from the world's big
Microsoft Japan switched to four-day workweek — sales skyrocketed 40%
Maybe it's time to show this report your employer?
- Microsoft Japan recently completed its experimental "Work-Life Choice Challenge Summer 2019" program.
- The program involved giving employees five consecutive Fridays off, cutting the duration of meetings, and encouraging online chats instead of face-to-face ones.
- Some research echoes Microsoft Japan's recent report, suggesting that cutting the workweek can boost productivity.
What's one way for a tech company to boost sales, increase employee satisfaction and cut overhead costs? Switch to a four-day workweek.
That's the takeaway of a new report from Microsoft Japan, which recently wrapped up its experimental "Work-Life Choice Challenge Summer 2019." The experiment involved giving employees five consecutive Fridays off with pay, limiting meetings to 30 minutes or fewer, and encouraging online messaging as opposed to face-to-face chats.
In addition, some employees worked three-day weeks and were allowed to work remotely. The company also provided financial assistance to employees for "expenses related to self-development, family travel expenses, social contribution activities, etc."
In the new report, Microsoft Japan compared data on sales performance and other metrics from this summer to the same months last year. Compared to August 2018, the results showed:
- Number of pages printed in August 2019: -58.7%
- Rise in sales per employees in August 2019: +39.9%
- Amount of "30 minute meetings" in August 2019: +46%
'Karoshi' and karojisatsu'
About 92 percent of employees said they liked switching to the four-day workweek. That's perhaps unsurprising for a company based in Japan, where the severe work culture requires many people to work overtime for little to no extra pay, sometimes leaving them dangerously exhausted. In fact, being overworked to death — by stroke, heart attack, etc. — is common enough that the Japanese have a word for it: karoshi. There's also a word for workers who commit suicide due to work-related stress: karojisatsu.
Stories of karoshi and karojisatsu — such as a 31-year-old journalist who logged 159 hours of overtime in the month before she died of heart failure — have encouraged Japan to pass laws promoting work-life balance, including caps on overtime hours. Still, critics of Japan's work culture argue the regulations — some of which allow employees to work 100 hours of overtime in a month — don't go far enough.
But, like Microsoft Japan, some companies have taken matters into their own hands, passing strange policies to discourage overwork, such as making employees wear purple "embarrassment capes" if they work too late, or flying music-playing drones around the office to announce it's time to leave.
More broadly, research suggests that cutting the workweek and making schedules more flexible can boost productivity and employee satisfaction. The Harvard Business Review, for example, reported that a Chinese travel agency saw a 13-percent increase in productivity when it allowed call center employees to work remotely. In New Zealand, one company permanently switched to a four-day workweek in 2018, leading to a 24-percent productivity increase.
Richard Branson's utopian vision of the workweek
"The idea of working five days a week with two day weekends and a few weeks of holiday each year has become ingrained in society. But it wasn't always the case, and it won't be in the future. Could people eventually take three and even four day weekends? Certainly. Will job-sharing increase? I think so. People will need to be paid the same or even more for working less time, so they can afford more leisure time. That's going to be a difficult balancing act to get right, but it can be done. If it works for individuals and works for businesses, everyone would want to spend more time with their loved ones, more time exploring their passions, more time seeing the world outside of an office and more time getting healthy and fit."
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
"What a shock," said no dog lover ever.
- A speech language pathologist has taught her puppy Stella to use 29 words.
- Stella "speaks" by stepping on large buttons programmed with recordings of words.
- The dog expresses her desires, comments on household events, and offers opinions.
A speech language pathologist's idea<blockquote class="instagram-media" data-instgrm-captioned data-instgrm-permalink="https://www.instagram.com/p/B29jRJ_nNs1/?utm_source=ig_embed&utm_campaign=loading" data-instgrm-version="12" style=" background:#FFF; border:0; border-radius:3px; box-shadow:0 0 1px 0 rgba(0,0,0,0.5),0 1px 10px 0 rgba(0,0,0,0.15); margin: 1px; max-width:540px; min-width:326px; padding:0; width:99.375%; width:-webkit-calc(100% - 2px); width:calc(100% - 2px);"><div style="padding:16px;"> <a href="https://www.instagram.com/p/B29jRJ_nNs1/?utm_source=ig_embed&utm_campaign=loading" style=" background:#FFFFFF; line-height:0; padding:0 0; text-align:center; text-decoration:none; width:100%;" target="_blank"> <div style=" display: flex; flex-direction: row; align-items: center;"> <div style="background-color: #F4F4F4; border-radius: 50%; flex-grow: 0; height: 40px; margin-right: 14px; width: 40px;"></div> <div style="display: flex; flex-direction: column; flex-grow: 1; justify-content: center;"> <div style=" background-color: #F4F4F4; 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font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:550; line-height:18px;"> View this post on Instagram</div></div><div style="padding: 12.5% 0;"></div> <div style="display: flex; flex-direction: row; margin-bottom: 14px; align-items: center;"><div> <div style="background-color: #F4F4F4; border-radius: 50%; height: 12.5px; width: 12.5px; transform: translateX(0px) translateY(7px);"></div> <div style="background-color: #F4F4F4; height: 12.5px; transform: rotate(-45deg) translateX(3px) translateY(1px); width: 12.5px; flex-grow: 0; margin-right: 14px; margin-left: 2px;"></div> <div style="background-color: #F4F4F4; border-radius: 50%; height: 12.5px; width: 12.5px; transform: translateX(9px) translateY(-18px);"></div></div><div style="margin-left: 8px;"> <div style=" background-color: #F4F4F4; border-radius: 50%; flex-grow: 0; height: 20px; width: 20px;"></div> <div style=" width: 0; height: 0; border-top: 2px solid transparent; border-left: 6px solid #f4f4f4; border-bottom: 2px solid transparent; transform: translateX(16px) translateY(-4px) rotate(30deg)"></div></div><div style="margin-left: auto;"> <div style=" width: 0px; border-top: 8px solid #F4F4F4; border-right: 8px solid transparent; transform: translateY(16px);"></div> <div style=" background-color: #F4F4F4; flex-grow: 0; height: 12px; width: 16px; transform: translateY(-4px);"></div> <div style=" width: 0; height: 0; border-top: 8px solid #F4F4F4; border-left: 8px solid transparent; transform: translateY(-4px) translateX(8px);"></div></div></div></a> <p style=" margin:8px 0 0 0; padding:0 4px;"> <a href="https://www.instagram.com/p/B29jRJ_nNs1/?utm_source=ig_embed&utm_campaign=loading" style=" color:#000; font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:normal; line-height:17px; text-decoration:none; word-wrap:break-word;" target="_blank">We are all smiles this Saturday morning because Stella is KILLING us with her communication!!! First we gave Stella new food for breakfast, which turns out she did not like 👎🏼 After walking away from her bowl multiple times, she said, “Eat no” and laid on the couch. Then we were cleaning up a bit when Stella told us, “All done walk happy walk happy want.” Someone sure wants us to enjoy the weekend! As if that weren’t enough, Stella declared “Stella bye love you” and stood in front of the door. 👋🏼❤️ I just can’t say it enough, this is AMAZING!!! • • • • • #hunger4words #talkingdog #everyonedeservesavoice #speechtherapy #AAC #slp #corewords #SLPeeps #earlyintervention #languagedevelopment #dogsofinstagram #dogmom #dogs #animalpsychology #doglover #sandiegodog #catahoula #blueheeler #smartdog #dogcommunication #mydogtalks #SLPdog #dognition #animalcommunication #interspeciescommunication #loveanimals #respectanimals</a></p> <p style=" color:#c9c8cd; font-family:Arial,sans-serif; font-size:14px; line-height:17px; margin-bottom:0; margin-top:8px; overflow:hidden; padding:8px 0 7px; text-align:center; text-overflow:ellipsis; white-space:nowrap;">A post shared by <a href="https://www.instagram.com/hunger4words/?utm_source=ig_embed&utm_campaign=loading" style=" color:#c9c8cd; font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:normal; line-height:17px;" target="_blank"> Christina Hunger, MA, CCC-SLP</a> (@hunger4words) on <time style=" font-family:Arial,sans-serif; font-size:14px; line-height:17px;" datetime="2019-09-28T16:33:23+00:00">Sep 28, 2019 at 9:33am PDT</time></p></div></blockquote> <script async src="//www.instagram.com/embed.js"></script><p>Hunger has a blog explaining what's going on with Stella, who's an 18-month-old Catahoula/Blue Heeler mix. The blog is called <a href="https://www.hungerforwords.com" target="_blank">Hunger for Words</a>. Her experiment was inspired by a quotation of <a href="https://en.wikipedia.org/wiki/Rosemary_Crossley" target="_blank">Rosemary Crossley's</a>:</p><p style="margin-left: 20px;">"Not being able to speak is not the same as not having anything to say."</p><p>Hunger explains that every human has two sorts of language capacities. First is receptive language, the ability to understand the meanings of words and sentences we hear. Dogs as noted above, clearly have receptive language.</p><p>Expressive language is how we communicate to others using words and sentences, written words, gestures, and facial expressions. Dogs regularly express themselves by barking, growling, with speech-like moaning, sighing, and of course, jumping in excitement. Hunger considers these all to be expressive language, canine-style, which suggests that they share our desire to communicate.</p><p>For the mechanics of helping Stella use human words for expressing herself without a human vocal apparatus, Hunger turned to AAC technology as a pathway forward.</p><p>AAC devices are computer-based instruments that present symbols for words as big, touchable buttons. When a button is touched, the associated word sounds. Speech-challenged children learn to trigger the words they want the machine to say for them, put them together in sentences, and allow them to begin to, as Hunger says, "experience the power of language."</p>
Stella's language lessons<div id="cf63d" class="rm-shortcode" data-rm-shortcode-id="CY7QUF1575564302"><blockquote class="instagram-media" data-instgrm-captioned data-instgrm-version="4" style=" background:#FFF; border:0; border-radius:3px; box-shadow:0 0 1px 0 rgba(0,0,0,0.5),0 1px 10px 0 rgba(0,0,0,0.15); margin: 1px; max-width:658px; padding:0; width:99.375%; width:-webkit-calc(100% - 2px); width:calc(100% - 2px);"> <div style="padding:8px;"> <div style=" background:#F8F8F8; line-height:0; margin-top:40px; padding:50% 0; text-align:center; width:100%;"> <div style=" background:url(data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAACwAAAAsCAMAAAApWqozAAAAGFBMVEUiIiI9PT0eHh4gIB4hIBkcHBwcHBwcHBydr+JQAAAACHRSTlMABA4YHyQsM5jtaMwAAADfSURBVDjL7ZVBEgMhCAQBAf//42xcNbpAqakcM0ftUmFAAIBE81IqBJdS3lS6zs3bIpB9WED3YYXFPmHRfT8sgyrCP1x8uEUxLMzNWElFOYCV6mHWWwMzdPEKHlhLw7NWJqkHc4uIZphavDzA2JPzUDsBZziNae2S6owH8xPmX8G7zzgKEOPUoYHvGz1TBCxMkd3kwNVbU0gKHkx+iZILf77IofhrY1nYFnB/lQPb79drWOyJVa/DAvg9B/rLB4cC+Nqgdz/TvBbBnr6GBReqn/nRmDgaQEej7WhonozjF+Y2I/fZou/qAAAAAElFTkSuQmCC); display:block; height:44px; margin:0 auto -44px; position:relative; top:-22px; width:44px;"> </div></div><p style=" margin:8px 0 0 0; padding:0 4px;"> <a href="https://www.instagram.com/p/B4vTTyXhjwK/" style=" color:#000; font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:normal; line-height:17px; text-decoration:none; word-wrap:break-word;" target="_top">Christina Hunger, MA, CCC-SLP on Instagram: “It was a bit of a manic Monday morning over here! But through the chaos, came great communication from Stella. Take a look at these two…”</a></p> </div></blockquote></div><p>To <a href="https://www.hungerforwords.com/post/teaching-my-dog-to-talk-1" target="_blank">get started with Stella</a>, Hunger and her fiancé Jake programmed a single button on a simple speech sound board. A press of the button plays back the word "outside," a concept right in a dog's wheelhouse. Hunger recalls, "Every time we took Stella outside we pushed 'outside' before opening the door. After a few weeks of modeling, Stella showed us she was aware of what was happening. When I would ask, 'Outside? Stella, want to go outside?' she began looking down at the button, looking up at me, and barking. As an SLP I knew this was a huge step in the right direction." Soon Stella was pressing the button herself when she wanted to be go out.</p><p>Other buttons were quickly programmed either with words the couple frequently used with Stella, or things they thought she herself might want to communicate, such as "eat, water, play, walk, no, come, help, bye, love you." The results were startling:</p><p style="margin-left: 20px;"><em>"</em>If Jake and I were distracted, Stella began saying 'play' repeatedly until we threw her toy or engaged in tug of war. Stella would walk to her water bowl, notice it was empty and say 'water.' If we had finished dinner and didn't mention going for a walk yet, Stella would say 'walk' multiple times while staring at us. If her toy was stuck under the couch, she would say 'help' and stand right where she needed Jake or I to look. When our friends were putting their jackets on or were standing by the door, she would say 'bye' to them. Jake and I were simply amazed."</p><p>As time went by, says Hunger, Stella began using language in a manner similar to the way we do. (She's been learning words since last January.) Not restricting words' use to her needs, she began providing commentary: "This first happened when I was watering my plants. Stella said "water" while watching me, even though her water dish was full."</p><p>Most exciting is that Stella now puts words together for more complex communication, including reprimands for her humans. For example, animals couldn't care less about our clock adjustments in the fall and spring. "One afternoon," recalls Hunger, "shortly after the Daylight Savings time change, Stella said, 'eat' repeatedly at about 3:00 PM. When Jake and I did not feed her dinner this early she said, 'love you no' and walked into the other room."</p><p><a href="https://www.boredpanda.com/custom-soundboard-dog-talk-christina-hunger/?utm_source=facebook&utm_medium=social&utm_campaign=BPFacebook&fbclid=IwAR30uQRtYXtHiwA1ZH87m4k8w1GWhHPyyOZCQuTStugBBhQERT03LlXMGXg" target="_blank">Another example</a>: The time she pressed "Want," "Jake," Come," and planted herself by the door. Upon Jake's eventual return, she hit the "Happy" button and rolled over for a tummy rub.</p>
Trailblazing Stella<div id="1fefa" class="rm-shortcode" data-rm-shortcode-id="WN008Y1575564302"><blockquote class="instagram-media" data-instgrm-captioned data-instgrm-version="4" style=" background:#FFF; border:0; border-radius:3px; box-shadow:0 0 1px 0 rgba(0,0,0,0.5),0 1px 10px 0 rgba(0,0,0,0.15); margin: 1px; max-width:658px; padding:0; width:99.375%; width:-webkit-calc(100% - 2px); width:calc(100% - 2px);"> <div style="padding:8px;"> <div style=" background:#F8F8F8; line-height:0; margin-top:40px; padding:50% 0; text-align:center; width:100%;"> <div style=" background:url(data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAACwAAAAsCAMAAAApWqozAAAAGFBMVEUiIiI9PT0eHh4gIB4hIBkcHBwcHBwcHBydr+JQAAAACHRSTlMABA4YHyQsM5jtaMwAAADfSURBVDjL7ZVBEgMhCAQBAf//42xcNbpAqakcM0ftUmFAAIBE81IqBJdS3lS6zs3bIpB9WED3YYXFPmHRfT8sgyrCP1x8uEUxLMzNWElFOYCV6mHWWwMzdPEKHlhLw7NWJqkHc4uIZphavDzA2JPzUDsBZziNae2S6owH8xPmX8G7zzgKEOPUoYHvGz1TBCxMkd3kwNVbU0gKHkx+iZILf77IofhrY1nYFnB/lQPb79drWOyJVa/DAvg9B/rLB4cC+Nqgdz/TvBbBnr6GBReqn/nRmDgaQEej7WhonozjF+Y2I/fZou/qAAAAAElFTkSuQmCC); display:block; height:44px; margin:0 auto -44px; position:relative; top:-22px; width:44px;"> </div></div><p style=" margin:8px 0 0 0; padding:0 4px;"> <a href="https://www.instagram.com/p/B4QAxF1ht3K/" style=" color:#000; font-family:Arial,sans-serif; font-size:14px; font-style:normal; font-weight:normal; line-height:17px; text-decoration:none; word-wrap:break-word;" target="_top">Christina Hunger, MA, CCC-SLP on Instagram: “Last night, right before this video was taken, I accidentally said “ball” on Stella’s device while I was actually reaching for a different…”</a></p> </div></blockquote></div><p>We've seen examples, most notably gorilla <a href="https://www.nationalgeographic.com/news/2018/06/gorillas-koko-sign-language-culture-animals/" target="_blank">Koko</a>, of animals who've acquired the ability to communicate using human words, and dog owners would hardly doubt their own dog's affinity for receptive language — expressive language doesn't seem like that much of a leap. In addition, scientists consider average dog intelligence to be roughly similar to a <a href="https://www.livescience.com/5613-dogs-smart-2-year-kids.html" target="_blank">human two-year-old's</a>, and that's right about the time toddlers start talking.</p><p>You can keep up with <a href="https://www.hungerforwords.com/post/stella-s-new-skills" target="_blank">Stella's progress</a>, and Hunger's SLP-expert insights, on Hunger's blog and on <a href="https://www.instagram.com/hunger4words/" target="_blank">Instagram</a>.</p>
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