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SHORE (Scalable Heterogeneous Object REpository) is a persistent object system under development at the University of Wisconsin. SHORE represents a merger of object-oriented database and file system technologies. In this paper we give the goals and motivation for SHORE, and describe how SHORE provides features of both technologies. We also describe some(More)
This paper presents a number of new techniques for parallelizing geo-spatial database systems and discusses their implementation in the Paradise object-relational database system. The effectiveness of these techniques is demonstrated using a variety of complex geo-spatial queries over a 120 GB global geo-spatial data set.
UNLABELLED The purpose of this study was to assess the nonword repetition skills of 24 children who do (CWS; n = 12) and do not stutter (CWNS; n = 12) between the ages of 3;0 and 5;2. Findings revealed that CWS produced significantly fewer correct two- and three-syllable nonword repetitions and made significantly more phoneme errors on three-syllable(More)
This article describes the role of lexical acquisition in stuttering by examining the research on word learning and interactions between semantics and syntax in typically developing children and children who stutter. The potential effects of linguistic mismatches, or dysynchronies in language skills, on the possible onset and development of stuttering are(More)
Articulation rate, speaking rate, as well as the duration and location of pauses, were analysed in 10 children with specific language impairment (SLI) and a comparison group of seven younger children producing utterances of similar lengths. Children with SLI were significantly slower in articulation rate, but not speaking rate or pausing time, indicating a(More)
UNLABELLED Young children with typical fluency demonstrate a range of disfluencies, or speech disruptions. One type of disruption, revision, appears to increase in frequency as syntactic skills develop. To date, this phenomenon has not been studied in children who stutter (CWS). Rispoli, Hadley, and Holt (2008) suggest a schema for categorizing speech(More)
This study examines the ability of preschool speech-language measures and parent report in predicting later academic performance. Preschool measures of speech, language and communication for 35 children with language impairment were analyzed for their ability to predict reading, writing, spelling, and mathematics in these same children at age nine.(More)
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