This study aimed to gain insight into the SLPs' views about bilingualism and the approach toward the assessment and management of bilingual children with language disorders in the Indian context. The survey included a single questionnaire consisting of 31 questions, involving multiple choice questions, open questions, and Likert scales. It elicited information about demographic data of SLPs, the history of their language and use; SLPs' views about bilingualism concerning clinical practice and theoretical aspects; and SLPs' professional practice and caseload. The survey was conducted in online mode using the google forms platform and it was circulated through e-mail and social media platforms with the link to the online google forms questionnaire. A sample of 33 professionals across (n=29 from urban & n=4 from rural backgrounds) India took part in the study. The education level of the professionals varied from bachelor's to Postdoctoral degrees. The professionals' work experience ranged from one year to eight years. Most of the professionals except three worked at second-tier city levels. This survey was designed to examine current practices for the assessment and management of language disorders in bilingual children. Heterogeneity in the views and approach towards bilingualism was observed. Consensus is needed among the professionals who are practicing regarding the assessment and management of bilingual children. Professionals' mixed views towards bilingualism might be addressed by initial and ongoing continuing education focused on typical bilingual development and second language acquisition.

Objectives: Electronic devices have become an integral part of adolescents’ lives, serving as a means of entertainment, education, and communication. Educational applications may enhance early reading and cognitive abilities, but excessive screen time can harm working memory (WM), a critical skill for processing information. Considering the developmental transformations in WM during adolescence, existing literature about the impacts of active (AST) vs. background screen time (BST) on modality-specific WM capacity remains inconclusive. This study examined the correlation between WM and different forms of screen in adolescents. Methods: A total of 81 adolescents aged between 13 and 16 years were included in this cross-sectional study. WM span was measured using auditory reverse digit span (ARDS) and visual reverse digit span (VRDS) tasks, as well as a Corsi backward (CB) task. Screen time data were collected from parents and self-reported by participants. Results: The study found that higher AST than BST exposure occurred in all children. While BST showed no significant impact on WM, higher AST was linked to better performance on all three tasks, especially the CB task. Logistic regression revealed that lower CB and ARDS scores predicted low AST levels with strong classification accuracy. In contrast, BST was not a significant predictor of WM outcomes. These findings suggest modality-specific effects of active screen engagement on WM. Conclusions: This study concluded that higher levels of AST were associated with better performance across WM tasks, particularly in the visuospatial modality, highlighting modality-specific effects of screen exposures among adolescents in this context.

Purpose: The present study aimed to investigate statistical learning abilities and its consolidation in Persons with Aphasia (PWA). Methods: Ten PWA following stroke and Ten Neuro-Typical Individuals (NTI) were recruited for the study. Serial Reaction Time Task (SRTT) was used in the study. Sequence and random pattern blocks were used within the paradigm. The task was administered in three sessions, learning session (day 1), second session (24 hours after learning session), and third session (two days after the second session). In the third session, a recall block was introduced. Reaction time served as the outcome measure from the task administered. Results: The results revealed that NTI outpaced the PWA in learning from SRTT. A statistically significant difference was found (p0.05) was found on Mixed ANOVA. Consolidation of learning between groups was analyzed using an Independent t-test for the second session and third sessions. It was found a significant difference between groups for the second session but not for the third session. A significant difference (p<0.05) between groups was found for recall scores. Conclusions: According to the study’s results, even though PWA did not perform at the level of NTI in all measures, PWA demonstrated learning, and its memory traces were consolidated. Retention of learning was observed even though it was learned implicitly. PWAs were able to recall the implicitly acquired information explicitly.

Recovery from aphasia is a complex process involving restoring language ability to a level comparable to an individual’s pre-aphasia state. This recovery extends beyond linguistic functions such as improved quality of life and functional communication. Understanding language recovery in PWAs is a key area in aphasia research. Thus, the current study aimed to understand the pattern of language recovery in the acute and sub-acute stages of persons with aphasia (PWAs). A total of 11 PWAs aged between 40 and 80 were recruited. The study was conducted in two phases. In the acute stage (within one week post-stroke), participants were assessed using the Western Aphasia Battery-Kannada (WAB-K). In the sub-acute stage (between seven and fifteen days post-stroke), a similar test battery was repeated. The findings of the study showed auditory verbal comprehension scores were pronounced in the acute and sub-acute stages of recovery. Further, language quotient (LQ) scores were higher in the sub-acute stage compared to the acute stage, though these differences failed to evince statistical differences. Correlation analysis revealed strong positive correlations between LQ and spontaneous speech, repetition, and naming, with moderate correlations for auditory verbal comprehension. The study’s findings highlight the importance of targeted therapeutic interventions for PWAs, emphasizing an early focus on auditory verbal comprehension to enhance overall language recovery.

Purpose Ageing is associated with a decline in physical, physiological, and cognitive-linguistic abilities, impacting language and social participation. Discourse, a critical aspect of language, involves the integration of phonology, lexicon, syntax, cohesion, and coherence. Examining variations in discourse types is essential for understanding age-related changes and improving language assessment and treatment strategies. Therefore, the present study investigated the effect of ageing on discourse production across different discourse types. Methods This study recruited 120 neurotypical, Konkani-Kannada bilingual participants. Participants were divided into three age groups: young adults (18–35 years), middle-aged adults (35.1–55 years), and older adults (55.1–70 years). Discourse tasks included picture description, narration, and conversation, conducted in Konkani, their native language. Responses were digitally recorded, transcribed, and analyzed using the Discourse Analysis Scale. Discourse Quotient was calculated for each task through qualitative analysis. Results Significant differences in discourse performance were observed across all three types among the three groups. Additionally, significant differences were noted across discourse types within young, middle, and older adults. However, older adults exhibited a different pattern of performance, performing poorer on picture description compared to the other two types and their counterpart groups. Conclusion The study highlights the influence of ageing and task type on discourse production, with older adults facing greater challenges in narrative tasks. These findings emphasize the need for speech-language pathologists to consider the linguistic and cognitive demands of older adults in clinical interventions, enabling the development of more effective language assessment and therapy programs.