We describe a selective fabrication approach for vdWHSs, leveraging electron-beam (EB) irradiation in a chemical vapor deposition process. Our observations reveal two contrasting growth modes for 2D materials. A positive mode shows nucleation on irradiated graphene and tungsten disulfide (WS2) substrates. Conversely, a negative mode shows no nucleation on irradiated graphene. Growth mode is determined by controlling the air contact of the irradiated substrate and the interval between irradiation and growth. We investigated the selective growth mechanism using Raman mapping, Kelvin-probe force microscopy, X-ray photoelectron spectroscopy, and density-functional theory modeling techniques. The selective growth observed can be attributed to the intricate interplay between EB-induced defects, carbon species adsorption, and electrostatic interaction. Toward industrial-scale fabrication of 2D-material-based devices, the presented method is a pivotal step.

This study investigates three central research questions, one of which includes: (a) Do individuals with and without autism demonstrate different patterns of disfluencies in response to direct versus averted experimenter gaze? How do these patterns relate to factors like gender, skin conductance responses, fixations on the face of the experimenter, alexithymia, or scores for social anxiety? In conclusion, (c) is eye-tracking and electrodermal activity data capable of discerning listener-oriented from speaker-oriented disfluencies?
A live, face-to-face study involving 80 participants (40 autistic, 40 neurotypical adults), and using wearable eye-tracking and electrodermal activity sensors, assessed word definitions. The experimenter's gaze was either fixed on the participants' eyes (direct gaze condition) or looked elsewhere (averted gaze).
Autistic individuals' language production frequently shows less consideration for the listener's understanding and engagement.
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Here is a list of ten sentences, uniquely structured to emphasize speaker-centered features. They are designed to showcase a more frequent occurrence of disfluencies (such as pauses and breath-controlled utterances) than typical speech. industrial biotechnology In each of the two categories, men demonstrated a reduced yield.
In comparison to women, men exhibit a distinct characteristic. The speech of both autistic and neurotypical persons responds to the consistent or inconsistent eye gaze of their interlocutor, yet their reactions to this visual cue demonstrate the opposite effect. bio-analytical method While stress, social attention, alexithymia, and social anxiety levels were assessed, these factors did not impact the observed disfluencies, suggesting a primarily linguistic origin. In the final analysis, measurements of electrodermal activity and eye movements imply that the experience of laughter could be a recipient-centered example of speech difficulty.
The article examines disfluencies in autistic and neurotypical adults with a granular focus, controlling for variables including social attention, stress experienced, and the experimental condition of direct versus averted gaze. This research offers a substantial contribution to the current body of knowledge on autism and speech, illuminating speech patterns in autism, exploring disfluency patterns as social signals, tackling the theoretical dilemma of distinguishing listener-oriented from speaker-oriented disfluencies, and considering understudied phenomena like laughter and breath as potential disfluencies.
The article, accessible via the provided DOI, presents a compelling analysis of the subject matter.
A detailed investigation into the subject, as detailed in the cited research, offers significant insights.

The dual-task method has frequently been utilized for assessing stroke-related impairments because it measures behavioral output in the context of distracting stimuli, mirroring the demands encountered in real-life settings. Synthesizing studies exploring dual-task effects in adults with stroke, including transient ischemic attacks (TIA) and post-stroke aphasia, this systematic review examines the implications for spoken language production.
Eligible peer-reviewed articles were retrieved through a search conducted across five databases, spanning from the beginning of each database's existence to March 2022. A comprehensive review of 21 studies resulted in a total of 561 stroke patients. Thirteen studies were dedicated to the generation of single words, including word fluency, and eight to the production of discourse, such as storytelling. Major stroke survivors were included in many of the reviewed studies. Six research projects concentrated on aphasia, but no investigation touched upon TIA. The lack of uniformity in outcome measures made a meta-analysis unsuitable.
Different studies examining single-word production tasks have presented differing conclusions on the presence of dual-task language effects. A further layer of complexity was added to this finding through the lack of appropriate control subjects. Motoric tasks were integral parts of the dual-task conditions employed in numerous single-word and discourse studies. Our assessment of certainty (or confidence) stemmed from a methodical evaluation of each study, along with details on its reliability and fidelity. In light of the fact that only 10 of the 21 studies included appropriate control groups, and showed a constraint in the reliability/fidelity of their data, the confidence in the results is deemed to be weak.
Single-word studies, especially those dedicated to aphasia and half of the non-aphasia studies, indicated the presence of language-specific dual-task costs. In contrast to investigations focused on individual words, nearly all discourse analyses demonstrated reductions in performance on multiple metrics.
A rigorous examination of a new method for managing speech sound disorders in childhood mandates a careful study of its effects on diverse language features.
Insights into the research discussed within the document located at https://doi.org/10.23641/asha.23605311 are presented.

Variations in lexical stress—trochaic or iambic—could potentially affect the skill development of word acquisition and production in children using cochlear implants. Lexical stress effects on word learning in Greek-speaking children with CIs were the central focus of this study.
The word learning protocol consisted of two parts: a word production task and a word identification task. To assess the stress patterns in language, a set of eight pairs of two-syllable non-words, featuring the same phonetic elements but differentiated by the placement of the stress (eight trochaic and eight iambic), together with their pictorial representations, was designed and given to 22 Greek-speaking children with learning disabilities (aged 4 years and 6 months to 12 years and 3 months) having normal nonverbal intelligence and to 22 comparable controls with normal hearing and no additional difficulties.
Regardless of the lexical stress pattern, children with cochlear implants (CIs) exhibited a lower performance level than their hearing peers in all word-learning tasks. The control group demonstrated a considerably higher number of words produced and accuracy rates in their word production tasks, while the experimental group showed a noticeably lower performance in both areas. The impact of lexical stress patterns on word production was observed in the CI group, although word identification proved unaffected. Children with cochlear implants displayed more precise pronunciation of iambic words than trochaic words; this difference is hypothesized to be a consequence of more effective vowel production. Interestingly, the production of stress proved less precise when applied to iambic words than when applied to trochaic words. Subsequently, the stress patterns evident in iambic words were closely linked to the outcomes of speech and language assessments for children with CIs.
In the word-learning task that was given, Greek children equipped with cochlear implants (CIs) showed less proficient performance compared to children with normal hearing (NH). In the case of children utilizing cochlear implants, performance demonstrated a disconnect between perceptual and articulatory processes, revealing complex associations between the segmental and prosodic features of speech. Selleckchem Proteinase K Pilot findings propose that the stress placement in iambic words may serve as an indicator of the evolution in language and speech.
A comparative analysis of the word-learning task revealed that Greek children with CIs demonstrated a lower performance than children with normal hearing. Children's CIs performance exhibited a divergence between perception and production, underscoring multifaceted relationships between the segmental and prosodic aspects of verbal expression. Exploratory data suggests that stress distribution in iambic words could potentially serve as an indicator of progress in speech and language growth.

While hearing assistive technology (HAT) has proven beneficial for improving speech-in-noise perception (SPIN) in children with autism spectrum disorder (ASD), its effectiveness in tonal language environments is not yet fully established. Sentence-level SPIN proficiency was contrasted between Chinese children exhibiting ASD and neurotypical children, with a concomitant examination of the role of HAT in enhancing SPIN performance and lessening the burdens of SPIN tasks.
Children experiencing Autism Spectrum Disorder (ASD) can encounter a variety of difficulties, necessitating specialized interventions and support systems.
26 neurotypical children and 26 children classified as not having neurological differences.
In a constant background noise setting, children aged six to twelve undertook two adaptive listening tests, supplemented by three fixed-level listening tests in quiet settings, steady-state noise settings, and steady-state noise settings with and without the aid of hearing assistive technology (HAT). The evaluation of speech recognition thresholds (SRTs) leveraged adaptive testing procedures, in contrast to fixed-level tests for accuracy rate assessment. Parental and teacher assessments of listening difficulties in the ASD group's children were documented via questionnaires in six scenarios before and after a ten-day HAT trial period.
The two child groups displayed comparable silent response times, yet the ASD group demonstrated a markedly lower accuracy rate on the SPIN test than the neurotypical group.