Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations.

Studies on stop unrelease in second language acquisition have hitherto focused on the productions of Slavic learners of English (Šimáčková & Podlipský, 2015) and experiments on Polish learners of English; the latter show the tendency to release stops on a more regular basis depending on the type of stop combinations (Rojczyk et al. 2013). In the present study, we aim to test the efficiency of audio-visual explanations as opposed to distracted imitation in pronunciation teaching amongst French learners of English. While unreleased stops are rather frequent in French and English - especially in plosives clusters (Byrd, 1993; Davidson, 2010), unreleased plosives in final positions are less common in French (Van Dommelen, 1983). During phase 1 of the experiment, three groups of 12 native French learners of English (level A1/A2, B1/B2 and C1/C2) were asked to read idiomatic expressions containing both homogeneous and heterogeneous sequences of voiceless stops straddled between words, namely, in sequences like “that cat” [ðæt˺ kæt˺], and stops at the end of sentences like “I told him to speak” [tə spiːk˺]. In the second phase of the experiment, one half in each group was given a different task. The first group heard recorded versions of phase 1 sentences and before reading them out loud, counted up to five in their L1. Stimuli for imitation contained no release in the contexts under scrutiny. The other half had to watch a video explaining the phenomenon of unreleased stops with a production of phase-two expressions propped up by hand gestures. They were then asked to re-read the sentences given in phase 1. Based on these results the current study makes recommendations about what working environment should be prioritized in pronunciation teaching both in class and online (Kröger et al. 2010), and suggests ways to assess students and visually keep track of their progress

Justifications-on-demand as a device to promote shifts of attention associated with relational thinking in elementary arithmetic

Student responses to arithmetical questions that can be solved by using arithmetical structure can serve to reveal the extent and nature of relational, as opposed to computational thinking. Here, student responses to probes which require them to justify-on-demand are analysed using a conceptual framework which highlights distinctions between different forms of attention. We analyse a number of actions observed in students in terms of forms of attention and shifts between them: in the short-term (in the moment), medium-term (over several tasks), and long-term (over a year). The main factors conditioning students´ attention and its movement are identified and some didactical consequences are proposed

Explaining Violation Traces with Finite State Natural Language Generation Models

An essential element of any verification technique is that of identifying and communicating to the user, system behaviour which leads to a deviation from the expected behaviour. Such behaviours are typically made available as long traces of system actions which would benefit from a natural language explanation of the trace and especially in the context of business logic level specifications. In this paper we present a natural language generation model which can be used to explain such traces. A key idea is that the explanation language is a CNL that is, formally speaking, regular language susceptible transformations that can be expressed with finite state machinery. At the same time it admits various forms of abstraction and simplification which contribute to the naturalness of explanations that are communicated to the user

Maori facial tattoo (Ta Moko): implications for face recognition processes.

Ta Moko is the art of the Maori tattoo. It was an integral aspect of Maori society and is currently seeing resurgence in popularity. In particular it is linked with ancestry and a sense of “Maori” pride. Ta Moko is traditionally worn by Maori males on the buttocks and on the face, while Maori women wear it on the chin and lips. With curvilinear lines and spiral patterns applied to the face with a dark pigment, the full facial Moko creates a striking appearance. Given our reliance on efficiently encoding faces this transformation could potentially interfere with how viewers normally process and recognise the human face (e.g. configural information). The pattern’s effects on recognising identity, expression, race, speech, and gender are considered, and implications are drawn, which could help wearers and viewers of Ta Moko understand why sustained attention (staring) is drawn to such especially unique faces

Semantics and the Computational Paradigm in Cognitive Psychology

There is a prevalent notion among cognitive scientists and philosophers of mind that computers are merely formal symbol manipulators, performing the actions they do solely on the basis of the syntactic properties of the symbols they manipulate. This view of computers has allowed some philosophers to divorce semantics from computational explanations. Semantic content, then, becomes something one adds to computational explanations to get psychological explanations. Other philosophers, such as Stephen Stich, have taken a stronger view, advocating doing away with semantics entirely. This paper argues that a correct account of computation requires us to attribute content to computational processes in order to explain which functions are being computed. This entails that computational psychology must countenance mental representations. Since anti-semantic positions are incompatible with computational psychology thus construed, they ought to be rejected. Lastly, I argue that in an important sense, computers are not formal symbol manipulators