This program announcement expires on February 1, 2004 unless reissued. AGE-RELATED CHANGES IN READING AND ORAL LANGUAGE COMPREHENSION Release Date: October 25, 2000 PA NUMBER: PA-01-002 National Institute on Aging National Institute of Child Health and Human Development THIS PA USES THE "MODULAR GRANT" AND "JUST-IN-TIME" CONCEPTS. IT INCLUDES DETAILED MODIFICATIONS TO THE STANDARD APPLICATION INSTRUCTIONS THAT MUST BE USED WHEN PREPARING APPLICATIONS IN RESPONSE TO THIS PA. PURPOSE The National Institute on Aging (NIA) and the National Institute of Child Health and Human Development (NICHD) invite qualified researchers to submit grant applications for research projects designed to examine age-related changes in reading and language comprehension abilities and to develop interventions that prevent or compensate for declines. Late adulthood is associated with changes, generally declining, in the communicative abilities important for reading and language comprehension. Evidence suggests that factors associated with the development of reading and oral language comprehension skills (e.g., the age of acquisition, the proficiency attained in early life, diagnoses of learning disabilities and subsequent interventions) and ongoing experiences (e.g., education, occupation, leisure activities, social interaction) influence the skill levels attained during adulthood. Declines in comprehension abilities can interfere with competence on instrumental activities such as 1) taking medications and managing finances, 2) receiving accurate and appropriate medical, financial, and other types of complex information, 3) healthy social interactions, and 4) the establishment and maintenance of professional competence. HEALTHY PEOPLE 2010 The Public Health Service (PHS) is committed to achieving the health promotion and disease prevention objectives of "Healthy People 2010," a PHS led national activity for setting priority areas. This Program Announcement (PA), Title of PA, is related to one or more of the priority areas. Potential applicants may obtain a copy of "Healthy People 2010" at http://www.health.gov/healthypeople/. ELIGIBILITY REQUIREMENTS Applications may be submitted by domestic and foreign for-profit and non- profit organizations, public and private, such as universities, colleges, hospitals, laboratories, units of state and local governments, and eligible agencies of the Federal government. Racial/ethnic minority individuals, women, and persons with disabilities are encouraged to apply as principal investigators. MECHANISM OF SUPPORT The mechanisms of support will be the investigator-initiated research project grant (R01) and program project grant (P01). Applicants may consult with program staff listed under INQUIRIES regarding other mechanisms and relevant announcements on topics related to this program announcement. Responsibility for the planning, direction, and execution of the proposed project will be solely that of the applicant. For all competing individual research project grant (R01) applications requesting up to $250,000 direct costs per year, specific application instructions have been modified to reflect "MODULAR GRANT" and "JUST-IN-TIME" streamlining efforts being examined by NIH. Complete and detailed instructions and information on Modular Grant applications can be found at: http://grants.nih.gov/grants/funding/modular/modular.htm. Applications that request more than $250,000 in any year must use the standard PHS 398 (rev. 4/98) application instructions. RESEARCH OBJECTIVES Background For the elderly, as well as for adolescents and adults, accurate and efficient comprehension of both written and oral language is essential for success across a wide spectrum of important behaviors, including social participation, performing instrumental activities of daily living, and engaging in occupational endeavors, in addition to general psychological well-being and survival. Satisfactory acquisition and maintenance of both written and oral language comprehension skills are dependent upon a complex interaction among sensory, perceptual, and cognitive processes. Moreover, these skills develop and change throughout the lifespan, and thus can be compromised, especially in later life, by reductions in the performance of any or all of the component processes. However, as with many age-related changes, there is inter-individual variability in the decline of the various cognitive functions, in how individuals regulate decline, and in patterns of maintenance and growth. Known age-related changes include reductions in cognitive resources, such as working memory capacity and speed of processing, and declines in hearing, visual acuity, and/or the ability to process sensory information. Most adults experience decline in one or more of these abilities and skills as part of the aging process, however, many employ compensatory strategies for these declines, some continue to experience growth in relevant domains such as vocabulary, and many preserve some skills and abilities. Moreover, many individuals demonstrate resilience in the ability to comprehend speech and text. A key question that needs to be addressed is: What do patterns and processes of decline, maintenance, compensation, and growth reveal about how to improve language comprehension in older adults? The role played by differences in cognitive function between younger and older adults in comprehending written and spoken language is poorly understood. It is understood, however, that even when older adults have maintained hearing and visual acuity, they may not perform as well as younger adults on many tests of comprehension. An increased understanding of the basic processes of comprehension will have far-reaching implications for the lives of older adults and for an aging society. Research applications are sought that will increase our knowledge of comprehension of speech and text, of relevant social and conversational factors, and of the development of interventions that will facilitate comprehension across the lifespan but with special focus on older adults. It is not yet known how vocabulary development, syntactic development and the acquisition and application of metacognitive strategies influence the development and loss of listening and reading comprehension skills across the lifespan. Research applications are sought that examine the long-term effects of factors associated with the acquisition of reading and language comprehension on skill development and maintenance during adulthood and on the rate and quality of changes during late life. Applications are sought that examine the developmental course of language comprehension using epidemiologic, demographic, longitudinal, qualitative, neurobiological, and/ or experimental research methods. Secondary data analyses of existing longitudinal studies as well as supplements and extensions to longitudinal studies and educational research databases are encouraged. Evidence suggests that factors associated with the development of reading and oral language comprehension skills (e.g., the age of acquisition, the proficiency attained in early life, diagnoses of learning disabilities and subsequent interventions) and ongoing experiences (e.g., education, occupation, leisure activities, social interaction) influence the skill levels attained during adulthood. Reading and language research using neuroimaging techniques suggests that although there are basic processes necessary for language fluency, there is variation among individuals and between languages. For example, the cortical areas involved in phonology vary across individuals, and recent studies have revealed language-specific differences. Research is needed that examines the developmental trajectories of skill development, maintenance, and decline associated with the developmental factors and the various neural pathways of language comprehension. Human factors research has elucidated the importance of structure and context to older adults comprehension of speech and text. Research in this area needs to be continued and the findings need to be applied toward the development of strategies that compensate for decline. Little is known about how changes in cognitive processes affect speech and reading comprehension. Individuals with learning disabilities develop compensatory processes which may be similar to those developed by older adults as they struggle to combat the effects of such declines: although some compensatory strategies augment or facilitate the reading process, others may hinder it and affect the success of certain instructional strategies for adults. Which specific strategies work well, in what situations, and whether there are interventions or instructional approaches involving these strategies that might foster the maintenance of comprehension skills in later life should be investigated. Increased understanding of the roles of processes and strategies that compensate for disabilities and decline and their potential for adaptation in late life is promising for the development of compensatory and intervention strategies. Moreover, little is known about the demographics and epidemiology of age- related decline in speech and reading comprehension. Increased knowledge in these areas is important to understanding the greater contexts associated with decline and to targeting populations for intervention and research. Finally, the effects of later literacy development and how these interact with age-related declines in language and reading development needs to be investigated. Objectives NIH seeks research grant applications aimed at the study of selected aspects of speech and reading comprehension as they change with age. General areas of interest include the following: 1) the factors and individual differences related to comprehending written and spoken language as well as the demography and epidemiology of age-related changes, 2) the human factors, biological factors, developmental factors, environmental factors, and the social conditions that interfere with or enhance comprehension, and research applications aimed at applying research findings, 3) the development of reading comprehension strategies, compensatory strategies, and the most effective approaches to the development and maintenance of literacy in adulthood, and 4) research applications aimed at specific domains including comprehending specific types of information (e.g., medical, legal, insurance) and maintaining professional competence. The large variation in comprehension skills among older adults necessitates a search for complex explanatory factors for late-life changes and individual differences in comprehension: biological changes, cognitive processes and strategies, personal differences in life experiences (e.g., education, level of expertise) or cognitive styles, and the social, linguistic, and cultural differences in expectations and opportunities for performance. Moreover, comprehension often requires social interaction, such as engaging in conversation, asking clarifying questions, and seeking more information. Thus, research is also needed that examines social factors and speech production patterns that interfere with or ameliorate comprehension. The following topics offer examples of studies that are encouraged. These examples are neither comprehensive nor exclusive. o The demographic factors and life experiences associated with age-related changes in comprehension (including skill acquisition and development, decline, maintenance, compensation, and improvement) as well as understanding the epidemiology of age-related decline in comprehension. o The relationship of relevant aspects of cognitive processing including attention, memory components, and measures of intellectual abilities to speech and reading comprehension. Further understanding is needed of the effects of age-related changes in temporal processing on language comprehension, the effects of changes in spatial abilities on reading comprehension, and the effects of the various age-related aphasias on language comprehension. o The neurobiological mechanisms of age-related change in cognitive or sensory function that impact oral and written language comprehension. o The developmental trajectories of skill development, maintenance, and decline associated with individual skill acquisition factors and with various neural pathways of language comprehension. o Cognitive strategies that may be employed to compensate for losses. Examples include the use of cognitive abilities and expertise to interpret incomplete or confused auditory and visual signals, strategies to identify and locate the sources of sounds, and strategies specific to being multi- lingual. o The identification of cognitive strategies that may interfere with the development of reading abilities in adults with low literacy, and the development of effective interventions. o Identification of the underlying language comprehension skills and component skills necessary to the reading process that may underlie functional illiteracy or low literacy in adults, and the development of effective interventions. For example, what is the role of the greater background knowledge and broader vocabulary of adults in the process of developing new areas of language proficiency in adulthood? o How affect, motivation, and self-perception of abilities are interrelated with sensory or cognitive processes. o Changes in encoding and sending non-verbal cues, as well as changes in decoding and processing non-verbal cues. o How individual factors interact with the functional demands of the material presented. o The social skills necessary for obtaining accurate and relevant information. These may include the initiative of conversational interaction for various purposes, such as seeking information or asking for clarification. o The effects of attitudes and beliefs about aging on comprehension. These include those of the older adult (e.g., self stereotypes), others communicating with the older adults, as well as the cultural context. o The influence of self-perceived handicap, and of social or occupational demands, on the willingness to use devices designed to assist performance. Other factors include the attitudes, beliefs, and the behavior of older adults, their friends and family, and others with whom older adults interact. Research is needed on how the characteristics of the text, the speaking voice, the medium of the message, the context of the presentation, and sensory capacity influence ease of comprehension. Studies are encouraged that examine relevant human factors and that apply current knowledge toward improving comprehension. Among the many topics that need further research are the following: o The differences in processing requirements for expository, narrative, and procedural texts, written and spoken questions, conversational engagement, and comprehension of other forms of speech. o The role of neurobiological auditory and visual changes with age in influencing both language and reading comprehension. o The differences in comprehension due to content of the information, complexity of syntax, structure and cues in the text, and style of presentation of the information. o Factors specific to reading computer screens and monitors, understanding graphics and text embedded in design, such as might occur on bottles and other containers. o The types and number of environmental distractions, the effects of lighting, the size and font of print, and the color of paper and print. o The effects of cadence, placement of pauses, volume, pitch, and speed of presentation on comprehension of language. o Facilitating older adults" comprehension through the development and application of compensatory strategies and design (e.g., cognitive strategies, human factors design, social support, and environmental design). Research is needed that examines the comprehension of written and spoken language as it relates to various domains, particularly the comprehension of medical information and other complex topics such as long-term care policies and insurance information. Research is also needed on the age differences in the ability to comprehend written and verbal survey questions. Other domains include the role of language comprehension in establishing and maintaining professional competence. Some examples of relevant topics that need further research are the following: o The factors important to the comprehension of information important in decision-making (e.g., probabilities, possible outcomes, and risks and benefits). o How the attitudes and beliefs of the service provider regarding older adults hearing and speech comprehension impact actual comprehension (e.g., elderspeak). o The factors important for accurate exchange of information, including conversational style and openness to questions. o The development of questionnaire, survey, and interview practices that obtain increased accuracy in information from older adults via increased speech and reading comprehension. For a related PA, see Methodology and Measurement in the Behavioral and Social Sciences, http://grants.nih.gov/grants/guide/pa-files/PA-98-031.html. o How the workplace and the aging worker are affected by changes in language comprehension. What workplace changes are needed for the maintenance and improvement of older workers" professional competence and productivity? How can the workplace facilitate the implementation of older adults" compensatory strategies? INCLUSION OF WOMEN AND MINORITIES IN RESEARCH INVOLVING HUMAN SUBJECTS It is the policy of the NIH that women and members of minority groups and their sub-populations must be included in all NIH-supported biomedical and behavioral research projects involving human subjects, unless a clear and compelling rationale and justification are provided indicating that inclusion is inappropriate with respect to the health of the subjects or the purpose of the research. This policy results from the NIH Revitalization Act of 1993 (Section 492B of Public Law 103-43). All investigators proposing research involving human subjects should read the UPDATED "NIH Guidelines for Inclusion of Women and Minorities as Subjects in Clinical Research," published in the NIH Guide for Grants and Contracts on August 2, 2000 (http://grants.nih.gov/grants/guide/notice-files/NOT-OD-00-048.html), a complete copy of the updated Guidelines are available at http://grants.nih.gov/grants/funding/women_min/guidelines_update.htm. The revisions relate to NIH defined Phase III clinical trials and require: a) all applications or proposals and/or protocols to provide a description of plans to conduct analyses, as appropriate, to address differences by sex/gender and/or racial/ethnic groups, including subgroups if applicable, and b) all investigators to report accrual, and to conduct and report analyses, as appropriate, by sex/gender and/or racial/ethnic group differences. INCLUSION OF CHILDREN AS PARTICIPANTS IN RESEARCH INVOLVING HUMAN SUBJECTS It is the policy of NIH that children (i.e., individuals under the age of 21) must be included in all human subjects research, conducted or supported by the NIH, unless there are scientific and ethical reasons not to include them. This policy applies to all initial (Type 1) applications submitted for receipt dates after October 1, 1998. All investigators proposing research involving human subjects should read the "NIH Policy and Guidelines on the Inclusion of Children as Participants in Research Involving Human Subjects that was published in the NIH Guide for Grants and Contracts, March 6, 1998, and is available at: http://grants.nih.gov/grants/guide/notice-files/not98-024.html. Investigators also may obtain copies of these policies from the program staff listed under INQUIRIES. Program staff may also provide additional relevant information concerning the policy. URLS IN NIH GRANT APPLICATIONS OR APPENDICES All applications and proposals for NIH funding must be self-contained within specified page limitations. Unless otherwise specified in an NIH solicitation, internet addresses (URLs) should not be used to provide information necessary to the review because reviewers are under no obligation to view the Internet sites. Reviewers are cautioned that their anonymity may be compromised when they directly access an Internet site. APPLICATION PROCEDURES Applications are to be submitted on grant application form PHS 398 (rev. 4/98) and will be accepted at the standard application deadlines as indicated in the application kit. Application kits are available at most institutional offices of sponsored research and may be obtained from the Division of Extramural Outreach and Information Resources, National Institutes of Health, 6701 Rockledge Drive, MSC 7910, Bethesda, MD 20892-7910, Phone (301) 710-0267, Email: GRANTSINFO@NIH.GOV. Applications are also available on the internet at http://grants.nih.gov/grants/funding/phs398/phs398.html. Applicants planning to submit an investigator-initiated new (type 1), competing continuation (type 2), competing supplement, or any amended/revised version of the preceding grant application types requesting $500,000 or more in direct costs for any year are advised that they must contact the Institute or Center (IC) program staff before submitting the application, i.e., as plans for the study are being developed. Furthermore, applicants must obtain agreement from the IC staff that the IC will accept the application for consideration for award. Finally, applicants must identify, in a cover letter sent with the application, the staff member and Institute or Center who agreed to accept assignment of the application. This policy requires applicants to obtain agreement for acceptance of both any such application and any such subsequent amendment. Refer to the NIH Guide for Grants and Contracts, March 20, 1998 at: http://grants.nih.gov/grants/guide/notice-files/not98-030.html Submit a signed, typewritten, original of the application, including the checklist and five signed photocopies in one package to: CENTER FOR SCIENTIFIC REVIEW NATIONAL INSTITUTES OF HEALTH 6701 ROCKLEDGE DRIVE, ROOM 1040, MSC 7710 BETHESDA, MD 20892-7710 BETHESDA, MD 20817 (for express/courier service) The title and number of the program announcement must be typed on line 2 of the face page of the application form and the YES box must be marked. SPECIFIC APPLICATION INSTRUCTIONS FOR MODULAR GRANTS The modular grant concept establishes specific modules in which direct costs may be requested as well as a maximum level for requested budgets. Only limited budgetary information is required under this approach. The just-in- time concept allows applicants to submit certain information only when there is a possibility for an award. It is anticipated that these changes will reduce the administrative burden for the applicants, reviewers and Institute staff. The research grant application form PHS 398 (rev. 4/98) is to be used in applying for these grants, with the modifications noted below. BUDGET INSTRUCTIONS Modular Grant applications will request direct costs in $25,000 modules, up to a total direct cost request of $250,000 per year. (Applications that request more than $250,000 direct costs in any year must follow the traditional PHS398 application instructions.) The total direct costs must be requested in accordance with the program guidelines and the modifications made to the standard PHS 398 application instructions described below: PHS 398 o FACE PAGE: Items 7a and 7b should be completed, indicating Direct Costs (in $25,000 increments up to a maximum of $250,000) and Total Costs [Modular Total Direct plus Facilities and Administrative (F&A) costs] for the initial budget period. Items 8a and 8b should be completed indicating the Direct and Total Costs for the entire proposed period of support. o DETAILED BUDGET FOR THE INITIAL BUDGET PERIOD - Do not complete Form Page 4 of the PHS 398. It is not required and will not be accepted with the application. o BUDGET FOR THE ENTIRE PROPOSED PERIOD OF SUPPORT - Do not complete the categorical budget table on Form Page 5 of the PHS 398. It is not required and will not be accepted with the application. o NARRATIVE BUDGET JUSTIFICATION - Prepare a Modular Grant Budget Narrative page. (See http://grants.nih.gov/grants/funding/modular/modular.htm for sample pages.) At the top of the page, enter the total direct costs requested for each year. This is not a Form page. o Under Personnel, list all project personnel, including their names, percent of effort, and roles on the project. No individual salary information should be provided. However, the applicant should use the NIH appropriation language salary cap and the NIH policy for graduate student compensation in developing the budget request. For Consortium/Contractual costs, provide an estimate of total costs (direct plus facilities and administrative) for each year, each rounded to the nearest $1,000. List the individuals/ organizations with whom consortium or contractual arrangements have been made, the percent effort of key personnel, and the role on the project. Indicate whether the collaborating institution is foreign or domestic. The total cost for a consortium/contractual arrangement is included in the overall requested modular direct cost amount. Include the Letter of Intent to establish a consortium. Provide an additional narrative budget justification for any variation in the number of modules requested. o BIOGRAPHICAL SKETCH - The Biographical Sketch provides information used by reviewers in the assessment of each individual"s qualifications for a specific role in the proposed project, as well as to evaluate the overall qualifications of the research team. A biographical sketch is required for all key personnel, following the instructions below. No more than three pages may be used for each person. A sample biographical sketch may be viewed at: http://grants.nih.gov/grants/funding/modular/modular.htm. - Complete the educational block at the top of the form page, - List position(s) and any honors, - Provide information, including overall goals and responsibilities, on research projects ongoing or completed during the last three years, - List selected peer-reviewed publications, with full citations. o CHECKLIST - This page should be completed and submitted with the application. If the F&A rate agreement has been established, indicate the type of agreement and the date. All appropriate exclusions must be applied in the calculation of the F&A costs for the initial budget period and all future budget years. o The applicant should provide the name and phone number of the individual to contact concerning fiscal and administrative issues if additional information is necessary following the initial review. REVIEW CONSIDERATIONS Applications will be assigned on the basis of established Public Health Service referral guidelines. Applications that are complete will be evaluated for scientific and technical merit by an appropriate peer review group convened in accordance with NIH peer review procedures. As part of the initial merit review, all applications will receive a written critique and undergo a process in which only those applications deemed to have the highest scientific merit, generally the top half of applications under review, will be discussed, assigned a priority score, and receive a second level review by the appropriate national advisory council or board. Review Criteria The goals of NIH-supported research are to advance our understanding of biological systems, improve the control of disease, and enhance health. In the written comments reviewers will be asked to discuss the following aspects of the application in order to judge the likelihood that the proposed research will have a substantial impact on the pursuit of these goals. Each of these criteria will be addressed and considered in assigning the overall score, weighting them as appropriate for each application. Note that the application does not need to be strong in all categories to be judged likely to have major scientific impact and thus deserve a high priority score. For example, an investigator may propose to carry out important work that by its nature is not innovative but is essential to move a field forward. 1. Significance: Does this study address an important problem? If the aims of the application are achieved, how will scientific knowledge be advanced? What will be the effect of these studies on the concepts or methods that drive this field? 2. Approach: Are the conceptual framework, design, methods, and analyses adequately developed, well-integrated, and appropriate to the aims of the project? Does the applicant acknowledge potential problem areas and consider alternative tactics? 3. Innovation: Does the project employ novel concepts, approaches or method? Are the aims original and innovative? Does the project challenge existing paradigms or develop new methodologies or technologies? 4. Investigator: Is the investigator appropriately trained and well suited to carry out this work? Is the work proposed appropriate to the experience level of the principal investigator and other researchers (if any)? 5. Environment: Does the scientific environment in which the work will be done contribute to the probability of success? Do the proposed experiments take advantage of unique features of the scientific environment or employ useful collaborative arrangements? Is there evidence of institutional support? In addition to the above criteria, in accordance with NIH policy, all applications will also be reviewed with respect to the following: o The adequacy of plans to include both genders, minorities, and their subgroups, and children as appropriate for the scientific goals of the research. Plans for the recruitment and retention of subjects will also be evaluated. o The reasonableness of the proposed budget and duration in relation to the proposed research. o The adequacy of the proposed protection for humans, animals or the environment, to the extent they may be adversely affected by the project proposed in the application. AWARD CRITERIA Applications will compete for available funds with all other recommended applications. The following will be considered in making funding decisions: o Quality of the proposed project as determined by peer review o Availability of funds o Program priority. INQUIRIES Inquiries are encouraged. The opportunity to clarify any issues or questions from potential applicants is welcome. Direct inquiries regarding programmatic issues to: Daniel B. Berch, Ph.D. Behavioral and Social Research Program National Institute on Aging 7201 Wisconsin Avenue Suite 533 MSC 9205 Bethesda, MD 20892 -9205 Telephone: (301) 496-3137 FAX: (301) 402-0051 E-mail: db254g@NIH.GOV Judith A. Finkelstein, Ph.D. Neuroscience and Neuropsychology of Aging Program National Institute on Aging 7201 Wisconsin Avenue Gateway Building, Suite 3C307 Bethesda, MD 20892-9205 Telephone: (301) 496-9350 FAX: (301) 496-1494 Email: jf119k@nih.gov Peggy McCardle, Ph.D., MPH Child Development and Behavior Branch National Institute of Child Health and Human Development 6100 Executive Blvd., Suite 4B05 Rockville, MD 20895-7510 Telephone: 301-435-6863 FAX: 301-480-7773 Email: pm43q@nih.gov Direct inquiries regarding fiscal matters to: Linda Whipp Grants and Contracts Management Office National Institute on Aging 7201 Wisconsin Avenue, Suite 2N212, MSC 9205 Bethesda, MD 20892-9205 Telephone: (301) 496-1472 FAX: (301) 402-3672 Email: lw17m@NIH.GOV Douglas Shawver National Institute of Child Health and Human Development 6100 Executive Blvd., Suite 4B05 Rockville, MD 20895 Telephone: 301-435-6999 FAX: 301-402-0915 Email: Douglas_Shawver@nih.gov AUTHORITY AND REGULATIONS This program is described in the Catalog of Federal Domestic Assistance No. 93.866 and No. 93.865. Awards are made under authorization of sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and administered under NIH grants policies and Federal Regulations 42 CFR 52 and 45 CFR Parts 74 and 92. This program is not subject to the intergovernmental review requirements of Executive Order 12372 or Health Systems Agency review. The PHS strongly encourages all grant and contract recipients to provide a smoke-free workplace and promote the non-use of all tobacco products. In addition, Public Law 103-227, the Pro-Children Act of 1994, prohibits smoking in certain facilities (or in some cases, any portion of a facility) in which regular or routine education, library, day care, health care or early childhood development services are provided to children. This is consistent with the PHS mission to protect and advance the physical and mental health of the American people.


Weekly TOC for this Announcement
NIH Funding Opportunities and Notices



NIH Office of Extramural Research Logo
  Department of Health and Human Services (HHS) - Home Page Department of Health
and Human Services (HHS)
  USA.gov - Government Made Easy
NIH... Turning Discovery Into Health®



Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, Audio or Video files, see Help Downloading Files.