@article{GroenewoldBastiaanseNickelsetal.2015,
  author    = {Groenewold, Rimke and Bastiaanse, Roelien and Nickels, Lyndsey and Wieling, Martijn and Huiskes, Mike},
  title     = {The differential effects of direct and indirect speech on discourse comprehension in Dutch and English listeners with and without aphasia},
  series = {Aphasiology : an international, interdisciplinary journal},
  volume    = {29},
  journal   = {Aphasiology : an international, interdisciplinary journal},
  number    = {6},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0268-7038},
  doi       = {10.1080/02687038.2014.977217},
  pages     = {685 -- 704},
  year      = {2015},
  abstract  = {Background: In a previous study, we demonstrated that narratives containing direct speech constructions were easier to comprehend than narratives with indirect speech constructions for Dutch listeners with and without aphasia. There were two possible explanations for this finding: either that direct speech has increased liveliness compared to indirect speech or that direct speech is less grammatically complex. Aims: This study aimed to provide further insight into the mechanisms underlying the differences between direct and indirect speech constructions on discourse comprehension in Dutch. More specifically, it aimed to examine the role that the grammatical characteristics of direct and indirect speech play in discourse comprehension success by comparing English- and Dutch-speaking individuals with and without aphasia. Methods \& Procedures: An English version of the Dutch iPad-based Direct Speech Comprehension (DISCO) test was developed. Twenty individuals with aphasia and 19 neurologically healthy control participants were presented with spoken narratives that contained either direct or indirect speech constructions. Their performance was compared to that of the participants of the Dutch DISCO study. To assess the effect of language on performance, we conducted a single analysis in which we contrasted the English data with the Dutch data. Outcomes \& Results: Control participants performed better than participants with aphasia; English-speaking participants performed worse than Dutch participants, and narratives containing direct speech were easier to comprehend than narratives with indirect speech constructions. However, a subsequent analysis including only individuals with aphasia showed that the Dutch group differed from the English-speaking group: direct speech was only beneficial for the Dutch participants with aphasia. Conclusions: This study expanded on the findings of a previous study, in which a facilitating effect of direct over indirect speech constructions for audiovisual discourse comprehension was found. The differential effects of direct speech on comprehension in Dutch and English showed that rather than one or other explanation being "correct", both liveliness and grammatical characteristics play a role in discourse comprehension success. Grammatically less complex constructions (direct speech) are not necessarily always easier to comprehend than grammatically more complex constructions (indirect speech) for individuals with aphasia. In our study grammatically simple constructions introduced grammatical ambiguity and therefore possible interpretation difficulties for the English-speaking participants with aphasia.},
  language  = {en}
}
@article{HeffnerFuhrmeisterLuthraetal.2022,
  author    = {Heffner, Christopher C. and Fuhrmeister, Pamela and Luthra, Sahil and Mechtenberg, Hannah and Saltzman, David and Myers, Emily B.},
  title     = {Reliability and validity for perceptual flexibility in speech},
  series = {Brain and language : a journal of clinical, experimental and theoretical research},
  volume    = {226},
  journal   = {Brain and language : a journal of clinical, experimental and theoretical research},
  publisher = {Elsevier},
  address   = {Amsterdam [u.a.]},
  issn      = {0093-934X},
  doi       = {10.1016/j.bandl.2021.105070},
  pages     = {11},
  year      = {2022},
  abstract  = {The study of perceptual flexibility in speech depends on a variety of tasks that feature a large degree of variability between participants. Of critical interest is whether measures are consistent within an individual or across stimulus contexts. This is particularly key for individual difference designs that are deployed to examine the neural basis or clinical consequences of perceptual flexibility. In the present set of experiments, we assess the split-half reliability and construct validity of five measures of perceptual flexibility: three of learning in a native language context (e.g., understanding someone with a foreign accent) and two of learning in a non-native context (e.g., learning to categorize non-native speech sounds). We find that most of these tasks show an appreciable level of split-half reliability, although construct validity was sometimes weak. This provides good evidence for reliability for these tasks, while highlighting possible upper limits on expected effect sizes involving each measure.},
  language  = {en}
}
@article{SchroedersSchipolowskiBoehme2015,
  author    = {Schroeders, Ulrich and Schipolowski, Stefan and B{\"o}hme, Katrin},
  title     = {Typical intellectual engagement and achievement in math and the sciences in secondary education},
  series = {Learning and individual differences},
  volume    = {43},
  journal   = {Learning and individual differences},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2015.08.030},
  pages     = {31 -- 38},
  year      = {2015},
  abstract  = {Typical Intellectual Engagement (TIE) is considered a key trait in explaining individual differences in educational achievement in advanced academic or professional settings. Research in secondary education, however, has focused on cognitive and conative factors rather than personality. In the present large-scale study, we investigated the relation between TIE and achievement tests in math and science in Grade 9. A three-dimensional model (reading, contemplation, intellectual curiosity) provided high theoretical plausibility and satisfactory model fit. We quantified the predictive power of TIE with hierarchical regression models. After controlling for gender, migration background, and socioeconomic status, TIE contributed substantially to the explanation of math and science achievement. However, this effect almost disappeared after fluid intelligence and interest were added into the model. Thus, we found only limited support for the significance of TIE on educational achievement at least for subjects more strongly relying on fluid abilities such as math and science. (C) 2015 Elsevier Inc. All rights reserved.},
  language  = {en}
}