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Connected speech produced by native speakers poses a challenge to second language learners. Video subtitles have been found to assist the decoding of English connected speech for learners of English as a foreign language (EFL). However, the presence of subtitles may divert the listeners' attention to the visual cues while paying less attention to the speech signals. To test this proposal, we employed a bi-modal audio-visual listening test and examined whether EFL listeners were able to correctly identify the connected speech when misleading subtitles were present. We further tested whether connected speech with words of lower frequency further reduced the accuracy rate. Twenty-eight adolescent EFL learners, all with more than 10 years of experiences in learning English in schools, were tested with three major types of connected speech phonological processes, namely assimilation, elision, and juncture. The results of statistical analyses showed that matched and mismatched subtitles facilitated the comprehension of both familiar and unfamiliar connected speech. Error analyses revealed the degree of item-specific variations across the three types of connected speech processes as well as across the three subtitling conditions. This research provides insights on the immediate and long-term impact of subtitles on the decoding of English connected speech.

One salient characteristic of twin studies and the related behavioral genetics paradigm is the requirement of a large sample size. Countries or regions that are large in size and highly populated are at an advantage when implementing twin studies. However, given the fascinating and promising results obtained from twin studies, many researchers based in smaller countries or regions may still want to conduct twin studies in order to address local and theoretical issues. In this article, we have outlined the development of twin studies in Hong Kong, one of the Special Administrative Regions of China. The historical development and design of the two major twin studies of language and reading development implemented within Hong Kong are discussed, providing insights to researchers who also aspire to conduct twin studies in small regions.

Objective: To evaluate the effects of family-based mindfulness intervention (FBMI) to promote the stress management and early development of economically disadvantaged families. Method: Families receiving social security allowance and full textbook allowance and with children aged 5–7 were recruited. Participants were randomized to an FBMI with parallel programs for parents and children ( n = 51) and to a wait-list control condition ( n = 51). Results: Intent-to-treat analyses showed more significant improvements in child attention, self-regulation, and in parenting stress, in the intervention group than in the control group. At-risk group analyses showed that the high stress group benefited in small to moderate effect sizes in parenting stress and depression, and in moderate to large effect sizes in child behavioral problem and self-regulation. Conclusions: The results provide preliminary support that FBMI can alleviate the impact of economic disadvantage. FBMI should be applied in social work practice to support disadvantaged families.