Hyperlexia in a 4-year-old boy with Autistic Spectrum Disorder

This paper presents a case study of a 4-year-old boy with Autistic Spectrum Disorder and a mental age of approximately 1:5 who demonstrates precocious oral-reading behaviour in the absence of spontaneous speech. Tests of reading regular and irregular words, pseudowords, homographic heterophones, single sentences and texts were carried out. Performance on a variety of reading tasks suggests the ability to use grapheme–phoneme correspondences and whole word reading for decoding single words. In addition, successful reading of some homographic heterophones and semantic paraphrasing of texts suggests a level of lexical, syntactic, semantic and pragmatic development far beyond his mental or chronological age. The realisation of highly developed reading ability is paradoxical in the context of profound impairment in cognitive development and an absence of spoken language

Unsupervised Chinese Verb Metaphor Recognition Based on Selectional Preferences

PACLIC / The University of the Philippines Visayas Cebu College Cebu City, Philippines / November 20-22, 200

How can we define intrinsic motivation ?

International audienceIntrinsic motivation is a crucial mechanism for open-ended cognitive development since it is the driver of spontaneous exploration and curiosity. Yet, it has so far only been conceptualized in ad hoc manners in the epigenetic robotics com- munity. After reviewing different approaches to intrinsic motivation in psychology, this pa- per presents a unified definition of intrinsic mo- tivation, based on the theory of Daniel Berlyne. Based on this definition, we propose a landscape of types of computational approaches, making it possible to position existing and future models rel- ative to each other, and we show that important approaches are still to be explored

Art expertise in construing meaning of representational and abstract artworks

Aesthetic appraisal of artwork can present the observer with visual problems to solve in the process of grasping its meaning and ‘visual rightness’ (i.e. “good” structure; Locher, 2003), with an elaboration on perceptual, semantic and affective dimensions (e.g. Marković, 2011). Thus observer's expertise is a factor in aesthetic appraisal. To examine the influence of art training on the aesthetic response, and to clarify the nature of the Representational/Abstract distinction, 30 Experts and 33 Non-experts (Art and Psychology students, respectively) were asked to rate 24 paintings on six affective and affective-evaluative semantic differential scales. Stimuli were images of paintings from the period 1900–1935, 12 broadly Representational and 12 broadly Abstract. Relative to Non-experts, Experts rated Abstract artworks as more Interesting, Beautiful, Informative and Sophisticated, distinguishing them less markedly from Representational artworks. Aggregate Expert and Non-expert ratings, processed by factor analysis, resulted in a two-factor solution. The first factor, contrasting Abstract and Representational artworks, appeared more salient for Non-experts. The second factor, Cool–Warm, separating vibrantly-colored paintings from those with a blue-dominated/dull palette, was more salient for Experts. While Non-experts exaggerated differences between Abstract and Representational paintings, Experts appraised these two types of art similarly, attending more to artwork collative properties. We conclude that appreciation of art by Experts involves ‘cognitive mastery’ (Leder, Belke, Oeberst, & Augustin, 2004), i.e. more complex, cues-based visual schemata which equip them with more sophisticated strategies for analysing collative properties and semantics of an artwork while parsing ‘visual rightness’ to unfold its visual meaning

Intrinsic motivation, curiosity and learning: theory and applications in educational technologies

International audienceThis article studies the bi-directional causal interactions between curiosity and learning, and discusses how understanding these interactions can be leveraged in educational technology applications. First, we review recent results showing how state curiosity, and more generally the experience of novelty and surprise, can enhance learning and memory retention. Then, we discuss how psychology and neuroscience have conceptualized curiosity and intrinsic motivation, studying how the brain can be intrinsically rewarded by novelty, complexity or other measures of information. We explain how the framework of computational reinforcement learning can be used to model such mechanisms of curiosity. Then, we discuss the learning progress (LP) hypothesis, which posits a positive feedback loop between curiosity and learning. We outline experiments with robots that show how LP-driven attention and exploration can self-organize a developmental learning curriculum scaffolding efficient acquisition of multiple skills/tasks.. Finally, we discuss recent work exploiting these conceptual and computational models in educational technologies, showing in particular how Intelligent Tutoring Systems can be designed to foster curiosity and learning

CAPTURING THE USE OF COLLOCATION IN ARGUMENTATIVE ESSAY WRITING ON SECOND SEMESTER STUDENTS IN ENGLISH EDUCATION DEPARTMENT OF IAIN SURAKARTA

ABSTRACT Amalia Faulien. 2017. Capuring the Use of Colocation in Argumentative Essay Writing on Second Semester Students in English Education Department of IAIN Surakarta. Thesis. English Education Department. Islamic Education and Teacher Training Faculty. State Islamic Institute of Surakarta. Advisor : Dr. Imroatus Solikhah, M. Pd. Key words : Collocation, lexical collocation, grammatical collocation, Argumentative Essay Collocation is a combination of words in a language that happens very often and more frequently than would happen by chance. The aim of this study is to analyze the types of collocation used by 2nd semester students and the incorrect collocation made by the students in their argumentative essay writing. The researcher used content analysis with descriptive qualitative approach. The data was collected by documenting the types and incorrect collocation on the students‟ worksheet of argumentative essay writing. The data were analyzes by reducing the data, presenting the data, analyzing the data by using Benson theory and taking the conclusion and verification. This research used source triangulation and verification based on Oxford Collocation Dictionary to get an appropriate data. There are two findings of this research. First, the types of collocation used by the students. Second, the incorrect collocation made by the students. The result of the study showed that there are 9 types pattern consist of lexical and grammatical collocation. The total of collocation used by the students in their argumentative essay are 127 collocation, it also showed that most of collocation produced by the students is lexical collocation there are 74 collocation, while grammatical collocation are accounted 58 collocation. Adjective + Noun is the pattern of lexical collocation types which commonly occurred in students argumentative essay. The second finding is the incorrect collocations made by the students there are: 1) quality character, 2) social domain, 3) far distance, 4) attractive dressed, 5) important energy, 6) we must pause, 7) to understand the problem, 8) the likelihood of blindness, 9) don‟t wear, 10) education ladder, 11) pretty easy, 12) rectify our mindset, 13) quality generation, 14) observe intently, 15) the goal of doing homework, 16) to managed, 17) tremendous pain and 18) virtual world. From those findings, there are many types of collocation used by 2nd semester students and the incorrect collocation is still low. Based on those findings, the researcher has suggestion for other researcher to investigate the relationship between student‟s collocation competence and their academic success. It will be of great value to understand whether collocation knowledge helps students increase their academic achievement

Design for nysgjerrighet: Et virkemiddel for å fremme unge pasienters engasjement i egen helserett

For at dagens ungdom og fremtidens voksne skal kunne benytte seg av sitt fullstendige helse- og omsorgstilbud, forutsettes det at de kjenner sin helserett. Dette er et komplisert fagfelt som kan være vanskelig og tungt å tilnærme seg. Målet for denne studien er å finne ut hvordan man kan designe for nysgjerrighet. Bakgrunnen for dette er at nysgjerrighet kan fremme motivasjon til å tilegne seg ny kunnskap når interessen uteblir, og kan potensielt brukes som et strategisk virkemiddel i design. Studien forespeiler en helserettslig nettside for ungdom, hvor designet støtter brukerens nysgjerrighet og øker engasjement til å utforske og involvere seg i sin helserett. Med deltakende design og forskning gjennom design som tilnærming, har det blitt gjennomført workshoper med designaktiviteter i samarbeid med 8 deltakere fra ungdomsrådet ved Ahus. I workshopene har det blitt brukt prototyper for å utforske deltakernes opplevelse av nysgjerrighet gjennom design. Resultatene viser at et oppsiktsvekkende design som fremstår som relevant for brukeren og som skaper tillit til å kunne anvende nettsiden slik som ønsket, har potensiale til å støtte brukerens nysgjerrighet. Design for nysgjerrighet handler om å oppnå balanse mellom ulike uttrykk i designet. Denne balansen er avhengig av hvem brukerne av designet er og hva som er formålet til designet. Resultatene brukes som grunnlag for å utforme prinsipper for å designe for nysgjerrighet. Prinsippene er et bidrag til HCI-forskning og –praksis, da disse kan potensielt brukes som veiledning i fremtidige designprosjekter eller brukes videre i forskning på design for bestemte brukeropplevelser

The Chinese Metaphor Understanding Based on Context ——Described by Dynamic Epistemic Logic

随着西方哲学的语言学转向以及符号学、认知心理学等理论在西方的兴起和发展，隐喻理论研究呈现出一种多角度、多层次和多学科的多元化态势。作为语言学中一种普遍的现象，隐喻不仅是一个修辞学、语义学问题，更重要的是一种人类的认知现象，是人们用某一领域的经验来说明另一领域的经验的一种认知活动，也是人们看待和认识事物的一个视角，它对我们构建人类的思维和概念系统有极大的帮助。人们无时无刻不在使用大量的隐喻，英国修辞学家理查兹曾经说过，“我们日常会话中几乎每三句话中就可能出现一个隐喻”。莱考夫和约翰逊在《我们赖以生存的隐喻》一书中也指出，“隐喻无处不在，在我们的语言中、思想中。我们人类的概念系统就是建立在隐喻之上...With the direction change of linguistics of the Western Philosophy, and the development of the semiotics, cognitive psychology, the research of metaphor presents a multi-angle, multi-level and multidisciplinary diversified situation. As a general phenomenon in linguistics, metaphor is a human cognitive phenomenon. Metaphor is also a cognitive activity which can use one experience to explain anothe...学位：哲学博士院系专业：人文学院哲学系_逻辑学学号：1042009015350