Language as an instrument of thought

I show that there are good arguments and evidence to boot that support the language as an instrument of thought hypothesis. The underlying mechanisms of language, comprising of expressions structured hierarchically and recursively, provide a perspective (in the form of a conceptual structure) on the world, for it is only via language that certain perspectives are avail- able to us and to our thought processes. These mechanisms provide us with a uniquely human way of thinking and talking about the world that is different to the sort of thinking we share with other animals. If the primary function of language were communication then one would expect that the underlying mechanisms of language will be structured in a way that favours successful communication. I show that not only is this not the case, but that the underlying mechanisms of language are in fact structured in a way to maximise computational efficiency, even if it means causing communicative problems. Moreover, I discuss evidence from comparative, neuropatho- logical, developmental, and neuroscientific evidence that supports the claim that language is an instrument of thought

Ellogon: A New Text Engineering Platform

This paper presents Ellogon, a multi-lingual, cross-platform, general-purpose text engineering environment. Ellogon was designed in order to aid both researchers in natural language processing, as well as companies that produce language engineering systems for the end-user. Ellogon provides a powerful TIPSTER-based infrastructure for managing, storing and exchanging textual data, embedding and managing text processing components as well as visualising textual data and their associated linguistic information. Among its key features are full Unicode support, an extensive multi-lingual graphical user interface, its modular architecture and the reduced hardware requirements.Comment: 7 pages, 9 figures. Will be presented to the Third International Conference on Language Resources and Evaluation - LREC 200

Learning by Seeing by Doing: Arithmetic Word Problems

Learning by doing in pursuit of real-world goals has received much attention from education researchers but has been unevenly supported by mathematics education software at the elementary level, particularly as it involves arithmetic word problems. In this article, we give examples of doing-oriented tools that might promote children\u27s ability to see significant abstract structures in mathematical situations. The reflection necessary for such seeing is motivated by activities and contexts that emphasize affective and social aspects. Natural language, as a representation already familiar to children, is key in these activities, both as a means of mathematical expression and as a link between situations and various abstract representations. These tools support children\u27s ownership of a mathematical problem and its expression; remote sharing of problems and data; software interpretation of children\u27s own word problems; play with dynamically linked representations with attention to children\u27s prior connections; and systematic problem variation based on empirically determined level of difficulty

Computational and Robotic Models of Early Language Development: A Review

We review computational and robotics models of early language learning and development. We first explain why and how these models are used to understand better how children learn language. We argue that they provide concrete theories of language learning as a complex dynamic system, complementing traditional methods in psychology and linguistics. We review different modeling formalisms, grounded in techniques from machine learning and artificial intelligence such as Bayesian and neural network approaches. We then discuss their role in understanding several key mechanisms of language development: cross-situational statistical learning, embodiment, situated social interaction, intrinsically motivated learning, and cultural evolution. We conclude by discussing future challenges for research, including modeling of large-scale empirical data about language acquisition in real-world environments. Keywords: Early language learning, Computational and robotic models, machine learning, development, embodiment, social interaction, intrinsic motivation, self-organization, dynamical systems, complexity.Comment: to appear in International Handbook on Language Development, ed. J. Horst and J. von Koss Torkildsen, Routledg

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Main strategies of internet-based Japanese language teaching and the associated risks : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Japanese at Massey University

This study formulates two models of using Internet in classroom based Japanese language education. The models identified, the static model and the dynamic model, can be used in planning the strategy of introducing Internet as an educational medium in Japanese language classroom. Apart from elaborating the features of the models, and clarifying their relationships to recognized foreign/second language teaching approaches, we determine the risks, associated with Internet based Japanese language education and consider the ways to mitigate them. Our study is backed by 2 surveys, and by qualitative and quantitative analysis of Internet search engine data and of a database of teachers' beliefs data. This study may be of value to Japanese language teachers and learners, education administrators and to designers of CALL software