterns of spoken utterances may differ across languages. We used a set of matched corpora (CallHome) containing 898 telephone conversations conducted in six different languages (Arabic, English, German, Japanese, Mandarin, and Spanish), analyzing more than 58,000 utterances, to assess whether there is evidence of distinct patterns of information distributions at the utterance level, and whether these patterns are similar or differed across the languages. We found that English, Spanish, and Mandarin typically show a back-loaded distribution, with higher information (i.e., surprisal) in the last half of utterances compared with the first half, while Arabic, German, and Japanese showed front-loaded distributions, with higher information in the first half compared with the last half. Additional analyses suggest that these patterns may be related to word order and rate of noun and verb usage. We additionally found that back-loaded languages have longer turn transition times (i.e., time between speaker turns).

Linguistic features of spontaneous speech predict conversational recall

Empirical studies of conversational recall show that the amount of conversation that can be recalled after a delay is limited and biased in favor of one's own contributions. What aspects of a conversational interaction shape what will and will not be recalled? This study aims to predict the contents of conversation that will be recalled based on linguistic features of what was said. Across 59 conversational dyads, we observed that two linguistic features that are hallmarks of interactive language use-disfluency (um/uh) and backchannelling (ok, yeah)-promoted recall. Two other features-disagreements between the interlocutors and use of "like"-were not predictive of recall. While self-generated material was better remembered overall, both hearing and producing disfluency and backchannels improved memory for the associated utterances. Finally, the disfluency-related memory boost was similar regardless of the number of disfluencies in the utterance. Overall, we conclude that interactional linguistic features of conversation are predictive of what is and is not recalled following conversation.

Coding social interactions in naturalistic settings: The taxonomy of dyadic conversation

Social interaction and conversation is an essential aspect of human behavior, yet existing methods for coding conversations are outdated, and often can only be used in contrived research settings. The Taxonomy of Dyadic Conversation (TDC) is a coding system designed to code dyadic interactions in natural settings by labeling the utterances and turns taken within an interaction using speech categories. The TDC was used to code child-caregiver and adult-adult conversations in a children's museum and during a public forum, respectively. Results supported hypotheses that predicted adult-adult interactions would contain more Declarative Statement and Acknowledgment utterances than child-caregiver interactions, while child-caregiver interactions contained fewer Conversational Turns, as well as more Command and Encouragement utterances. Results also indicated high levels of inter-rater reliability. The potential for additions and modifications to be applied to the standard TDC is discussed.

Hand Gestures Have Predictive Potential During Conversation: An Investigation of the Timing of Gestures in Relation to Speech

During face-to-face conversation, transitions between speaker turns are incredibly fast. These fast turn exchanges seem to involve next speakers predicting upcoming semantic information, such that next turn planning can begin before a current turn is complete. Given that face-to-face conversation also involves the use of communicative bodily signals, an important question is how bodily signals such as co-speech hand gestures play into these processes of prediction and fast responding. In this corpus study, we found that hand gestures that depict or refer to semantic information started before the corresponding information in speech, which held both for the onset of the gesture as a whole, as well as the onset of the stroke (the most meaningful part of the gesture). This early timing potentially allows listeners to use the gestural information to predict the corresponding semantic information to be conveyed in speech. Moreover, we provided further evidence that questions with gestures got faster responses than questions without gestures. However, we found no evidence for the idea that how much a gesture precedes its lexical affiliate (i.e., its predictive potential) relates to how fast responses were given. The findings presented here highlight the importance of the temporal relation between speech and gesture and help to illuminate the potential mechanisms underpinning multimodal language processing during face-to-face conversation.

Conversational Eyebrow Frowns Facilitate Question Identification: An Online Study Using Virtual Avatars

Conversation is a time-pressured environment. Recognizing a social action (the ''speech act,'' such as a question requesting information) early is crucial in conversation to quickly understand the intended message and plan a timely response. Fast turns between interlocutors are especially relevant for responses to questions since a long gap may be meaningful by itself. Human language is multimodal, involving speech as well as visual signals from the body, including the face. But little is known about how conversational facial signals contribute to the communication of social actions. Some of the most prominent facial signals in conversation are eyebrow movements. Previous studies found links between eyebrow movements and questions, suggesting that these facial signals could contribute to the rapid recognition of questions. Therefore, we aimed to investigate whether early eyebrow movements (eyebrow frown or raise vs. no eyebrow movement) facilitate question identification. Participants were instructed to view videos of avatars where the presence of eyebrow movements accompanying questions was manipulated. Their task was to indicate whether the utterance was a question or a statement as accurately and quickly as possible. Data were collected using the online testing platform Gorilla. Results showed higher accuracies and faster response times for questions with eyebrow frowns, suggesting a facilitative role of eyebrow frowns for question identification. This means that facial signals can critically contribute to the communication of social actions in conversation by signaling social action-specific visual information and providing visual cues to speakers' intentions.

Looking at gesture: The reciprocal influence between gesture and conversation

INTRODUCTION

There is limited research in group communication treatment for people with aphasia but existing studies report benefits of gesture to support conversation. Gesture supports conversation through recipient design features and reducing linguistic demands of lexical retrieval and formulation. Additionally, gesture serves an affiliative function. However, the relationship between gesture use and gestural capacity has not been widely examined. As part of a larger study on group cohesiveness and conversation, this investigation examined the patterns of co-speech gesture within authentic conversations among persons with aphasia to discern the functions of gesture use for the participants, changes in the use of gesture over time, and the relationship between gesture use and gesture ability.

METHODS

Conversation Analysis (CA) was applied in an embedded case-study design. Three participants received an academic semester of group and individual conversation-based treatment according to Facilitating Authentic Conversation (Damico et al., 2015). Four conversations from the treatment were selected and transcribed for multi-modality communication with CA conventions applied, and then cyclically analysed for patterns of gesture.

RESULTS

Participants demonstrated gesture that served social and linguistic functions: ratifying clinicians' proxy turns, turn-allocation, turn repair, relaying novel visual information, emphasizing content, demonstrating affiliation with the prior speaker, demonstrating their assessment others' talk, and demonstrating humor. All three participants showed an increased rate of gesture per turn and increasingly used gesture to repair conversation breakdown. Increased gesture use over the course of the semester coincided with increased scores for pantomime on the Porch Index of Communicative Ability (Porch, 1981, PICA).

CONCLUSION

Individuals with aphasia demonstrated increased use of gesture for varied purposes and improved gestural processing following a semester of conversation-based treatment. This is significant because gesture is an effective support for the repair of conversation breakdown typical of persons with aphasia.

Listening fast and slow

The pattern of response times in conversation can reveal a lot about how people listen to each other. Fast response times not only telegraph eagerness but provide evidence of attending in such a way as to almost finish the other's sentences. In other situations, slow response times are more appropriate, such as when listening prompts deeper reflection, or to leave space for the enjoyment of an inside joke. Here we argue that close relationships are not marked exclusively by one or the other pattern, but by the ability to toggle effortlessly between the two as the conversation demands.

ChatSubs: A dataset of dialogues in Spanish, Catalan, Basque and Galician extracted from movie subtitles for developing advanced conversational models

The ChatSubs dataset [5] contains dialogue data in Spanish and three of Spain's co-official languages (Catalan, Basque, and Galician). It has been obtained from OpenSubtitles, from which we have gathered the movie subtitles in our languages of interest and processed them to generate clearly segmented dialogues and their turns. The data processing code is publicly accessible. The result is 206.706 JSON files with more than 20 million dialogues and 96 million turns, which represents one of the biggest dialogue corpus available, as other similar datasets in better resourced languages do not reach 500k dialogues or present less defined conversations. Thus, the ChatSubs dataset is an ideal resource for research teams that are interested in training dialogue models in Spanish, Catalan, Basque, and Galician.

Stage 2: Visual information and communication context as modulators of interpersonal coordination in face-to-face and videoconference-based interactions

Interpersonal coordination of body movement-or similarity in patterning and timing of body movement between interaction partners-is well documented in face-to-face (FTF) conversation. Here, we investigated the degree to which interpersonal coordination is impacted by the amount of visual information available and the type of interaction conversation partners are having. To do so within a naturalistic context, we took advantage of the increased familiarity with videoconferencing (VC) platforms and with limited visual information in FTF conversation due to the COVID-19 pandemic. Pairs of participants communicated in one of three ways: FTF in a laboratory setting while socially distanced and wearing face masks; VC in a laboratory setting with a view of one another's full movements; or VC in a remote setting with a view of one another's face and shoulders. Each pair held three conversations: affiliative, argumentative, and cooperative task-based. We quantified interpersonal coordination as the relationship between the two participants' overall body movement using nonlinear time series analyses. Coordination changed as a function of the contextual constraints, and these constraints interacted with coordination patterns to affect subjective conversation outcomes. Importantly, we found patterns of results that were distinct from previous research; we hypothesize that these differences may be due to changes in the broader social context from COVID-19. Taken together, our results are consistent with a dynamical systems view of social phenomena, with interpersonal coordination emerging from the interaction between components, constraints, and history of the system.

The Multiple Perspectives Theory of Mental States in Communication

Inspired by early proposals in philosophy, dominant accounts of language posit a central role for mutual knowledge, either encoded directly in common ground, or approximated through other cognitive mechanisms. Using existing empirical evidence from language and memory, we challenge this tradition, arguing that mutual knowledge captures only a subset of the mental states needed to support communication. In a novel theoretical proposal, we argue for a cognitive architecture that includes separate, distinct representations of the self and other, and a cognitive process that compares these representations continuously during conversation, outputting both similarities and differences in perspective. Our theory accounts for existing data, interfaces with findings from other cognitive domains, and makes novel predictions about the role of perspective in language use. We term this new account the Multiple Perspectives Theory of mental states in communication.

The Dynamic Interplay of Kinetic and Linguistic Coordination in Danish and Norwegian Conversation

In conversation, individuals work together to achieve communicative goals, complementing and aligning language and body with each other. An important emerging question is whether interlocutors entrain with one another equally across linguistic levels (e.g., lexical, syntactic, and semantic) and modalities (i.e., speech and gesture), or whether there are complementary patterns of behaviors, with some levels or modalities diverging and others converging in coordinated fashions. This study assesses how kinematic and linguistic entrainment interact with one another across levels of measurement, and according to communicative context. We analyzed data from two matched corpora of dyadic interaction between-respectively-Danish and Norwegian native speakers engaged in affiliative conversations and task-oriented conversations. We assessed linguistic entrainment at the lexical, syntactic, and semantic level, and kinetic alignment of the head and hands using video-based motion tracking and dynamic time warping. We tested whether-across the two languages-linguistic alignment correlates with kinetic alignment, and whether these kinetic-linguistic associations are modulated either by the type of conversation or by the language spoken. We found that kinetic entrainment was positively associated with low-level linguistic (i.e., lexical) entrainment, while negatively associated with high-level linguistic (i.e., semantic) entrainment, in a cross-linguistically robust way. Our findings suggest that conversation makes use of a dynamic coordination of similarity and complementarity both between individuals as well as between different communicative modalities, and provides evidence for a multimodal, interpersonal synergy account of interaction.

A bibliometrix-based visualization analysis of international studies on conversations of people with aphasia: Present and prospects

In recent years, there has been a rapid increase in the number of people with aphasia due to brain lesions worldwide, which has prompted researchers to carry out in-depth studies on the pathogenesis, inducement and prognosis of aphasia from neurology, clinical medicine, psychology and other disciplines. With the deepening of research and understanding of aphasia, it is generally believed that a single discipline can no longer meet the needs of the academic community. Therefore, multidisciplinary integration has emerged and achieved fruitful results. This paper, based on the biblioshiny package run by R, conducts bibliometric analysis on the international interdisciplinary research status of conversation and aphasia, predicts its future development direction, and provides reference for relevant domestic research from international source journals. The results indicate that led by Australia, the United Kingdom, the United States and other countries, the international conversational aphasia research has formed a complete system, and formed a "descriptive study of patients with language disorders" and "applied study of rehabilitation treatment". In the future, while continuing to focus on these two categories of research, the empathy ability of conversational partners and medical staff may be taken into account, in order to better contribute to improving patients' quality of life.

Talking to strangers: Intention, competence, and opportunity

Despite having more opportunities than ever to connect with strangers, and much to gain from doing so, people often refrain from talking with, and listening to, strangers. We propose a framework that classifies obstacles to connecting with strangers into three categories concerning intention (underestimating the benefits of conversations), competence (misunderstanding how to appear likeable and competent in conversation), and opportunity (being constrained in access to a diverse set of strangers). To promote conversations among strangers, interventions have attempted to calibrate people's expectations, improve their communication, and create more opportunities for strangers to connect. We identify the need to better understand how miscalibrated beliefs emerge and are sustained, what contextual factors impact conversation likelihood, and how conversations evolve as relationships develop.

Filled Pauses Produced by Autistic Adults Differ in Prosodic Realisation, but not Rate or Lexical Type

We examined the use of filled pauses in conversations between homogeneous pairs of autistic and non-autistic adults. A corpus of semi-spontaneous speech was used to analyse the rate, lexical type (nasal "uhm" or non-nasal "uh"), and prosodic realisation (rising, level or falling) of filled pauses. We used Bayesian modelling for statistical analysis. We found an identical rate of filled pauses and an equivalent preference of "uhm" over "uh" across groups, but also a robust group-level difference regarding the intonational realisation of filled pauses: non-autistic controls produced a considerably higher proportion of filled pause tokens realised with the canonical level pitch contour than autistic speakers. Despite the fact that filled pauses are a frequent and impactful part of speech, previous work on their conversational use in autism spectrum disorder (ASD) is limited. Our account is the first to analyse the intonational realisation of filled pauses in ASD and the first to investigate conversations between autistic adults in this context. Our results on rate and lexical type can help to contextualise previous research, while the novel findings on intonational realisation set the stage for future investigations.

Sex differences in the temporal dynamics of autistic children's natural conversations

BACKGROUND

Autistic girls are underdiagnosed compared to autistic boys, even when they experience similar clinical impact. Research suggests that girls present with distinct symptom profiles across a variety of domains, such as language, which may contribute to their underdiagnosis. In this study, we examine sex differences in the temporal dynamics of natural conversations between naïve adult confederates and school-aged children with or without autism, with the goal of improving our understanding of conversational behavior in autistic girls and ultimately improving identification.

METHODS

Forty-five school-aged children with autism (29 boys and 16 girls) and 47 non-autistic/neurotypical (NT) children (23 boys and 24 girls) engaged in a 5-min "get-to-know-you" conversation with a young adult confederate that was unaware of children's diagnostic status. Groups were matched on IQ estimates. Recordings were time-aligned and orthographically transcribed by trained annotators. Several speech and pause measures were calculated. Groups were compared using analysis of covariance models, controlling for age.

RESULTS

Autistic girls used significantly more words than autistic boys, and produced longer speech segments than all other groups. Autistic boys spoke more slowly than NT children, whereas autistic girls did not differ from NT children in total word counts or speaking rate. Autistic boys interrupted confederates' speech less often and produced longer between-turn pauses (i.e., responded more slowly when it was their turn) compared to other children. Within-turn pause duration did not differ by group.

LIMITATIONS

Our sample included verbally fluent children and adolescents aged 6-15 years, so our study results may not replicate in samples of younger children, adults, and individuals who are not verbally fluent. The results of this relatively small study, while compelling, should be interpreted with caution and replicated in a larger sample.

CONCLUSION

This study investigated the temporal dynamics of everyday conversations and demonstrated that autistic girls and boys have distinct natural language profiles. Specifying differences in verbal communication lays the groundwork for the development of sensitive screening and diagnostic tools to more accurately identify autistic girls, and could inform future personalized interventions that improve short- and long-term social communication outcomes for all autistic children.

MEMCONS: How Contemporaneous Note-Taking Shapes Memory for Conversation

Written memoranda of conversations, or memcons, provide a near-contemporaneous record of what was said in conversation, and offer important insights into the activities of high-profile individuals. We assess the impact of writing a memcon on memory for conversation. Pairs of participants engaged in conversation and were asked to recall the contents of that conversation 1 week later. One participant in each pair memorialized the content of the interaction in a memcon shortly after the conversation. Participants who generated memcons recalled more details of the conversations than participants who did not, but the content of recall was equally and largely accurate for both participants. Remarkably, only 4.7% of the details of the conversation were recalled by both of the partners after a week delay. Contemporaneous note-taking appears to enhance memory for conversation by increasing the amount of information remembered but not the accuracy of that information. These findings have implications for evaluating the testimony of participants on conversations with major political or legal ramifications.

Caregiver linguistic alignment to autistic and typically developing children: A natural language processing approach illuminates the interactive components of language development

BACKGROUND

Language development is a highly interactive activity. However, most research on linguistic environment has focused on the quantity and complexity of linguistic input to children, with current models showing that complexity facilitates language in both typically developing (TD) and autistic children.

AIMS

After reviewing existing work on caregiver engagement of children's utterances, we aim to operationalize such engagement with automated measures of linguistic alignment, thereby providing scalable tools to assess caregivers' active reuse of their children's language. By assessing the presence of alignment, its sensitivity to the child's individual differences and how well it predicts language development beyond current models across the two groups, we showcase the usefulness of the approach and provide initial empirical foundations for further conceptual and empirical investigations.

METHODS

We measure lexical, syntactic and semantic types of caregiver alignment in a longitudinal corpus involving 32 adult-autistic child and 35 adult-TD child dyads, with children between 2 and 5 years of age. We assess the extent to which caregivers repeat their children's words, syntax, and semantics, and whether these repetitions predict language development beyond more standard predictors.

RESULTS

Caregivers tend to re-use their child's language in a way that is related to the child's individual, primarily linguistic, differences. Caregivers' alignment provides unique information improving our ability to predict future language development in both typical and autistic children.

CONCLUSIONS

We provide evidence that language development also relies on interactive conversational processes, previously understudied. We share carefully detailed methods, and open-source scripts so as to systematically extend our approach to new contexts and languages.

Medication affordability discussions with older adults in primary care

Introduction

Cost is a major barrier to medication accessibility. While a minority of adults experience problems affording their medications, older adults are particularly vulnerable due to increased polypharmacy and fixed incomes.Clinicians can help reduce cost-related non-adherence and improve medication affordability; however, opportunities to improve affordability are often missed due to failure of the patient or clinician to discuss the issue.

Objective

Identify the incidence and resolution of cost-related conversations between patients and clinicians during primary care visits.

Methods

We conducted this quality improvement project at a primary care office. Student pharmacists observed in-person encounters with patients ≥65 years of age and documented the incidence of cost-related conversations and who initiated the conversation. After the visit, they asked if the patient had affordability issues. Patients and clinicians were blinded to the study purpose and hypothesis.

Results

Students observed 79 primary care visits. Cost conversations (medication or non-medication related) occurred in 37% (29/79) of visits. Having concerns about affordability did not impact the likelihood of conversation about non-medication related healthcare costs (RR = 1.21 95% CI 0.35-4.19, p = 0.67) or medication related costs (RR = 0.86 95% CI 0.13-5.65, p = 1.0).

Conclusion

Our results indicated that cost conversations did not routinely occur at our site. Failure to discuss costs, especially for patients with underlying cost concerns, may lead to cost related non-adherence and worse outcomes.

The experiences of adult patients, families, and healthcare professionals of CPR decision-making conversations in the United Kingdom: A qualitative systematic review

Aim

To conduct a qualitative systematic review on the experiences of patients, families, and healthcare professionals (HCPs) of CPR decision-making conversations in the United Kingdom (UK).

Methods

The databases PubMed, Embase, Emcare, CINAHL, and PsycInfo were searched. Studies published from 1 January 2012 describing experiences of CPR decision-making conversations in the UK were included. Included studies were critically appraised using the CASP tool. Thematic synthesis was conducted.

Results

From 684 papers identified, ten studies were included. Four key themes were identified:(i) Initiation of conversations - Key prompts for the discussion included clinical deterioration and poor prognosis. There are different perspectives about who should initiate conversations.(ii) Involvement of patients and families - HCPs were reluctant to involve patients who they thought would become distressed by the conversation, while patients varied in their desire to be involved. Patients wanted family support while HCPs viewed families as potential sources of conflict.(iii) Influences on the content of conversations - Location, context, HCPs' attitudes and emotions, and uncertainty of prognosis influenced the content of conversations.(iv) Conversation outcomes - Range of outcomes included emotional distress, sense of relief and value, disagreements, and incomplete conversations.

Conclusions

There is inconsistency in how these conversations occur, patients' desire to be involved, and between patients' and HCPs' views on the role of families in these conversations. CPR discussions raise ethical challenges for HCPs. HCPs need training and pastoral support in conducting CPR discussions. Patients and families need education on CPR recommendations and support after discussions.

The development of the conversation skills assessment tool

Background and aims

Having a conversation with someone or even more within a group of people is complex. We are never taught at school how to do it, which implies we consider having a conversation as something simple and straightforward. Instead, we just learn from observing others. Some people are great conversationalists - it comes naturally to them - while others struggle. Some people may not fully understand how the process works, how turn-taking happens, don't understand visual cues such as body language and facial expressions, and fail to comprehend that some topics may be appropriate or inappropriate. This can be the case for both neurotypical and neurodivergent people. The Conversation skills Assessment Tool has been developed in this first instance to help in assessing and examining conversation skills in an intervention with young autistic adults on a virtual platform (a virtual world). This paper will present the evolution of the new measure through the exploratory phase, the development phase and finally a detailed account of the inter-rater reliability process.

Methods

The intervention associated with this study was carried out though a multiple baseline design with 3 autistic participants (in their early 20 s) and took place over 4 phases (15-17 sessions). The sessions involved semi-structured conversations in face-to-face (phases 1 and 4) and virtual (phases 2 and 3) settings and were videotaped with the participants' consent. Twelve of those were used by this study in the development process through iterative inter-rater reliability stages between two coding teams.

Results

Evaluation of the Conversation skills Assessment Tool tool revealed the potential benefit of implementing interventions with measures that more objectively and concretely (e.g., by noting frequencies) assess observable behaviours that are associated with having positive conversations with others. Beyond this, it is anticipated that Conversation skills Assessment Tool can emerge as a tool capable of not only accounting for the environment an interaction takes place in (e.g., professional, casual), but also offers beneficial feedback for both autistic students and other populations (e.g., young children, English language learners).

Conclusions

This measure has the potential to offer quantifiable and trackable guidance to people who have difficulties conversing. The authors do not wish to perpetuate an ableist social construct of what is a 'good' conversation, nor do they suggest that conversation skills training is useful solely for people with communication and/or socialization difficulties. Rather, they hope that Conversation skills Assessment Tool can be adopted more broadly to give both neurotypical and neurodivergent people a better understanding of how to communicate more effectively with others, while also becoming more aware and accepting of differing conversational styles.

Implications

Because of its ability to track (or self-monitor) one's development of conversational skills over time, Conversation skills Assessment Tool could serve as an educative tool in early childhood education. It can be used by occupational/speech therapists and other professionals and also used to self-monitor one's development of conversational skills. Conversation skills Assessment Tool was developed to assess conversation skills on a one-to-one basis; therefore, another iteration of Conversation skills Assessment Tool would have to look at group conversations.

Spontaneous, controlled acts of reference between friends and strangers

Speakers enjoy considerable flexibility in how they refer to a given referent--referring expressions can vary in their form (e.g., "she" vs. "the cat"), their length (e.g., "the (big) (orange) cat"), and more. What factors drive a speaker's decisions about how to refer, and how do these decisions shape a comprehender's ability to resolve the intended referent? Answering either question presents a methodological challenge; researchers must strike a balance between experimental control and ecological validity. In this paper, we introduce the SCARFS (Spontaneous, Controlled Acts of Reference between Friends and Strangers) Database: a corpus of approximately 20,000 English nominal referring expressions (NREs), produced in the context of a communication game. For each NRE, the corpus lists the concept the speaker was trying to convey (from a set of 471 possible target concepts), formal properties of the NRE (e.g., its length), the relationship between the interlocutors (i.e., friend vs. stranger), and the communicative outcome (i.e., whether the expression was successfully resolved). Researchers from diverse disciplines may use this resource to answer questions about how speakers refer and how comprehenders resolve their intended referent--as well as other fundamental questions about dialogic speech, such as whether and how speakers tailor their utterances to the identity of their interlocutor, how second-degree associations are generated, and the predictors of communicative success.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10579-022-09619-y.

Use of the behaviour change wheel to improve everyday person-centred conversations on physical activity across healthcare

Background

An implementation gap exists between the evidence supporting physical activity in the prevention and management of long-term medical conditions and clinical practice. Person-centred conversations, i.e. focussing on the values, preferences and aspirations of each individual, are required from healthcare professionals. However, many currently lack the capability, opportunity, and motivation to have these conversations. This study uses the Behaviour Change Wheel (BCW) to inform the development of practical and educational resources to help bridge this gap.

Methods

The BCW provides a theoretical approach to enable the systematic development of behaviour change interventions. Authors followed the described eight-step process, considered results from a scoping review, consulted clinical working groups, tested and developed ideas across clinical pathways, and agreed on solutions to each stage by consensus.

Results

The behavioural diagnosis identified healthcare professionals’ initiation of person-centred conversations on physical activity at all appropriate opportunities in routine medical care as a suitable primary target for interventions. Six intervention functions and five policy categories met the APEASE criteria. We mapped 17 Behavioural Change Techniques onto BCW intervention functions to define intervention strategies.

Conclusions

This study uses the BCW to outline a coherent approach for intervention development to improve healthcare professionals’ frequency and quality of conversations on physical activity across clinical practice. Time-sensitive and role-specific resources might help healthcare professionals understand the focus of their intervention. Educational resources aimed at healthcare professionals and patients could have mutual benefit, should fit into existing care pathways and support professional development. A trusted information source with single-point access via the internet is likely to improve accessibility. Future evaluation of resources built and coded using this framework is required to establish the effectiveness of this approach and help improve understanding of what works to change conversations around physical activity in clinical practice.

Conversational metrics, psychopathological dimensions and self-disturbances in patients with schizophrenia

Difficulties in interpersonal communication, including conversational skill impairments, are core features of schizophrenia. However, very few studies have performed conversation analyses in a clinical population of schizophrenia patients. Here we investigate the conversational patterns of dialogues in schizophrenia patients to assess possible associations with symptom dimensions, subjective self-disturbances and social functioning. Thirty-five schizophrenia patients were administered the Positive and Negative Syndrome Scale (PANSS), the Clinical Language Disorder Rating Scale (CLANG), the Scale for the Assessment of Thought, Language and Communication (TLC), the Examination of Anomalous Self-Experience Scale (EASE), and the Social and Occupational Functioning Assessment Scale (SOFAS). Moreover, participants underwent a recorded semi-structured interview, to extract conversational variables. Conversational data were associated with negative symptoms and social functioning, but not with positive or disorganization symptoms. A significant positive correlation was found between "pause duration" and the EASE item "Spatialization of thought". The present study suggests an association between conversational patterns and negative symptom dimension of schizophrenia. Moreover, our findings evoke a relationship between the natural fluidity of conversation and of the natural unraveling of thoughts.

Epidemiology of Connectional Silence in specialist serious illness conversations

CONTEXT

Human connection can reduce suffering and facilitate meaningful decision-making amid the often terrifying experience of hospitalization for advanced cancer. Some conversational pauses indicate human connection, but we know little about their prevalence, distribution or association with outcomes.

PURPOSE

To describe the epidemiology of Connectional Silence during serious illness conversations in advanced cancer.

METHODS

We audio-recorded 226 inpatient palliative care consultations at two academic centers. We identified pauses lasting 2+ seconds and distinguished Connectional Silences from other pauses, sub-categorized as either Invitational (ICS) or Emotional (ECS). We identified treatment decisional status pre-consultation from medical records and post-consultation via clinicians. Patients self-reported quality-of-life before and one day after consultation.

RESULTS

Among all 6769 two-second silences, we observed 328 (4.8%) ECS and 240 (3.5%) ICS. ECS prevalence was associated with decisions favoring fewer disease-focused treatments (OR_adj: 2.12; 95% CI: 1.12, 4.06). Earlier conversational ECS was associated with improved quality-of-life (p = 0.01). ICS prevalence was associated with clinicians' prognosis expectations.

CONCLUSIONS

Connectional Silences during specialist serious illness conversations are associated with decision-making and improved patient quality-of-life. Further work is necessary to evaluate potential causal relationships.

PRACTICE IMPLICATIONS

Pauses offer important opportunities to advance the science of human connection in serious illness decision-making.

Questions and deception: How to ask better questions and elicit the truth

Questions are important tools for uncovering information, but to avoid deception, question askers must be strategic in what and how they ask-and consider the social implications of their questions. Askers should consider that in addition to soliciting information, questions also signal information about expected answers, askers' own knowledge, and the parties' relationship. We review literature on deception, conversations, and impression management to discuss signals embedded in question phrasing, and how these signals affect the truthfulness of respondents' disclosures. Askers can increase truthful disclosure by remaining neutral about the desirability of possible responses, conveying knowledge of the topic, and signaling trust. We identify how asking better questions requires being more cognizant of the informational and relational signals that questions send.

Optimism and pessimism analysis using deep learning on COVID-19 related twitter conversations

This paper proposes a new deep learning approach to better understand how optimistic and pessimistic feelings are conveyed in Twitter conversations about COVID-19. A pre-trained transformer embedding is used to extract the semantic features and several network architectures are compared. Model performance is evaluated on two new, publicly available Twitter corpora of crisis-related posts. The best performing pessimism and optimism detection models are based on bidirectional long- and short-term memory networks. Experimental results on four periods of the COVID-19 pandemic show how the proposed approach can model optimism and pessimism in the context of a health crisis. There is a total of 150,503 tweets and 51,319 unique users. Conversations are characterised in terms of emotional signals and shifts to unravel empathy and support mechanisms. Conversations with stronger pessimistic signals denoted little emotional shift (i.e. 62.21% of these conversations experienced almost no change in emotion). In turn, only 10.42% of the conversations laying more on the optimistic side maintained the mood. User emotional volatility is further linked with social influence.

Organizational readiness to implement the Serious Illness Care Program in hospital settings in Sweden

Background

The Serious Illness Care Program (SICP) is a model developed for structured communication, identifying patients, and training physicians to use a structured guide for conversations with patients and family members. However, there is a lack of knowledge regarding the sustainable implementation of this conversation model. Therefore, the aim of this study was to identify barriers and enablers during the implementation of the SICP in hospital settings.

Methods

The SICP was implemented at 20 units in two hospitals in Sweden. During the implementation process, seven individual interviews and two group interviews were conducted with seven facilitators (five physicians, one behavioral therapist, and one administrator). Data were analyzed using qualitative content analysis, first inductively, and then deductively using the organizational readiness for change as a theoretical framework.

Result

The analysis resulted in three factors acting as enablers and eight factors acting as enablers and/or barriers during the implementation of the SICP. The three factors considered as enablers were preliminaries, identifying patients, and facilitator’s role. The eight factors considered as enablers and/or barriers were broad implementation, leadership, time, confidence, building foundation, motivation to work change, motivation for training in serious illness conversations, and attitudes.

Conclusion

This study indicates limited readiness to implement the SICP in hospital settings due to considerable variation in organizational contextual factors, change efficacy, and change commitment. The identified enablers and barriers for implementation of the SICP could guide and support future implementations to be sustainable over time.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12913-022-07923-5.

Increasing conversations between older adults with dementia using textual stimuli

Dementia often leads to behavior changes such as deficits in communication and social interaction; one effective antecedent strategy for improving communication involves rearranged or supplemental stimuli. In the present study, researchers placed individualized textual prompts on the dinner table of three women at an assisted-living facility. Textual stimuli included prompts such as "Debbie, ask Pat where she liked to travel," and led to increases in conversation duration. The results suggest that antecedent interventions can improve social interactions for individuals with dementia with minimal involvement of caregivers.Textual prompts may improve social communication between individuals with dementia.Salient stimuli, such as participants' names, may be necessary to facilitate conversation.The textual intervention requires minimal training and response effort from caregivers and care staff.Improvements in conversation duration maintained at 6 months post-study.

Clinician and Patient Perception of a Voice Therapy Program Utilizing a Variably Occluded Face Mask: A Pilot Study

OBJECTIVE

The purpose of this investigation was to assess clinician and patient feedback about voice therapy using a variably occluded face mask (VOFM) and to determine if voice therapy augmented via a VOFM would result in favorable changes in patient self-perceived handicap, as well as acoustic and aerodynamic measures.

METHODS/DESIGN

This pilot study used a prospective, pre-post single group design. Eleven patients with dysphonia due to primary muscle tension dysphonia (8) or benign vocal fold lesions (3) were recruited. Data collected included patient and clinician feedback of voice therapy using a VOFM, voice handicap index (VHI)-10, acoustic and aerodynamic measures. Data were collected before treatment (baseline) and 1-week post-therapy. Wilcoxon signed-rank tests were used to compare data pre- and post-therapy.

RESULTS

Statistically significant improvement was observed for the VHI-10 with a median delta of -7. Clinician feedback generally reported that patients liked the VOFM, using the VOFM within the first two sessions of therapy, and within less than 10 min of use. All clinicians ranked the conversation level of the hierarchy as the most effective level. Three themes emerged from the Therapy Feedback Form: the VOFM was a (1) "Facilitator for Sensation," (2) a "Physical Tool," and that there was (3) "No Program Needed" to use the VOFM in voice therapy. There was a statistically significant improvement in cepstral peak prominence (p = 0.0329) and cepstral spectral index of dysphonia (p = 0.0164) in sustained vowels.

DISCUSSION

This pilot study represents the first investigation into clinician and patient perceptions of using a VOFM. Reported measures via patient perception, as well as clinician perceptions, and some acoustic and aerodynamic measures showed that participants got better with VOFM voice therapy. Last, in general, both clinicians and patients liked utilizing a VOFM in voice therapy.

Speech dysfunction, cognition, and Parkinson's disease

Communication difficulties are a ubiquitous symptom of Parkinson's disease and include changes to both motor speech and language systems. Communication challenges are a significant driver of lower quality of life. They are associated with decreased communication participation, social withdrawal, and increased risks for social isolation and stigmatization in persons with Parkinson's disease. Recent theoretical advances and experimental evidence underscore the intersection of cognition and motor processes in speech production and their impact on spoken language. This chapter overviews a growing evidence base demonstrating that cognitive impairments interact with motor changes in Parkinson's disease to negatively affect communication abilities in myriad ways, at all stages of the disease, both in the absence and presence of dementia. The chapter highlights common PD interventions (pharmacological, surgical, and non-pharmacological) and how cognitive influences on speech production outcomes are considered in each.

Overrated gaps: Inter-speaker gaps provide limited information about the timing of turns in conversation

Corpus analyses have shown that turn-taking in conversation is much faster than laboratory studies of speech planning would predict. To explain fast turn-taking, Levinson and Torreira (2015) proposed that speakers are highly proactive: They begin to plan a response to their interlocutor's turn as soon as they have understood its gist, and launch this planned response when the turn-end is imminent. Thus, fast turn-taking is possible because speakers use the time while their partner is talking to plan their own utterance. In the present study, we asked how much time upcoming speakers actually have to plan their utterances. Following earlier psycholinguistic work, we used transcripts of spoken conversations in Dutch, German, and English. These transcripts consisted of segments, which are continuous stretches of speech by one speaker. In the psycholinguistic and phonetic literature, such segments have often been used as proxies for turns. We found that in all three corpora, large proportions of the segments comprised of only one or two words, which on our estimate does not give the next speaker enough time to fully plan a response. Further analyses showed that speakers indeed often did not respond to the immediately preceding segment of their partner, but continued an earlier segment of their own. More generally, our findings suggest that speech segments derived from transcribed corpora do not necessarily correspond to turns, and the gaps between speech segments therefore only provide limited information about the planning and timing of turns.

Assessment and Treatment of Prosody Behavior in Individuals with Level 1 Autism: A Review and Call for Research

Differences in prosody behavior between individuals with autism spectrum disorder (ASD) and their typically developing peers have been considered a central feature of ASD since the earliest clinical descriptions of the disorder (e.g., Kanner, 1943/1973). Prosody includes pitch and volume among other dimensions of vocal-verbal behavior that discriminate responses of the listener; thus, people with ASD whose prosody has confusing or off-putting effects may have fewer social opportunities at work, at school, or in the community. The purpose of this review is to examine the state of the literature intervening on prosody with individuals with ASD and to provide recommendations for researchers who are interested in contributing to the scientific understanding of prosody.

Reciprocity in Conversation

This work provides initial evidence of reciprocity in conversation. We tested whether conversations with contribution imbalances brought on by task demands contained attempts to redress the created imbalance. Pairs of participants identified public art via phone communication. One member of the pair, the director, gave instructions using a map while the other, the follower, walked around a small town finding public art pieces. Later, trained raters coded the participants' transcribed conversational turns as either on-task or off-task. As observed in similar studies, directors spoke more in on-task portions of the dialogue. We newly found that in off-task communication, followers spoke more than their directors and used a greater number of words per turn than their directors. We interpret the pattern as reflecting behaviors leading toward balance in contributions across the conversation as a whole, a process we refer to as reciprocity in conversation.

Using the Medical Research Council framework and public involvement in the development of a communication partner training intervention for people with primary progressive aphasia (PPA): Better Conversations with PPA

Background

Primary progressive aphasia is a language-led dementia resulting in a gradual dissolution of language. Primary progressive aphasia has a significant psychosocial impact on both the person and their families. Speech and language therapy is one of the only available management options, and communication partner training interventions offer a practical approach to identify strategies to support conversation. The aim of this study was to define and refine a manual and an online training resource for speech and language therapists to deliver communication partner training to people with primary progressive aphasia and their communication partners called Better Conversations with primary progressive aphasia.

Methods

The Better Conversations with primary progressive aphasia manual and training program were developed using the Medical Research Council framework for developing complex interventions. The six-stage development process included 1. Exploratory review of existing literature including principles of applied Conversation Analysis, behaviour change theory and frameworks for chronic disease self-management, 2. Consultation and co-production over 12 meetings with the project steering group comprising representatives from key stakeholder groups, 3. Development of an initial draft, 4. Survey feedback followed by a consensus meeting using the Nominal Group Techniques with a group of speech and language therapists, 5. Two focus groups to gather opinions from people with PPA and their families were recorded, transcribed and Thematic Analysis used to examine the data, 6. Refinement.

Results

Co-production of the Better Conversations with primary progressive aphasia resulted in seven online training modules, and a manual describing four communication partner training intervention sessions with accompanying handouts. Eight important components of communication partner training were identified in the aggregation process of the Nominal Group Technique undertaken with 36 speech and language therapists, including use of video feedback to focus on strengths as well as areas of conversation breakdown. Analysis of the focus groups held with six people with primary progressive aphasia and seven family members identified three themes 1) Timing of intervention, 2) Speech and language therapists’ understanding of types of dementia, and 3) Knowing what helps. These data informed refinements to the manual including additional practice activities and useful strategies for the future.

Conclusions

Using the Medical Research Council framework to develop an intervention that is underpinned by a theoretical rationale of how communication partner training causes change allows for the key intervention components to be strengthened. Co-production of the manual and training materials ensures the intervention will meet the needs of people with primary progressive aphasia and their communication partners. Gathering further data from speech and language therapists and people living with primary progressive aphasia and their families to refine the manual and the training materials enhances the feasibility of delivering this in preparation for a phase II NHS-based randomised controlled pilot-feasibility study, currently underway.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12877-021-02561-8.

Visual information and communication context as modulators of interpersonal coordination in face-to-face and videoconference-based interactions

Interpersonal coordination of body movement-or the similarity in patterning and timing of body movement between interaction partners over time-is a well-documented phenomenon in face-to-face (FTF) conversation. The present study will investigate the degree to which interpersonal coordination is impacted by the amount of visual information available and the type of interaction conversation partners are having. To do so within a naturalistic context, we take advantage of changes induced by the 2020 COVID-19 pandemic. The pandemic has changed communication, with mitigation efforts having forced nearly everyone to engage over videoconferencing (VC) platforms (which limit body visibility but not face visibility) or to meet FTF with public health constraints (which limit face visibility but not body visibility). We will ask 69 pairs of participants to communicate in one of three ways: (1) socially distanced FTF while wearing masks; (2) VC in a laboratory where each partner will see one another's full torso; or (3) VC in a remote setting where each partner will see only one another's face and shoulders. Each pair will hold three conversations: (a) affiliative, (b) argumentative, and (c) task-based. We will quantify interpersonal coordination by extracting overall amounts of movement from videos of the participants using well-validated computer vision methods and then calculating the relationship between the two participants' movement using nonlinear time series analyses. In doing so, we will be able to identify the degree to which visual information and conversational context shape the emergence of interpersonal coordination within now-naturalistic modes of interaction.

Understanding Miscommunication: Speech Act Recognition in Digital Contexts

Successful language use requires accurate intention recognition. However, sometimes this can be undermined because communication occurs within an interpersonal context. In this research, I used a relatively large set of speech acts (n = 32) and explored how variability in their inherent face-threat influences the extent to which they are successfully recognized by a recipient, as well as the confidence of senders and receivers in their communicative success. Participants in two experiments either created text messages (senders) designed to perform a specific speech act (e.g., agree) or interpreted those text messages (receivers) in terms of the specific speech act being performed. The speech acts were scaled in terms of their degree of face threat. In both experiments, speech acts that were more threatening were less likely to be correctly recognized than those that were less threatening. Additionally, the messages of the more threatening speech acts were longer and lower in clout than the less threatening speech acts. Senders displayed greater confidence in communicative success than receivers, but judgments of communicative success (for both senders and receivers) were unrelated to actual communicative success. The implications of these results for our understanding of actual communicative episodes are discussed.

Structural priming in question-answer dialogues

We explored whether speakers self-prime during question-answer dialogues. Experimenters called restaurants and asked two questions. The first was about the timing of different menu options ((At)What time do you stop serving breakfast?), and the second was about the closing time of the restaurant ((At)What time do you close?). Participants were more likely to use a preposition in their responses (At 7 vs. 7) when experimenters used a preposition in their question. However, the participants' use of a preposition (or not) in their first response did not prime the use of a preposition in their second response (i.e., no self-priming). The lack of self-priming in these data provide support for error-based theories of structural priming, and against activation-based accounts of priming.

A focus on accuracy in misinformed mothers puts young children at risk for false memories

This research examined how mothers' goal orientation and exposure to misinformation can shape how mothers engage their children in conversation about past experiences and consequently affect the accuracy of children's memory reports. To investigate this question, 169 mothers were asked to talk with their preschool-age children (M_age = 55 months, SD = 6.15; 90 female) about an earlier nonshared event. Some mothers were instructed to focus on eliciting an accurate account, whereas others were told to talk naturally as in everyday life. Before this conversation, some mothers in each goal condition were exposed to misleading information about what their children experienced. Mothers focused on accuracy exhibited more bias in their conversations than those centered on talking naturally. When later interviewed, children with accuracy-focused mothers made more false reports and recalled less correct details than those with natural-focused mothers. These trends were found even when mothers were not misinformed. The implications of these results for children's eyewitness memory and suggestibility are discussed.

Autistic children's language imitation shows reduced sensitivity to ostracism

In dialogue, speakers tend to imitate, or align with, a partner's language choices. Higher levels of alignment facilitate communication and can be elicited by affiliation goals. Since autistic children have interaction and communication impairments, we investigated whether a failure to display affiliative language imitation contributes to their conversational difficulties. We measured autistic children's lexical alignment with a partner, following an ostracism manipulation which induces affiliative motivation in typical adults and children. While autistic children demonstrated lexical alignment, we observed no affiliative influence on ostracised children's tendency to align, relative to controls. Our results suggest that increased language imitation-a potentially valuable form of social adaptation-is unavailable to autistic children, which may reflect their impaired affective understanding.

Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation

In conversation, the listener plays an active role in conversation success, specifically by providing listener feedback which signals comprehension and interest. Previous work has shown that frequency of feedback positively correlates with conversation success. Because individuals with ASD are known to struggle with various conversational skills, e.g., turn-taking and commenting, this study examines their use of listener feedback by comparing the frequency of feedback produced by 20 adolescents with ASD and 23 neurotypical (NT) adolescents. We coded verbal and nonverbal listener feedback during the time when participants were listening in a semi-structured interview with a research assistant. Results show that ASD participants produced significantly fewer instances of listener feedback than NT adolescents, which likely contributes to difficulties with social interactions.

Mindreading in conversation

How is human social intelligence engaged in the course of ordinary conversation? Standard models of conversation hold that language production and comprehension are guided by constant, rapid inferences about what other agents have in mind. However, the idea that mindreading is a pervasive feature of conversation is challenged by a large body of evidence suggesting that mental state attribution is slow and taxing, at least when it deals with propositional attitudes such as beliefs. Belief attributions involve contents that are decoupled from our own primary representation of reality; handling these contents has come to be seen as the signature of full-blown human mindreading. However, mindreading in cooperative communication does not necessarily demand decoupling. We argue for a theoretical and empirical turn towards "factive" forms of mentalizing here. In factive mentalizing, we monitor what others do or do not know, without generating decoupled representations. We propose a model of the representational, cognitive, and interactive components of factive mentalizing, a model that aims to explain efficient real-time monitoring of epistemic states in conversation. After laying out this account, we articulate a more limited set of conversational functions for nonfactive forms of mentalizing, including contexts of meta-linguistic repair, deception, and argumentation. We conclude with suggestions for further research into the roles played by factive versus nonfactive forms of mentalizing in conversation.

Other-initiations of repair by children with developmental language disorder in speech-language therapy and non-institutional play

This study explores the use of other-initiations of repair by children with developmental language disorder (DLD). The data are children's video-recorded language assessment sessions, speech-language therapy sessions and two kinds of non-institutional play sessions, parent-child and peer play. The videotapes were transcribed following CA conventions focusing on speech and relevant embodied actions. Other-initiations of repair were identified, collected and analyzed. The analysis focuses on open requests and candidate understandings which were the two most common types of other-initiation of repair in the data. The types of other-initiation of repair were similar to those found in adult interactions and by neurotypical children. Repair sequences were regularly short consisting only of three turns. Other-initiations of repair typically emerged in certain contexts: open requests were regularly used after sudden topical shifts, child's inattention, or long and complex setting of language tasks in assessment and therapy, whereas candidate understandings were mostly used for confirming the children's inferences of the meaning of unclear references or wider semantic content in free conversation. This indicates that the local sequential context influences the types of problems the children with DLD encounter, and the types of problems determine how the children other-initiate repair to solve these problems. Thus, the sequential context should be considered in a detailed manner when assessing children's communication skills and studying other-initiations of repair.

Comparison of Disfluent and Ungrammatical Speech of Preadolescents with and without ASD

This paper analyses disfluencies and ungrammatical expressions in the speech of 11-13-year-old Finnish-speaking boys with ASD (N = 5) and with neurotypical development (N = 6). The ASD data were from authentic group therapy sessions and neurotypical data from teacher-led group discussions. The proportion of disfluencies and ungrammatical expressions was greater in the speech of participants with ASD (26.4%) than in the control group (15.5%). Furthermore, a qualitative difference was noted: The ASD group produced long, complex disfluent turns with word searches, self-repairs, false starts, fillers, prolongations, inconsistent syntactic structures and grammatical errors, whereas in the control group, the disfluencies were mainly fillers and sound prolongations. The disfluencies and ungrammatical expressions occurring in the ASD participants' interactions also caused comprehension problems.