Recognizing Speech in a Novel Accent: The Motor Theory of Speech Perception Reframed

The motor theory of speech perception holds that we perceive the speech of another in terms of a motor representation of that speech. However, when we have learned to recognize a foreign accent, it seems plausible that recognition of a word rarely involves reconstruction of the speech gestures of the speaker rather than the listener. To better assess the motor theory and this observation, we proceed in three stages. Part 1 places the motor theory of speech perception in a larger framework based on our earlier models of the adaptive formation of mirror neurons for grasping, and for viewing extensions of that mirror system as part of a larger system for neuro-linguistic processing, augmented by the present consideration of recognizing speech in a novel accent. Part 2 then offers a novel computational model of how a listener comes to understand the speech of someone speaking the listener's native language with a foreign accent. The core tenet of the model is that the listener uses hypotheses about the word the speaker is currently uttering to update probabilities linking the sound produced by the speaker to phonemes in the native language repertoire of the listener. This, on average, improves the recognition of later words. This model is neutral regarding the nature of the representations it uses (motor vs. auditory). It serve as a reference point for the discussion in Part 3, which proposes a dual-stream neuro-linguistic architecture to revisits claims for and against the motor theory of speech perception and the relevance of mirror neurons, and extracts some implications for the reframing of the motor theory

Change blindness: eradication of gestalt strategies

Arrays of eight, texture-defined rectangles were used as stimuli in a one-shot change blindness (CB) task where there was a 50% chance that one rectangle would change orientation between two successive presentations separated by an interval. CB was eliminated by cueing the target rectangle in the first stimulus, reduced by cueing in the interval and unaffected by cueing in the second presentation. This supports the idea that a representation was formed that persisted through the interval before being 'overwritten' by the second presentation (Landman et al, 2003 Vision Research 43149–164]. Another possibility is that participants used some kind of grouping or Gestalt strategy. To test this we changed the spatial position of the rectangles in the second presentation by shifting them along imaginary spokes (by ±1 degree) emanating from the central fixation point. There was no significant difference seen in performance between this and the standard task [F(1,4)=2.565, p=0.185]. This may suggest two things: (i) Gestalt grouping is not used as a strategy in these tasks, and (ii) it gives further weight to the argument that objects may be stored and retrieved from a pre-attentional store during this task

Spartan Daily, February 17, 2000

Volume 114, Issue 15https://scholarworks.sjsu.edu/spartandaily/9512/thumbnail.jp

Introduction to Facial Micro Expressions Analysis Using Color and Depth Images: A Matlab Coding Approach (Second Edition, 2023)

The book attempts to introduce a gentle introduction to the field of Facial Micro Expressions Recognition (FMER) using Color and Depth images, with the aid of MATLAB programming environment. FMER is a subset of image processing and it is a multidisciplinary topic to analysis. So, it requires familiarity with other topics of Artifactual Intelligence (AI) such as machine learning, digital image processing, psychology and more. So, it is a great opportunity to write a book which covers all of these topics for beginner to professional readers in the field of AI and even without having background of AI. Our goal is to provide a standalone introduction in the field of MFER analysis in the form of theorical descriptions for readers with no background in image processing with reproducible Matlab practical examples. Also, we describe any basic definitions for FMER analysis and MATLAB library which is used in the text, that helps final reader to apply the experiments in the real-world applications. We believe that this book is suitable for students, researchers, and professionals alike, who need to develop practical skills, along with a basic understanding of the field. We expect that, after reading this book, the reader feels comfortable with different key stages such as color and depth image processing, color and depth image representation, classification, machine learning, facial micro-expressions recognition, feature extraction and dimensionality reduction. The book attempts to introduce a gentle introduction to the field of Facial Micro Expressions Recognition (FMER) using Color and Depth images, with the aid of MATLAB programming environment.Comment: This is the second edition of the boo

Implementation of Project-based Learning to Entrepreneurship at International Preparatory in Buffalo: Its Effect on Learners’ Desire to Become Entrepreneurs and Impact on the Practice of 21st Century Skills

To extract the evidence of the effect of project-based learning in the teaching of entrepreneurship at International Preparatory in the City of Buffalo, the researcher will work with two groups of students. One group of students hereinafter called Group A will be exposed to the course of entrepreneurship using the project-based learning golden standards and teaching practices recommended by the Buck Institute of Education and the second group, hereinafter called Group B will not include project-based learning as a teaching strategy. Of special interest is the notable effect on the students’ desire to want to open and operate a business as an entrepreneur. In addition, the paper seeks to identify ways in which the students in Group A apply 21st Century skills of critical thinking, creativity, collaboration, and communication as an integral part of using project-based learning. The paper will consist of a literature review to find out what the experts in the field have proven through research and experience in regard to the use of project-based learning as a strategy for the teaching of entrepreneurship. Curriculum content will be designed to cover a period of one semester, three units, namely, entrepreneurship, principles of marketing and sales. This content will be presented using project based learning from the beginning of the semester during which the students in Group A will be asked to work on the challenging question of what good or service they want to create or provide for sale to potential customers. Students in this group will proceed during the first few weeks of the semester with a sustained inquiry until they come up with the product or service they will create or obtain from an established supplier. Implementation of project-based learning to the teaching of entrepreneurship will consist of providing students the opportunities to identify their product or service and move forward to the selection of effective modes of packaging, promotion, advertising, sale and distribution of the product or service. The students will also create a written business plan which will outline how their business will be organized and operated. The students will then be directed to work on their final presentations which will be revised, improved, and critiqued for continuous improvement. The research design will continue with a comparative statistical analysis of the two groups: Group A and Group B. Group A will be the group that will be using project-based learning in the teaching and learning about entrepreneurship, while Group B will be the group that will be doing the course without project-based learning. The purpose of studying the two groups is to establish whether there is a connection between the desire to want to become entrepreneurs when project based learning is implemented to the course content and to observe the 21st Century skills as the learners work on creating or providing a good or a service to customers. Finally, the research design will allow for data to be gathered from the students of Group A to conclude which aspect of the curriculum content they found to be most helpful. The purpose for doing this is to establish which segment helped the students the most and to establish the need for emphasis on that segment for future experiments of this nature

English for Study and Work

Подано всі види діяльності студентів з вивчення англійської мови, спрямовані на розвиток мовної поведінки, необхідної для ефективного спілкування в академічному та професійному середовищах. Містить завдання і ситуації, типові для різноманітних академічних та професійних сфер. Структура організації змісту – модульна, охоплює певні мовленнєві вміння залежно від мовної поведінки. Даний модуль має на меті розвиток у студентів умінь і навичок академічного і професійно- орієнтованого мовлення, необхідних для участі в дискусіях, семінарах, конференціях та при підготовці й проведенні презентацій (виступів-доповідей). Зразки текстів – автентичні, містять цікаву та актуальну інформацію з загальнонаукової та професійної тематики. Ресурси для самостійної роботи (Частина ІІ) містять завдання та вправи для розвитку словникового запасу та розширення діапазону функціональних зразків, необхідних для виконання певних функцій, та завдання, які спрямовані на організацію самостійної роботи студентів. За допомогою засобів діагностики студенти можуть самостійно перевірити засвоєння навчального матеріалу та оцінити свої досягнення. Наводяться граматичні явища і вправи для їх засвоєння. Призначений для студентів технічних університетів гірничого профілю. Може використовуватися для викладання вибіркових курсів з англійської мови, а також для самостійного вивчення англійської мови викладачами, фахівцями і науковцями різних інженерних галузей