Modality effects in vocabulary acquisition

It is unknown whether modality affects the efficiency with which humans learn novel word forms and their meanings, with previous studies reporting both written and auditory advantages. The current study implements controls whose absence in previous work likely offers explanation for such contradictory findings. In two novel word learning experiments, participants were trained and tested on pseudoword - novel object pairs, with controls on: modality of test, modality of meaning, duration of exposure and transparency of word form. In both experiments word forms were presented in either their written or spoken form, each paired with a pictorial meaning (novel object). Following a 20-minute filler task, participants were tested on their ability to identify the picture-word form pairs on which they were trained. A between subjects design generated four participant groups per experiment 1) written training, written test; 2) written training, spoken test; 3) spoken training, written test; 4) spoken training, spoken test. In Experiment 1 the written stimulus was presented for a time period equal to the duration of the spoken form. Results showed that when the duration of exposure was equal, participants displayed a written training benefit. Given words can be read faster than the time taken for the spoken form to unfold, in Experiment 2 the written form was presented for 300 ms, sufficient time to read the word yet 65% shorter than the duration of the spoken form. No modality effect was observed under these conditions, when exposure to the word form was equivalent. These results demonstrate, at least for proficient readers, that when exposure to the word form is controlled across modalities the efficiency with which word form-meaning associations are learnt does not differ. Our results therefore suggest that, although we typically begin as aural-only word learners, we ultimately converge on developing learning mechanisms that learn equally efficiently from both written and spoken materials

Examining Motivating Factors Influencing Attention, Memory, and Metacognition

Visuospatial memory is an important cognitive process that allows us to remember the identity and location of objects in the environment. As the binding of visual and spatial features is required, visuospatial memory represents an attentionally-demanding form of associative memory (Chalfonte & Johnson, 1996). Further, substantial evidence has shown that older adults may have specific deficits in the remembering associations (Naveh-Benjamin, 2000). Despite this associative deficit, older adults and younger adults under conditions of divided attention have been shown to exhibit maintained memory selectivity – that is, despite remembering less information overall, they are still able to attend to and later remember high-value information. The current Dissertation investigates the underlying attention (Chapter 2), memory (Chapter 3), and metacognitive (Chapter 4) processes involved in this prioritization ability and how they change with age. Chapter 2 examines how the ability to selectively remember high-value information in the visuospatial domain is affected in dual-task paradigms in which attention must be divided between multiple tasks. Evidence is provided of maintained prioritization when concurrent tasks draw from different processing resources, but impaired prioritization when they draw form overlapping processing resources, as evidenced by a lack of selectivity in intra-modal dual-task conditions. Chapter 3 explores how older adults’ prioritization ability compares to younger adults in this demanding visuospatial associative memory context and how younger adults’ strategies may change when negatively valued information is present. Results suggest that older adults maintain selectivity relative to younger adults, but still display deficits in memory for high-value information. Younger adults were also biased towards studying and remembering positive over negative locations, despite equivalent influence on their task goals. Finally, Chapter 4 studied the metacognitive processes underlying prioritization ability in younger and older adults, revealing a tradeoff in resources from prioritizing high-value information to accurately monitoring memory performance. The current Dissertation adds to our knowledge about people’s ability to selectively remember important information, a crucial form of cognitive control, by casting further light upon the attentional, memorial, and metacognitive aspects involved in the prioritization of visuospatial information

Logical operators for ontological modeling

We show that logic has more to offer to ontologists than standard first order and modal operators. We first describe some operators of linear logic which we believe are particularly suitable for ontological modeling, and suggest how to interpret them within an ontological framework. After showing how they can coexist with those of classical logic, we analyze three notions of artifact from the literature to conclude that these linear operators allow for reducing the ontological commitment needed for their formalization, and even simplify their logical formulation

An alternative Gospel of structure: order, composition, processes

We survey some basic mathematical structures, which arguably are more primitive than the structures taught at school. These structures are orders, with or without composition, and (symmetric) monoidal categories. We list several `real life' incarnations of each of these. This paper also serves as an introduction to these structures and their current and potentially future uses in linguistics, physics and knowledge representation.Comment: Introductory chapter to C. Heunen, M. Sadrzadeh, and E. Grefenstette. Quantum Physics and Linguistics: A Compositional, Diagrammatic Discourse. Oxford University Press, 201

Neurocognitive Mechanisms of Statistical-Sequential Learning: what do Event-Related Potentials Tell Us?

Statistical-sequential learning (SL) is the ability to process patterns of environmental stimuli, such as spoken language, music, or one’s motor actions, that unfold in time. The underlying neurocognitive mechanisms of SL and the associated cognitive representations are still not well understood as reflected by the heterogeneity of the reviewed cognitive models. The purpose of this review is: (1) to provide a general overview of the primary models and theories of SL, (2) to describe the empirical research – with a focus on the event- related potential (ERP) literature – in support of these models while also highlighting the current limitations of this research, and (3) to present a set of new lines of ERP research to overcome these limitations. The review is articulated around three descriptive dimensions in relation to SL: the level of abstractness of the representations learned through SL, the effect of the level of attention and consciousness on SL, and the developmental trajectory of SL across the life-span. We conclude with a new tentative model that takes into account these three dimensions and also point to several promising new lines of SL research

Age of Onset of Exposure in Codeswitching

abstract: Codeswitching, or the bilingual practice of switching between two languages, is a frequently misunderstood phenomenon in many fields, including education. Given the growing number of bilingual students and English Language Learners in U.S. schools, it is imperative that the field of education be informed by current research in bilingualism and language acquisition, including codeswitching. Codeswitching that occurs within a sentence is subject to specific rules derived from the languages involved in the switching. Furthermore, a codeswitcher's intuitions about the grammatical acceptability of certain switches over others, called grammaticality judgments, provide linguists with a unique window into how the language systems interact. In current codeswitching research, it is sometimes claimed that simultaneous and early sequential bilinguals provide more accurate grammaticality judgments than late sequential bilinguals. Although this claim is largely motivated by Critical Period Hypothesis research, the grammaticality judgments of the three groups of bilinguals have yet to be systematically compared to determine if there is indeed a difference in judgments. This dissertation investigates potential differences in intrasentential codeswitching patterns of simultaneous, early sequential and late sequential Slovak-English bilinguals (N = 39) through a comparison of grammaticality judgments. Analysis of potential differences is grounded in generative approaches to first and second language acquisition. Grammaticality judgments from Slovak-English bilinguals were elicited through a survey of constructed items. Chi square results are analyzed to determine variation in judgments attributable to bilingual group based on age of onset of exposure to English. In addition, a sub-study of data from the Welsh-English Siarad Corpus (http://www.siarad.org.uk/siarad.php) is presented. Normed token means for English and mixed tokens for simultaneous, early sequential, and late sequential bilinguals are compared using ANOVA tests, and variability is discussed in light of relevant theoretical considerations. Results from this study indicate that there are few differences attributable to age of onset of exposure, thus helping to clarify current practices in codeswitching research methodology, particularly in terms of identifying characteristics of participants. The study also addresses issues surrounding the critical period hypothesis and the effect of age of onset of exposure in bilingualism, topics which are both directly relevant to the field of education.Dissertation/ThesisPh.D. Curriculum and Instruction 201

Neurocognitive Mechanisms of Statistical-Sequential Learning: what do Event-Related Potentials Tell Us?

Statistical-sequential learning (SL) is the ability to process patterns of environmental stimuli, such as spoken language, music, or one’s motor actions, that unfold in time. The underlying neurocognitive mechanisms of SL and the associated cognitive representations are still not well understood as reflected by the heterogeneity of the reviewed cognitive models. The purpose of this review is: (1) to provide a general overview of the primary models and theories of SL, (2) to describe the empirical research – with a focus on the event- related potential (ERP) literature – in support of these models while also highlighting the current limitations of this research, and (3) to present a set of new lines of ERP research to overcome these limitations. The review is articulated around three descriptive dimensions in relation to SL: the level of abstractness of the representations learned through SL, the effect of the level of attention and consciousness on SL, and the developmental trajectory of SL across the life-span. We conclude with a new tentative model that takes into account these three dimensions and also point to several promising new lines of SL research