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  1. Home
  2. Browse by Author

Browsing by Author "Cristia, Alejandrina"

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    Combining observational and experimental approaches to the development of language and communication in rural samples: Opportunities and challenges
    (2022) Cristia, Alejandrina; Foushee, Ruthe; Aravena Bravo, Paulina Alexandra; Cychosz, Meg; Scaff, Camila; Casillas, Marisa
    Multiple approaches—including observational and experimental—are necessary to articulate powerful theories of learning. Our field’s key questions, which rely on these varied methods, are still open: How do children perceive and produce language? What do they encounter in their linguistic input? What does the learner bring to the task of acquisition? Considerable progress has been made for the development of spoken English (especially by North American learners). Yet there is still a great deal to discover about how children in other populations proceed, especially populations in rural settings. To examine language learning in these populations, we need a multi-method approach. However, adapting and integrating methods, particularly experimental ones, to new settings can present immense challenges. In this paper, we discuss the opportunities and challenges facing researchers who aim to use a multimethodological approach in rural samples, and what the field of language acquisition can do to promote such work.
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    Insights into infant behavior and development from Latin America
    (2024) Hermida, María Julia; Narea Biscupovich, Marigen Soledad; Singh, Leher; Cristia, Alejandrina
    E-cigarette/vaping-associated lung injury (EVALI) is strongly associated with vitamin E acetate and often occurs with concomitant tetrahydrocannabinol (THC) use. To uncover pathways associated with EVALI, we examined cytokines, transcriptomic signatures, and lipidomic profiles in bronchoalveolar lavage fluid (BALF) from THC-EVALI patients. At a single center, we prospectively enrolled mechanically ventilated patients with EVALI from THC-containing products (N = 4) and patients with non-vaping acute lung injury and airway controls (N = 5). BALF samples were analyzed by Luminex multiplex assay, RNA sequencing, and mass spectrometry. After treating BEAS-2B lung epithelial cells with vaping and non-vaping BALF, LDH release was quantified. THC-EVALI BALF had significant increases in IFN gamma, CCL2, CXCL5, and MMP2 relative to non-vaping patients. RNA sequencing showed enrichment for biological oxidation, glucuronidation, and fatty acid metabolism pathways. Oleic acid and arachidonic acid metabolites were increased in THC-EVALI, as were oxidized phosphatidylethanolamines (PE) such as PE(38:4). THC-EVALI BALF induced more LDH release compared to BALF from non-vaping patients. Thus, THC-EVALI is characterized by altered phospholipid composition, accumulation of lipid oxidation products, and increased pro-inflammatory mediators that may contribute to epithelial cell death. These findings serve as a framework to study novel oxidized phospholipids implicated in the pathogenesis of EVALI.
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    Insights into infant behavior and development from Latin America
    (2024) Hermida, María Julia; Narea Biscupovich, Marigen Soledad; Singh, Leher; Cristia, Alejandrina
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    Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021
    (2023) Aravena Bravo, Paulina Alexandra; Cristia, Alejandrina; Garcia, Rowena; Kotera, Hiromasa; Kunene Nicolas, Ramona; Laranjo, Ronel; Elizabeth Arokoyo, Bolanle; Benavides-Varela, Silvia; Benders, Titia; Boll-Avetisyan, Natalie; Cychosz, Margaret; Dal Ben, Rodrigo; Diop, Yatma; Durán-Urzúa, Catalina; Havron, Naomi; Manalili, Marie; Narasimhan, Bhuvana; Okyere Omane, Paul; Rowland, Caroline; Schiavon Kolberg, Leticia; Sentoogo Ssemata, Andrew; Styles, Suzy J.; Troncoso-Acosta, Belén; Ting Woon, Fei
    With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team, composed of 26 researchers (17 from under represented areas: Subsaharan Africa, South and Southeast Asia, and Central and South America); and a diverse volunteer team, with a total of 95 volunteers from 35 different countries, nearly half from under represented areas. This helped world-wide Page 5 of 5 promotion of the school, leading to 958 registrations from 88 different countries, with 300 registrants (based in 63 countries, 80% from under represented areas) selected to participate in the synchronous aspects of the event. The school employed asynchronous (pre-recorded lectures, which were close-captioned) and synchronous elements (e.g., discussions to place the recorded lectures into participants' context; networking events) across three time zones. A post-school questionnaire revealed that 99% of participants enjoyed taking part in the school. Not with standing these positive quantitative outcomes, qualitative comments suggested we fell short in several areas, including the geographic diversity among lecturers and greater customization of contents to the participants’ contexts. Although much remains to be done to promote inclusivity in linguistic research, we hope our school will contribute to empowering researchers to investigate and publish on language acquisition in their home languages, to eventually result in more representative theories and empirical generalizations.

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