Processing of regular and irregular past tense morphology in highly proficient second language learners of English: a self-paced reading study

Dual-system models suggest that English past tense morphology involves two processing routes: rule application for regular verbs and memory retrieval for irregular verbs (Pinker, 1999). In second language (L2) processing research, Ullman (2001a) suggested that both verb types are retrieved from memory, but more recently Clahsen and Felser (2006) and Ullman (2004) argued that past tense rule application can be automatised with experience by L2 learners. To address this controversy, we tested highly proficient Greek-English learners with naturalistic or classroom L2 exposure compared to native English speakers in a self-paced reading task involving past tense forms embedded in plausible sentences. Our results suggest that, irrespective to the type of exposure, proficient L2 learners of extended L2 exposure apply rule-based processing

A vision about lifelong learning and its barriers

Around 25 years ago, some researchers argued for moving towards innovative learning models characterized by being more personalized and where the students would have a more active role in deciding what to learn, when to learn and how to learn. Nowadays, there is a need for a flexible, efficient, universal and lifelong education. Lifelong learning is fully integrated into our society and, from the student point of view, it is very different from regular learning. Among these differences there is the maturity of students, the fact that the domains of interest are much broader, the way how learning occurs at different depths, the fact that the topics to study may be related both to work, family and leisure, and that students have little availability due to their necessity to conciliate home, work, leisure and learning. Lifelong learning requires personalized models that adapt to students'' needs and constraints, but lifelong learners keep suffering from models that are neither adapted to their necessities, nor to the needs of society. This paper reflects on the actual situation of lifelong learning, analyses some of the relevant literature and discusses the challenges to conceptualize, from a transdisciplinary point of view, innovative e-learning models that promote self-determination of students

The brain signature for reading in high-skilled deaf adults: behavior and electrophysiological evidence

327 p.La presente tesis investiga cómo se da el procesamiento de la información sintáctica y semántica en lectores sordos competentes. En primer lugar, investigamos qué similitudes y/o diferencias comparten los lectores sordos con los lectores oyentes nativos. En segundo lugar, puesto que sabemos que la experiencia lingüística impacta el procesamiento del lenguaje en el cerebro, también comparamos el mismo grupo de lectores sordos con un grupo de bilingües tardíos del español. Para tanto, evaluamos estas propuestas a través de la técnica de electroencefalograma (EEG) y de los Potenciales Evocados Relacionados a Eventos (ERP) para comprender cómo es la respuesta fisiológica de lectores sordos durante una tarea de lectura de frases. Las respuestas a estas preguntas aportarán conocimiento sobre los mecanismos cognitivos de los buenos lectores sordos, y conllevan implicaciones prácticas respecto a la creación de nuevos métodos de enseñanza

The brain signature for reading in high-skilled deaf adults: behavior and electrophysiological evidence

327 p.La presente tesis investiga cómo se da el procesamiento de la información sintáctica y semántica en lectores sordos competentes. En primer lugar, investigamos qué similitudes y/o diferencias comparten los lectores sordos con los lectores oyentes nativos. En segundo lugar, puesto que sabemos que la experiencia lingüística impacta el procesamiento del lenguaje en el cerebro, también comparamos el mismo grupo de lectores sordos con un grupo de bilingües tardíos del español. Para tanto, evaluamos estas propuestas a través de la técnica de electroencefalograma (EEG) y de los Potenciales Evocados Relacionados a Eventos (ERP) para comprender cómo es la respuesta fisiológica de lectores sordos durante una tarea de lectura de frases. Las respuestas a estas preguntas aportarán conocimiento sobre los mecanismos cognitivos de los buenos lectores sordos, y conllevan implicaciones prácticas respecto a la creación de nuevos métodos de enseñanza

Exploring the factors impacting knowledge transfer (in E.R.P training)

This project explores the factors pertaining to successful knowledge transfer from the classroom to the workplace in an Enterprise Resource Planning (ERP) context. The project explores the literature, both past and present and sets out to discuss what mechanisms could improve the process. The context of this study is set in organisational learning as applied to Enterpise Resource Planning software implementations. This type of study, with respect to ERP learning has not been explored before and hence the study is novel. Various theories have been examined and reflected upon (to argue the case of knowledge transfer), and identify the factors that determine the transfer. In this study, I consulted with my participant and conducted structured interviews to identify an area of complexity and challenge to the organisation. A need was identified to create a learning mechanism (termed as a job aid), that would assist in the knowledge transfer process I drew upon the content development theory to create a suitable prototype in an organisational setting, that serves to illustrate an example for considertion and adoption.. The prototypes were created and shared with the subject matter expert from the organisation and were assessed as a successful model upon which to base future learning interventions. Knowledge transfer may be attributed not only to the key factors identified by various researched literature but could also incorporate the creation of an environment conducive to learning, and deep thought given to the introduction of revant knowledge transfer collateral at critical stages of an ERP programme. I therefore utilised the Grossman and Salas model, (within the confines of the study) to identify the factors that needed further development must be present in the training programme to aid in the adoption and usefulness of the prototype that I had produced for this ERP programme. Through a process of critical reflection I have increased my own knowledge and level of practice, and will embed this new level of understanding into future design and implementation programmes. The study has created two learning interventions, that if adopted and used in conjunction with the identified environmental support factors could improve the rate of training transfer for this ERP programme. It is acknowledged that the previous studies conducted showed no congruency and hence present a challenge to identifying major factors in knowledge transfer

Technology-enabled Active Learning (TEAL) – A Study of its Influence on Student Learning

Using an active learning framework proposed by Shroff et al (2019), our study evaluates the impact of technology-enabled active learning (TEAL) on student learning in an Australian business school, using the individual reflections of accounting students as data collection strategy. We found positive influence of the three constructs of the framework - interactive engagement, problem solving and feedback on learning. Our study found interactive engagement, development of problem-solving skills and individualized learning context enabled by accounting technology have positively contributed to the learning effectiveness. Technology-enhanced scaffolds designed in the learning process have contributed to the consolidation of learning and to learning effectiveness. Our study observed that though students’ interest and curiosity enabled by technology is expected to have positive influence on learning, lack of student effort, poor timing of feedback, and absence of a sense of challenge, have limited their learning

How to Setup a Successful E-Learning System for E-Business

E-Learning is burgeoning now, it develops a new way to enhance corporate competence effectiveness. Why should corporations investigate in an e-Learning system for e-Business ? Because it provides a real-time and supporting learning environment for e-Business. In addition to be a profitable learning system, it can also be connected to ERP and CRM systems to generate an integrated solution for e-Business. It lists the differences and barriers between traditional training and e-Learning. Although there are barriers, corporations still get their own reasons for setting it up. It lists the learning needs from different stakeholders. It introduces an example of LMS-LCMS integration in a learning ecosystem from IDC, and is followed by procedures to be taken to construct it. Strategies should be correctly set and e-Learning project plans should be well defined and implemented. Success and challenge factors are also discussed to advise project leaders motivation and shortcoming elements of an e-Learning system. By calculating the e-Learning ROI, corporations can adjust their e-Learning strategies in order to keep a flexible management

Can a connectionist model explain the processing of regularly and irregularly inflected words in German as L1 and L2?

The connectionist model is a prevailing model of the structure and functioning of the cognitive system of the processing of morphology. According to this model, the morphology of regularly and irregularly inflected words (e.g., verb participles and noun plurals) is processed in the same cognitive network. A validation of the connectionist model of the processing of morphology in German as L2 has yet to be achieved. To investigate L2-specific aspects, we compared a group of L1 speakers of German with speakers of German as L2. L2 and L1 speakers of German were assigned to their respective group by their reaction times in picture naming prior to the central task. The reaction times in the lexical decision task of verb participles and noun plurals were largely consistent with the assumption of the connectionist model. Interestingly, speakers of German as L2 showed a specific advantage for irregular compared with regular verb participles