Greg Larson

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A vocal health questionnaire was administered in three locations in the USA to female university singers and non-singers. The responses of 70 singers and 89 non-singers were analysed. The questionnaire solicited background information as well as information about vocal health and symptoms, vocally abusive speech habits, attitudes toward singing and vocal(More)
The prevailing aid orthodoxy works well enough in stable environments, but is ill-equipped to navigate contexts of volatility and fragility. The orthodox approach is adept at solving straightforward technical or logistical problems (paving roads, building schools, immunizing children), but often struggles or outright fails when faced with complex, adaptive(More)
This working paper has been prepared within the UNU-WIDER project 'Building State Capability through Problem-Driven Iterative Adaptation (PDIA)' directed by Lant Pritchett and Matt Andrews, which is a component of the larger UNU-WIDER programme 'Foreign Aid: Research and Communication (ReCom)'. UNU-WIDER gratefully acknowledges specific programme(More)
This investigation examined the effect of kindergarten experience on the performance of two groups of children on the Bankson Language Screening Test. One group of children was tested at the beginning of their kindergarten experience and a second group was tested five months later. Performance of the two groups on the Bankson was determined to be(More)
Sixty children ranging in age from 66 to 78 months were administered the Berry-Talbott Exploratory Test of Grammar and the Grammatic Closure subtest of the Illinois Test of Psycholinguistic Development. The verbal responses obtained of each child from each sampling technique were compared on matched grammatical items. A correlation coefficient between the(More)
Sixty 5 1/2-, 6-, and 6 1/2-year-old boys and girls were administered the Berry-Talbott test of language. Twenty adults received the same test. Analyses of variances of children's total scores revealed no differences between sexes and age levels. However, the differences in responses between children and adults, as shown by an item analysis, suggest the(More)
This study was undertaken to describe the response patterns of 216 boys and girls between the ages of five-and-one-half and six-and-one-half years of age on grammatically matched receptive and expressive items of the NSST. The results showed no significant differences among the mean scores for three age levels or between the two sexes. However, the obtained(More)
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