If I may be permitted a comment on my own work, it is that a serious presentation of some difficult biological problems is submitted here in a slight and topical form.

These data suggest that nutrients with known roles in redox homeostasis and vascular health are associated with auditory function measures in a human population. Further investigation is warranted to determine direct and indirect influences of dietary intake on measures of auditory function and to explore which nutrients/nutrient combinations are predictive of SNHL.

members of Hackney People First, with help from Paula Mitchell, PhD student, Open University.This article is written by three people with learning difficulties. It is about our experience of doing research. We are all members of Hackney People First and in 1994 we got involved in a project researching self-advocacy and families. The article describes why we decided to get involved, our feelings about doing research and what we did. It explains the help we had to take part.Researchers have been talking about disabled people doing research for quite some time, but involving people with learning difficulties as researchers is only just beginning. This article is extremely important, as one of the very few times that people with learning difficulties have written about carrying out research.month, first of all to learn about research, and then to talk about what we were researching. We'talked about self-advocacy, families, and what we thought self? advocacy at home should be about. Then we set rules and a plan for the research.We did it in ways that people can understand. A lot of people can't understand writing. The Yellow Brick Road is the first thing we did (see Pictrue 1). Follow the Yellow Brick Road! We've done a lot of talking and Paula wrote what we said and drew pictures. We had words on bits of paper and pulled them out of a hat to talk about them. We stuck up stickers on posters. We've used taperecorders. Picture 1 The Yellow Brick RoadWe are research people. This article is about how we planned a research project. The research is about selfadvocacy and families. It is about people with learning difficulties who live with their families and who are in self-advocacy groups. It is about how families get on and whether people speak up at home. How We StartedWe started in 1994. Paula came to a Hackney People First meeting. She said she had research to do. We had a vote on who wanted to do the research with her.We wanted to take part in t h i s to help ourselves, and to help qthers. We wanted to do research about things that are important to know. Paula thought we would be the proper people to do it so people with learning difficulties can be in control for a change. We know a lot about self-advocacy and families, so we are the experts for this research. We would help Paula think about things differently. She thought it would probably help us as well. What We DidWe can do a lot more than people think we can. We just need help and the chance to try. We had meetings once a

The purpose of this research was to examine whether adults rely on morphemic spelling rules or word‐specific knowledge when spelling simple words. We examined adults' knowledge of two of the simplest and most reliable rules in English spelling concerning the morphological word ending ‐s. This spelling is required for regular plural nouns (e.g., bricks, bees) and third‐person singular present tense verbs (e.g., kicks, sees), but not for similar sounding one‐morpheme words (e.g., mix, breeze). In Study 1, 205 young adults' understanding of these rules was tested. These were adults who were recruited for training in skilled and semiskilled jobs. They were asked in four different choice tasks to choose the appropriate spelling of pseudowords whose endings were determined by their morphological sentence contexts (e.g., Jim wants only one grix). Only 7.4% of individual participants' choices were significantly above chance in at least three of the four pseudoword categories tested. In Study 2, 72 undergraduate students completed the same tasks, and 83% achieved above chance performance on at least three categories. Taken together, these results suggest that many adults depend on word‐specific knowledge, rather than spelling rules, when spelling even very simple words. They also throw some doubt on the generality of conclusions about people's use of morphology in literacy tasks that have been drawn from previous research, which has depended very heavily on testing samples consisting entirely of undergraduate participants. يهدف هذا البحث إلى دراسة إمكانية اعتماد البالغين على القواعد المورفيمية أو على المعرفة الخاصة بالكلمة أثناء تهجئة كلمات بسيطة. قمنا بفحص معرفة البالغين فيما يخص اثنين من أبسط القواعد وأكثرها وثوقا في التهجئة الانجليزية فيما يتعلق بالمورفيم اللاحق ‐ s – المطلوب بالنسبة للجمع السالم (Bricks،Bees) وتصريف الأفعال في مفرد الغائب في المضارع (Kicks،Sees)، لكن ليس بالنسبة للكلمة المنتهية بمورفيم واحد له نفس الصوت (Mix،Breeze). خلال هذه الدراسة تم اختبار فهم 1205شابا بالغا لهذه القواعد. تم اختبار هؤلاء البالغين من أجل التدريب على وظائف تتطلب المهارة أو شبه المهارة. طُلب منهم في أربعة مهام اختيارية مختلفة أن يختاروا التهجئة المناسبة لكلمات مزيفة تحدد نهايتها حسب السياقات المورفولوجية للجملة ( مثلا Jim wants only one grix:;). 7،4 في المائة فقط من اختيارات المشاركين قد حصلت على احتمالات عالية في ثلاث من الكلمات الأربعة الزائفة التي اختبروا فيها. في دراسة أنجز 2،75 طالبا جامعيا المهام نفسها، وحقق 83 في المائة احتمالات عالية في ثلاث فئات على الأقل. إذا جمعنا هذه النتائج، فإنها توحي أن الكثير من البالغين يعتمدون على المعرفة الخاصة بالكلمة بدلا من قواعد الإملاء، حتى في الكلمات البسيطة للغاية، كما أنهم يشكون قليلا في تعميم الاستنتاجات حول استخدام الناس المورفولوجيا في مهام القراءة والكتابة التي تم استخلاصها من البحوث السابقة، والتي اعتمدت اعتمادا شديدا على فحص نماذج تتكون كلها من الطلاب الجامعيين المشاركين. 本研究旨在考查成年人在拼写简单词时，是依赖词素拼写规则，还是依赖对个别单词的认识。作者考查成年人对两项最简单及最可靠的英语拼写规则的认识，该两项规则是有关以「s」为最后一个词素组成部分的单词拼写。这种拼写规则，常用于复数名词（如 bricks、bees）及第三身单数现在时态动词（如 kicks、sees），但却不适用于发音类似的单词素单词（如 mix、breeze）。在第一项研究里，205名年轻成年人接受对这些...

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