Cross-Modal Transfer of Statistical Information Benefits from Sleep

Extracting regularities from a sequence of events is essential for understanding our environment. However, there is no consensus regarding the extent to which such regularities can be generalised beyond the modality of learning. One reason for this could be the variation in consolidation intervals used in different paradigms, also including an opportunity to sleep. Using a novel statistical learning paradigm in which structured information is acquired in the auditory domain and tested in the visual domain over either 30min or 24hr consolidation intervals, we show that cross-modal transfer can occur, but this transfer is only seen in the 24hr group. Importantly, the extent of cross-modal transfer is predicted by the amount of SWS obtained. Additionally, cross-modal transfer is associated with the same pattern of decreasing MTL and increasing striatal involvement which has previously been observed to occur across 24 hours in unimodal statistical learning. We also observed enhanced functional connectivity after 24 hours in a network of areas which have been implicated in cross-modal integration including the precuneus and the middle occipital gyrus. Finally, functional connectivity between the striatum and the precuneus was also enhanced, and this strengthening was predicted by SWS. These results demonstrate that statistical learning can generalise to some extent beyond the modality of acquisition, and together with our previously published unimodal results, support the notion that statistical learning is both domain-general and domain-specific

Bayesian learning and the psychology of rule induction

In recent years, Bayesian learning models have been applied to an increasing variety of domains. While such models have been criticized on theoretical grounds, the underlying assumptions and predictions are rarely made concrete and tested experimentally. Here, I use Frank and Tenenbaum’s (2011) Bayesian model of rule-learning as a case study to spell out the underlying assumptions, and to confront them with the empirical results Frank and Tenenbaum (2011) propose to simulate, as well as with novel experiments. While rule-learning is arguably well suited to rational Bayesian approaches, I show that their models are neither psychologically plausible nor ideal observer models. Further, I show that their central assumption is unfounded: humans do not always preferentially learn more specific rules, but, at least in some situations, those rules that happen to be more salient. Even when granting the unsupported assumptions, I show that all of the experiments modeled by Frank and Tenenbaum (2011) either contradict their models, or have a large number of more plausible interpretations. I provide an alternative account of the experimental data based on simple psychological mechanisms, and show that this account both describes the data better, and is easier to falsify. I conclude that, despite the recent surge in Bayesian models of cognitive phenomena, psychological phenomena are best understood by developing and testing psychological theories rather than models that can be fit to virtually any data

Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics

“This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder." “Copyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.”This position paper proposes that the study of embodied cognitive agents, such as humanoid robots, can advance our understanding of the cognitive development of complex sensorimotor, linguistic, and social learning skills. This in turn will benefit the design of cognitive robots capable of learning to handle and manipulate objects and tools autonomously, to cooperate and communicate with other robots and humans, and to adapt their abilities to changing internal, environmental, and social conditions. Four key areas of research challenges are discussed, specifically for the issues related to the understanding of: 1) how agents learn and represent compositional actions; 2) how agents learn and represent compositional lexica; 3) the dynamics of social interaction and learning; and 4) how compositional action and language representations are integrated to bootstrap the cognitive system. The review of specific issues and progress in these areas is then translated into a practical roadmap based on a series of milestones. These milestones provide a possible set of cognitive robotics goals and test scenarios, thus acting as a research roadmap for future work on cognitive developmental robotics.Peer reviewe

Designing Teaching Materials for the Development of Conversation. The use of films in online environments.

Not all scholars are aware that successful foreign language teaching must be based on authentic language input, so that the proficiency level reached is appropriate to the initial goal set for our target cohort. Most textbooks haven’t got enough material with authentic or natural language. After all, we still expect students to reproduce grammatically correct sentences following a specific well-known grammatical rule. That is the main reason why the language we find in these books is rather “artificial”, something we cannot consider to be “daily language”. Teaching oral skills in a foreign language is a complex issue. For this reason, we propose film dialogues to be a more natural model of conversation than textbook dialogues. This paper is based on the most popular theories of spoken discourse analysis (Austin (1962), Searle (1969), Schmidt and Richards, (1980)), focusing on students’ familiarity with speech acts as essential components for them to be communicatively appropriate. Likewise, teachers’ updating is essential since they have to master both verbal and non-verbal language, discourse theories and their application to the teaching context. Thus, students have the opportunity to get more in touch with natural conversation. This proposal is focused on naturally occurring conversation and virtual learning. Methodology suggested is as follows: the teacher selects extracts leading to the subsequent design of activities. Later on, students will watch them, paying attention only to very specific aspects of language and culture previously discussed. It is understood that, if students are not fully guided or watch the whole film, they get lost or learn erratically. The aim of this type of activity is to reinforce students’ awareness of how native speakers behave and interact in their daily lives. A foreign language is a constantly changing activity, determined by many factors, which cannot be taught unless it is offered in the right context and through the right medium

Directional adposition use in English, Swedish and Finnish

Directional adpositions such as to the left of describe where a Figure is in relation to a Ground. English and Swedish directional adpositions refer to the location of a Figure in relation to a Ground, whether both are static or in motion. In contrast, the Finnish directional adpositions edellä (in front of) and jäljessä (behind) solely describe the location of a moving Figure in relation to a moving Ground (Nikanne, 2003). When using directional adpositions, a frame of reference must be assumed for interpreting the meaning of directional adpositions. For example, the meaning of to the left of in English can be based on a relative (speaker or listener based) reference frame or an intrinsic (object based) reference frame (Levinson, 1996). When a Figure and a Ground are both in motion, it is possible for a Figure to be described as being behind or in front of the Ground, even if neither have intrinsic features. As shown by Walker (in preparation), there are good reasons to assume that in the latter case a motion based reference frame is involved. This means that if Finnish speakers would use edellä (in front of) and jäljessä (behind) more frequently in situations where both the Figure and Ground are in motion, a difference in reference frame use between Finnish on one hand and English and Swedish on the other could be expected. We asked native English, Swedish and Finnish speakers’ to select adpositions from a language specific list to describe the location of a Figure relative to a Ground when both were shown to be moving on a computer screen. We were interested in any differences between Finnish, English and Swedish speakers. All languages showed a predominant use of directional spatial adpositions referring to the lexical concepts TO THE LEFT OF, TO THE RIGHT OF, ABOVE and BELOW. There were no differences between the languages in directional adpositions use or reference frame use, including reference frame use based on motion. We conclude that despite differences in the grammars of the languages involved, and potential differences in reference frame system use, the three languages investigated encode Figure location in relation to Ground location in a similar way when both are in motion. Levinson, S. C. (1996). Frames of reference and Molyneux’s question: Crosslingiuistic evidence. In P. Bloom, M.A. Peterson, L. Nadel & M.F. Garrett (Eds.) Language and Space (pp.109-170). Massachusetts: MIT Press. Nikanne, U. (2003). How Finnish postpositions see the axis system. In E. van der Zee & J. Slack (Eds.), Representing direction in language and space. Oxford, UK: Oxford University Press. Walker, C. (in preparation). Motion encoding in language, the use of spatial locatives in a motion context. Unpublished doctoral dissertation, University of Lincoln, Lincoln. United Kingdo

Intentional and incidental learning of english grammar through captioned video exposure

Màster de Lingüística Aplicada i Adquisició de Llengües en Contextos Multilingües, Departament de Filologia Anglesa i Alemanya, Universitat de Barcelona, Curs: 2016-2017, Tutora: Carme MuñozThe vast majority of the research into the role of captions in language learning has focused on listening comprehension, vocabulary learning, pronunciation, and reading. Only a few studies have been dedicated to investigating the implications of subtitle (L1 on-text screen) use on grammar learning. This thesis aims to explore the effects of captioned (L2 on-text screen) videos on grammar learning of English conditional sentences. Four intact classes of a total of 23 school aged English as a Foreign Language (EFL) students participated in the study. The experiment examined intentional and incidental learning of different age and proficiency groups. Statistical tests revealed that watching the captioned material twice led to significant gains in grammar acquisition in both types of learning. The proficiency advantage reported in previous research is supported in the present study. The results of this study have several pedagogical implications as captions seem to facilitate classroom instruction, lead to better knowledge of grammar structures, and result in incidental acquisition of grammar structures which are not explained in class. Captioned video appears to be a useful tool for language learners and language teachers

An example-based approach to translating sign language

Users of sign languages are often forced to use a language in which they have reduced competence simply because documentation in their preferred format is not available. While some research exists on translating between natural and sign languages, we present here what we believe to be the first attempt to tackle this problem using an example-based (EBMT) approach. Having obtained a set of English–Dutch Sign Language examples, we employ an approach to EBMT using the ‘Marker Hypothesis’ (Green, 1979), analogous to the successful system of (Way & Gough, 2003), (Gough & Way, 2004a) and (Gough & Way, 2004b). In a set of experiments, we show that encouragingly good translation quality may be obtained using such an approach