Explaining individual differences in linguistic proficiency

Response to peer commentar

Inducing a Stroop Effect

We examine the conditions that lead to Stroop interference for a meaningless linguistic label. Tiffany's cognitive model of drug abuse implies that individuals will respond more slowly to drug-related words compared to neutral words in an emotional Stroop task, because the former have many automatic associations (e.g. positive expectancies). To examine this proposal, we trained participants to associate a meaningless label with either one other word or several other words and examined the induced Stroop interference for these meaningless labels. In two experiments, and contrary to expectations from Tiffany's work, we observed greatest Stroop interference for the meaningless label with just one association. These results are discussed in terms of associative learning theory

The phonetics of second language learning and bilingualism

This chapter provides an overview of major theories and findings in the field of second language (L2) phonetics and phonology. Four main conceptual frameworks are discussed and compared: the Perceptual Assimilation Model-L2, the Native Language Magnet Theory, the Automatic Selection Perception Model, and the Speech Learning Model. These frameworks differ in terms of their empirical focus, including the type of learner (e.g., beginner vs. advanced) and target modality (e.g., perception vs. production), and in terms of their theoretical assumptions, such as the basic unit or window of analysis that is relevant (e.g., articulatory gestures, position-specific allophones). Despite the divergences among these theories, three recurring themes emerge from the literature reviewed. First, the learning of a target L2 structure (segment, prosodic pattern, etc.) is influenced by phonetic and/or phonological similarity to structures in the native language (L1). In particular, L1-L2 similarity exists at multiple levels and does not necessarily benefit L2 outcomes. Second, the role played by certain factors, such as acoustic phonetic similarity between close L1 and L2 sounds, changes over the course of learning, such that advanced learners may differ from novice learners with respect to the effect of a specific variable on observed L2 behavior. Third, the connection between L2 perception and production (insofar as the two are hypothesized to be linked) differs significantly from the perception-production links observed in L1 acquisition. In service of elucidating the predictive differences among these theories, this contribution discusses studies that have investigated L2 perception and/or production primarily at a segmental level. In addition to summarizing the areas in which there is broad consensus, the chapter points out a number of questions which remain a source of debate in the field today.https://drive.google.com/open?id=1uHX9K99Bl31vMZNRWL-YmU7O2p1tG2wHhttps://drive.google.com/open?id=1uHX9K99Bl31vMZNRWL-YmU7O2p1tG2wHhttps://drive.google.com/open?id=1uHX9K99Bl31vMZNRWL-YmU7O2p1tG2wHAccepted manuscriptAccepted manuscrip

Ocular-based automatic summarization of documents: is re-reading informative about the importance of a sentence?

Automatic document summarization (ADS) has been introduced as a viable solution for reducing the time and the effort needed to read the ever-increasing textual content that is disseminated. However, a successful universal ADS algorithm has not yet been developed. Also, despite progress in the field, many ADS techniques do not take into account the needs of different readers, providing a summary without internal consistency and the consequent need to re-read the original document. The present study was aimed at investigating the usefulness of using eye tracking for increasing the quality of ADS. The general idea was of that of finding ocular behavioural indicators that could be easily implemented in ADS algorithms. For instance, the time spent in re-reading a sentence might reflect the relative importance of that sentence, thus providing a hint for the selection of text contributing to the summary. We have tested this hypothesis by comparing metrics based on the analysis of eye movements of 30 readers with the highlights they made afterward. Results showed that the time spent reading a sentence was not significantly related to its subjective value, thus frustrating our attempt. Results also showed that the length of a sentence is an unavoidable confounding because longer sentences have both the highest probability of containing units of text judged as important, and receive more fixations and re-fixations

“I Understood You, But There was This Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions

We hope that our data brings a valuable and fairly unique contribution to SLA research, helping to establish which errors get corrected and how it may have implications for setting priorities in L2 pronunciation teaching

The DeepThought Core Architecture Framework

The research performed in the DeepThought project aims at demonstrating the potential of deep linguistic processing if combined with shallow methods for robustness. Classical information retrieval is extended by high precision concept indexing and relation detection. On the basis of this approach, the feasibility of three ambitious applications will be demonstrated, namely: precise information extraction for business intelligence; email response management for customer relationship management; creativity support for document production and collective brainstorming. Common to these applications, and the basis for their development is the XML-based, RMRS-enabled core architecture framework that will be described in detail in this paper. The framework is not limited to the applications envisaged in the DeepThought project, but can also be employed e.g. to generate and make use of XML standoff annotation of documents and linguistic corpora, and in general for a wide range of NLP-based applications and research purposes

Infants segment words from songs - an EEG study

Children’s songs are omnipresent and highly attractive stimuli in infants’ input. Previous work suggests that infants process linguistic–phonetic information from simplified sung melodies. The present study investigated whether infants learn words from ecologically valid children’s songs. Testing 40 Dutch-learning 10-month-olds in a familiarization-then-test electroencephalography (EEG) paradigm, this study asked whether infants can segment repeated target words embedded in songs during familiarization and subsequently recognize those words in continuous speech in the test phase. To replicate previous speech work and compare segmentation across modalities, infants participated in both song and speech sessions. Results showed a positive event-related potential (ERP) familiarity effect to the final compared to the first target occurrences during both song and speech familiarization. No evidence was found for word recognition in the test phase following either song or speech. Comparisons across the stimuli of the present and a comparable previous study suggested that acoustic prominence and speech rate may have contributed to the polarity of the ERP familiarity effect and its absence in the test phase. Overall, the present study provides evidence that 10-month-old infants can segment words embedded in songs, and it raises questions about the acoustic and other factors that enable or hinder infant word segmentation from songs and speech