The ability to associate different types of number representations referring to the same quantity (symbolic Arabic numerals, signed/spoken number words, and nonsymbolic quantities), is an important predictor of overall mathematical success. This foundational skill-mapping-has not been examined in deaf and hard-of-hearing (DHH) children. To address this gap, we studied 188 4 1/2 to 9-year-old DHH and hearing children and systematically examined the relationship between their language experiences and mapping skills. We asked whether the timing of children's language exposure (early vs. later), the modality of their language (signed vs. spoken), and their rote counting abilities related to mapping performance. We found that language modality did not significantly relate to mapping performance, but timing of language exposure and counting skills did. These findings suggest that early access to language, whether spoken or signed, supports the development of age-typical mapping skills and that knowledge of number words is critical for this development.

Research has shown a link between the acquisition of numerical concepts and language, but exactly how linguistic input matters for numerical development remains unclear. Here, we examine both symbolic (number word knowledge) and non-symbolic (numerical discrimination) numerical abilities in a population in which access to language is limited early in development—oral deaf and hard of hearing (DHH) preschoolers born to hearing parents who do not know a sign language. The oral DHH children demonstrated lower numerical discrimination skills, verbal number knowledge, conceptual understanding of the word “more”, and vocabulary relative to their hearing peers. Importantly, however, analyses revealed that group differences in the numerical tasks, but not vocabulary, disappeared when differences in the amount of time children had had auditory access to spoken language input via hearing technology were taken into account. Results offer insights regarding the role language plays in emerging number concepts. © 2023, The Author(s).

While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self-reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additionally, the study sampled deaf and hard of hearing (DHH) students, whose diverse life and educational experiences often differ from hearing students'. We investigated whether DHH students' experiences with mathematics (i.e., parental behaviors, school environment, and mathematics feelings) and demographic variables (i.e., hearing status, age, and gender) predict their MA, and whether these relationships differ from those in hearing students. Self-report questionnaires were completed by 296 DHH and hearing college students. Linear regression analyses controlling for general anxiety led to the following inference: DHH students who reported more positive attitudes toward mathematics and school environments demonstrated higher MA. Also, the relationships between mathematics feelings, parental behaviors, and MA differed between DHH and hearing students. Logistic regression analyses showed no contribution of MA to students' likelihood of pursuing STEM degrees in either DHH or between DHH and hearing groups. Overall, this work breaks new ground in the study of MA in DHH students and challenges standard views of the relationships between MA and individual experiences.

Much research has found disrupted executive functioning (EF) in deaf and hard-of-hearing (DHH) children; while some theories emphasize the role of auditory deprivation, others posit delayed language experience as the primary cause. This study investigated the role of language and auditory experience in parent-reported EF for 123 preschool-aged children (M-age = 60.1 months, 53.7% female, 84.6% White). Comparisons between DHH and typically hearing children exposed to language from birth (spoken or signed) showed no significant differences in EF despite drastic differences in auditory input. Linear models demonstrated that earlier language exposure predicted better EF (beta = .061-.341), while earlier auditory exposure did not. Few participants exhibited clinically significant executive dysfunction. Results support theories positing that language, not auditory experience, scaffolds EF development.

In this work, we address structural, iconic and social dimensions of the emergence of phonological systems in two emerging sign languages. A comparative analysis is conducted of data from a village sign language (Central Taurus Sign Language; CTSL) and a community sign language (Nicaraguan Sign Language; NSL). Both languages are approximately 50 years old, but the sizes and social structures of their respective communities are quite different. We find important differences between the two languages' handshape inventories. CTSL's handshape inventory has changed more slowly than NSL's across the same time period. In addition, while the inventories of the two languages are of similar size, handshape complexity is higher in NSL than in CTSL. This work provides an example of the unique and important perspective that emerging sign languages offer regarding longstanding questions about how phonological systems emerge.

Employment in STEM occupations suffered smaller peak-to-trough percentage declines than non-STEM occupations during the Great Recession and COVID-19 recession, suggesting a relative resiliency of STEM employment.We exploit the sudden peak-to-trough declines in STEM and non-STEM employment during the COVID-19 recession to measure STEM recession-resiliency, decomposing our difference-in-differences estimate into parts explained by various sources.We find that STEM knowledge importance on the job explains the greatest share of STEM employment resiliency, and that workers in non-STEM occupations who nonetheless use STEM knowledge experienced better employment outcomes.STEM employment resiliency may explain the mild effects of COVID-19 on innovative activity.

As authors and editors, we are very happy that this volume came out, and we are immensely grateful to all the people who made it possible.First, we

Some concepts are more essential for human communication than others. In this paper, we investigate whether the concept of agent-backgrounding is sufficiently important for communication that linguistic structures for encoding this concept are present in young sign languages. Agent-backgrounding constructions serve to reduce the prominence of the agent - the English passive sentence a book was knocked over is an example. Although these constructions are widely attested cross-linguistically, there is little prior research on the emergence of such devices in new languages. Here we studied how agent-backgrounding constructions emerge in Nicaraguan Sign Language (NSL) and adult homesign systems. We found that NSL signers have innovated both lexical and morphological devices for expressing agent-backgrounding, indicating that conveying a flexible perspective on events has deep communicative value. At the same time, agent-backgrounding devices did not emerge at the same time as agentive devices. This result suggests that agent-backgrounding does not have the same core cognitive status as agency. The emergence of agent-backgrounding morphology appears to depend on receiving a linguistic system as input in which linguistic devices for expressing agency are already well-established.

Logical properties such as negation, implication, and symmetry, despite the fact that they are foundational and threaded through the vocabulary and syntax of known natural languages, pose a special problem for language learning. Their meanings are much harder to identify and isolate in the child's everyday interaction with referents in the world than concrete things (like spoons and horses) and happenings and acts (like running and jumping) that are much more easily identified, and thus more easily linked to their linguistic labels (spoon, horse, run, jump). Here we concentrate attention on the category of symmetry [a relation R is symmetrical if and only if (iff) for all x, y: if R(x,y), then R(y,x)], expressed in English by such terms as similar, marry, cousin, and near. After a brief introduction to how symmetry is expressed in English and other well-studied languages, we discuss the appearance and maturation of this category in Nicaraguan Sign Language (NSL). NSL is an emerging language used as the primary, daily means of communication among a population of deaf individuals who could not acquire the surrounding spoken language because they could not hear it, and who were not exposed to a preexisting sign language because there was none available in their community. Remarkably, these individuals treat symmetry, in both semantic and syntactic regards, much as do learners exposed to a previously established language. These findings point to deep human biases in the structures underpinning and constituting human language.

Conceptual novelty analysis data based on PubMed Medical Subject Headings ---------------------------------------------------------------------- Created by Shubhanshu Mishra, and Vetle I. Torvik on April 16th, 2018 ## Introduction This is a dataset created as part of the publication titled: Mishra S, Torvik VI. Quantifying Conceptual Novelty in the Biomedical Literature. D-Lib magazine : the magazine of the Digital Library Forum. 2016;22(9-10):10.1045/september2016-mishra. It contains final data generated as part of our experiments based on MEDLINE 2015 baseline and MeSH tree from 2015. The dataset is distributed in the form of the following tab separated text files: * PubMed2015_NoveltyData.tsv - Novelty scores for each paper in PubMed. The file contains 22,349,417 rows and 6 columns, as follow: - PMID: PubMed ID - Year: year of publication - TimeNovelty: time novelty score of the paper based on individual concepts (see paper) - VolumeNovelty: volume novelty score of the paper based on individual concepts (see paper) - PairTimeNovelty: time novelty score of the paper based on pair of concepts (see paper) - PairVolumeNovelty: volume novelty score of the paper based on pair of concepts (see paper) * mesh_scores.tsv - Temporal profiles for each MeSH term for all years. The file contains 1,102,831 rows and 5 columns, as follow: - MeshTerm: Name of the MeSH term - Year: year - AbsVal: Total publications with that MeSH term in the given year - TimeNovelty: age (in years since first publication) of MeSH term in the given year - VolumeNovelty: : age (in number of papers since first publication) of MeSH term in the given year * meshpair_scores.txt.gz (36 GB uncompressed) - Temporal profiles for each MeSH term for all years - Mesh1: Name of the first MeSH term (alphabetically sorted) - Mesh2: Name of the second MeSH term (alphabetically sorted) - Year: year - AbsVal: Total publications with that MeSH pair in the given year - TimeNovelty: age (in years since first publication) of MeSH pair in the given year - VolumeNovelty: : age (in number of papers since first publication) of MeSH pair in the given year * README.txt file ## Dataset creation This dataset was constructed using multiple datasets described in the following locations: * MEDLINE 2015 baseline: https://www.nlm.nih.gov/bsd/licensee/2015_stats/baseline_doc.html * MeSH tree 2015: ftp://nlmpubs.nlm.nih.gov/online/mesh/2015/meshtrees/ * Source code provided at: https://github.com/napsternxg/Novelty Note: The dataset is based on a snapshot of PubMed (which includes Medline and PubMed-not-Medline records) taken in the first week of October, 2016. Check here for information to get PubMed/MEDLINE, and NLMs data Terms and Conditions: Additional data related updates can be found at: Torvik Research Group ## Acknowledgments This work was made possible in part with funding to VIT from NIH grant P01AG039347 and NSF grant 1348742 . The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. ## License Conceptual novelty analysis data based on PubMed Medical Subject Headings by Shubhanshu Mishra, and Vetle Torvik is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at https://github.com/napsternxg/Novelty