The company that words keep: comparing the statistical structure of child- versus adult-directed language

Does child-directed language differ from adult-directed language in ways that might facilitate word learning? Associative structure (the probability that a word appears with its free associates), contextual diversity, word repetitions and frequency were compared longitudinally across six language corpora, with four corpora of language directed at children aged 1 ; 0 to 5 ; 0, and two adult-directed corpora representing spoken and written language. Statistics were adjusted relative to shuffled corpora. Child-directed language was found to be more associative, repetitive and consistent than adult-directed language. Moreover, these statistical properties of child-directed language better predicted word acquisition than the same statistics in adult-directed language. Word frequency and repetitions were the best predictors within word classes (nouns, verbs, adjectives and function words). For all word classes combined, associative structure, contextual diversity and word repetitions best predicted language acquisition. These results support the hypothesis that child-directed language is structured in ways that facilitate language acquisition

Expansion-limited aggregation of nanoclusters in a single-pulse laser-produced plume

Formation of carbon nanoclusters in a single-laser-pulse created ablation plume was studied both in vacuum and in a noble gas environment at various pressures. The developed theory provides cluster radius dependence on combination of laser parameters, properties of ablated material, and type and pressure of an ambient gas in agreement with experiments. The experiments were performed on carbon nanoclusters formed by laser ablation of graphite targets with 12 picosecond 532 nm laser pulses at MHz-range repetition rate in a broad range of ambient He, Ar, Kr, and Xe gas pressures from 2× 10-2 to 1500 Torr. The experimental results confirmed our theoretical prediction that the average size of the nanoparticles depends weakly on the type of the ambient gas used, and is determined exclusively by the single laser pulse parameters even at the repetition rate as high as 28 MHz with the time gap 36 ns between the pulses. The most important finding relates to the fact that in vacuum the cluster size is mainly determined by hydrodynamic expansion of the plume while in the ambient gas it is controlled by atomic diffusion in the gas. We demonstrate that the ultrashort pulses can be used for production of clusters with the size less than the critical value, which separates the particles with properties drastically different from those of a material in a bulk. The presented results of experiments on formation of carbon nanoclusters are in close agreement with the theoretical scaling. The developed theory is applicable for cluster formation from any monatomic material, such as silicon for example

Repetition-free longest common subsequence of random sequences

A repetition free Longest Common Subsequence (LCS) of two sequences x and y is an LCS of x and y where each symbol may appear at most once. Let R denote the length of a repetition free LCS of two sequences of n symbols each one chosen randomly, uniformly, and independently over a k-ary alphabet. We study the asymptotic, in n and k, behavior of R and establish that there are three distinct regimes, depending on the relative speed of growth of n and k. For each regime we establish the limiting behavior of R. In fact, we do more, since we actually establish tail bounds for large deviations of R from its limiting behavior. Our study is motivated by the so called exemplar model proposed by Sankoff (1999) and the related similarity measure introduced by Adi et al. (2007). A natural question that arises in this context, which as we show is related to long standing open problems in the area of probabilistic combinatorics, is to understand the asymptotic, in n and k, behavior of parameter R.Comment: 15 pages, 1 figur

With development, list recall includes more chunks, not just larger ones.

The nature of the childhood development of immediate recall has been difficult to determine. There could be a developmental increase in either the number of chunks held in working memory or the use of grouping to make the most of a constant capacity. In 3 experiments with children in the early elementary school years and adults, we show that improvements in the immediate recall of word and picture lists come partly from increases in the number of chunks of items retained in memory. This finding was based on a distinction between access to a studied group of items (i.e., recall of at least 1 item from the group) and completion of the accessed group (i.e., the proportion of the items recalled from the group). Access rates increased with age, even with statistical controls for completion rates, implicating development of capacity in chunks. (PsycINFO Database Record (c) 2010 APA, all rights reserved

Short-term memory for pictures seen once or twice

The present study is concerned with the effects of exposure time, repetition, spacing and lag on old/new recognition memory for generic visual scenes presented in a RSVP paradigm. Early memory studies with verbal material found that knowledge of total exposure time at study is sufficient to accurately predict memory performance at test (the Total Time Hypothesis), irrespective of number of repetitions, spacing or lag. However, other studies have disputed such simple dependence of memory strength on total study time, demonstrating super-additive facilitatory effects of spacing and lag, as well as inhibitory effects, such as the Ranschburg effect, Repetition Blindness and the Attentional Blink. In the experimental conditions of the present study we find no evidence of either facilitatory or inhibitory effects: recognition memory for pictures in RSVP supports the Total Time Hypothesis. The data are consistent with an Unequal-Variance Signal Detection Theory model of memory that assumes the average strength and the variance of the familiarity of pictures both increase with total study time. The main conclusion is that the growth of visual scene familiarity with temporal exposure and repetition is a stochastically independent process

Educational access in south Africa: country analytic review

Meaningful access to education requires more than full enrolment; it requires high attendance rates, progression through grades with little or no repetition, and learning outcomes that confirm that basic skills are being mastered. This Review describes and explains patterns of access to schools in South Africa for children between the ages of 5 and 15 years. It outlines policy and legislation on access to education and provides a statistical analysis of learners enrolled in school, out-of-school children and learners vulnerable to exclusion. The quantitative data is supported by a review of research which explains the patterns of access and exclusion. The Review also analyses the way in which educational access is conceptualised, and identifies areas for future research

Recall termination in free recall

Although much is known about the dynamics of\ud memory search in the free recall task, relatively little is\ud known about the factors related to recall termination. Rean-\ud alyzing individual trial data from 14 prior studies (1,079\ud participants in 28,015 trials) and defining termination as\ud occurring when a final response is followed by a long\ud nonresponse interval, we observed that termination proba-\ud bility increased throughout the recall period and that retriev-\ud al was more likely to terminate following an error than\ud following a correct response. Among errors, termination\ud probability was higher following prior-list intrusions and\ud repetitions than following extralist intrusions. To verify that\ud this pattern of results can be seen in a single study, we report\ud a new experiment in which 80 participants contributed recall\ud data from a total of 9,122 trials. This experiment replicated\ud the pattern observed in the aggregate analysis of the prior\ud studies.\u