Cognitive control and discourse comprehension in schizophrenia.

Cognitive deficits across a wide range of domains have been consistently observed in schizophrenia and are linked to poor functional outcome (Green, 1996; Carter, 2006). Language abnormalities are among the most salient and include disorganized speech as well as deficits in comprehension. In this review, we aim to evaluate impairments of language processing in schizophrenia in relation to a domain-general control deficit. We first provide an overview of language comprehension in the healthy human brain, stressing the role of cognitive control processes, especially during discourse comprehension. We then discuss cognitive control deficits in schizophrenia, before turning to evidence suggesting that schizophrenia patients are particularly impaired at processing meaningful discourse as a result of deficits in control functions. We conclude that domain-general control mechanisms are impaired in schizophrenia and that during language comprehension this is most likely to result in difficulties during the processing of discourse-level context, which involves integrating and maintaining multiple levels of meaning. Finally, we predict that language comprehension in schizophrenia patients will be most impaired during discourse processing. We further suggest that discourse comprehension problems in schizophrenia might be mitigated when conflicting information is absent and strong relations amongst individual words are present in the discourse context."There is no "centre of Speech" in the brain any more than there is a faculty of Speech in the mind.The entire brain, more or less, is at work in a man who uses language"William JamesFrom The Principles of Psychology, 1890"The mind in dementia praecox is like an orchestra without a conductor"Kraepelin, 1919

Captured by the camera's eye: Guantanamo and the shifting frame of the Global War on Terror

In January 2002, images of the detention of prisoners held at US Naval Station Guantanamo Bay as part of the Global War on Terrorism were released by the US Department of Defense, a public relations move that Secretary of Defense Donald Rumsfeld later referred to as ‘probably unfortunate’. These images, widely reproduced in the media, quickly came to symbolise the facility and the practices at work there. Nine years on, the images of orange-clad ‘detainees’ – the ‘orange series’ – remain a powerful symbol of US military practices and play a significant role in the resistance to the site. However, as the site has evolved, so too has its visual representation. Official images of these new facilities not only document this evolution but work to constitute, through a careful (re)framing (literal and figurative), a new (re)presentation of the site, and therefore the identities of those involved. The new series of images not only (re)inscribes the identities of detainees as dangerous but, more importantly, work to constitute the US State as humane and modern. These images are part of a broader effort by the US administration to resituate its image, and remind us, as IR scholars, to look at the diverse set of practices (beyond simply spoken language) to understand the complexity of international politic

Reviving the parameter revolution in semantics

Montague and Kaplan began a revolution in semantics, which promised to explain how a univocal expression could make distinct truth-conditional contributions in its various occurrences. The idea was to treat context as a parameter at which a sentence is semantically evaluated. But the revolution has stalled. One salient problem comes from recurring demonstratives: "He is tall and he is not tall". For the sentence to be true at a context, each occurrence of the demonstrative must make a different truth-conditional contribution. But this difference cannot be accounted for by standard parameter sensitivity. Semanticists, consoled by the thought that this ambiguity would ultimately be needed anyhow to explain anaphora, have been too content to posit massive ambiguities in demonstrative pronouns. This article aims to revived the parameter revolution by showing how to treat demonstrative pronouns as univocal while providing an account of anaphora that doesn't end up re-introducing the ambiguity

Using basic image features for texture classification

Representing texture images statistically as histograms over a discrete vocabulary of local features has proven widely effective for texture classification tasks. Images are described locally by vectors of, for example, responses to some filter bank; and a visual vocabulary is defined as a partition of this descriptor-response space, typically based on clustering. In this paper, we investigate the performance of an approach which represents textures as histograms over a visual vocabulary which is defined geometrically, based on the Basic Image Features of Griffin and Lillholm (Proc. SPIE 6492(09):1-11, 2007), rather than by clustering. BIFs provide a natural mathematical quantisation of a filter-response space into qualitatively distinct types of local image structure. We also extend our approach to deal with intra-class variations in scale. Our algorithm is simple: there is no need for a pre-training step to learn a visual dictionary, as in methods based on clustering, and no tuning of parameters is required to deal with different datasets. We have tested our implementation on three popular and challenging texture datasets and find that it produces consistently good classification results on each, including what we believe to be the best reported for the KTH-TIPS and equal best reported for the UIUCTex databases

Student Assessment And Misconceptions Of Photosynthesis: A Notion Of Shifting Perspective

Photosynthesis topic is as a compulsory topic ineducation typically in the second year of secondary high school. There is perception of some students that the photosynthesis topic is difficult to learn by student. This paper will clarify questions such as what assessment does mean, what student misconceptions in photosynthesis are, how teachers deal with student misconceptions, and last, why do teachers, school and curriculum need to change perspective in assessment. Based on the discussion, there are some parts that need to be reaffirmed. The teachers should not just recognize assessment as a formal paper, but in term of perspective and classroom instruction. It should be actualized in teaching-learning that there is no judgement of right and wrong for students in leaning.  Thus, dealing with student conception could be difficult for the teacher. The principal way is the teacher needs to be clear on the topic's planning and negotiate the meaning of all representations used in the classroom. Changing the type of assessments does not just simply mean changing teaching strategies or having appropriate types of assessment tool, but it could be a powerful source when it is integrated in the curriculum

The development of complex verb constructions in British Sign Language

This study focuses on the mapping of events onto verb-argument structures in British Sign Language (BSL). The development of complex sentences in BSL is described in a group of 30 children, aged 3;2–12;0, using data from comprehension measures and elicited sentence production. The findings support two interpretations: firstly, in the mapping of concepts onto language, children acquiring BSL overgeneralize the use of argument structure related to perspective shifting;secondly, these overgeneralizations are predicted by the typological characteristics of the language and modality. Children under age 6;0, in attempting to produce sentences encoded through a perspective shift, begin by breaking down double-verb constructions (AB verbs) into components, producing only the part of the verb phrase which describes the perspective of the patient. There is also a prolonged period of development of non-manual features, with the full structure not seen in its adult form until after 9;0. The errors in the use of AB verbs and the subsequent protracted development of correct usage are explained in terms of the conceptual–linguistic interface

Helen Oyeyemi and Border Identities: Contesting Western Representations of Immigrants through Transnational Literature

Oyeyemi is a Nigerian-British writer whose writing, like other immigrant authors\u27, participates in a dialogue about and contestation of essentialized immigrant and ethnic identities that are a result of global and local processes. Her writing produces counter-narratives in which immigrant identities are multiple, conflicting, intersectional, and most of all self-represented. This paper explores readings of Oyeyemi accompanied by the following: an examination of globalization and flows of migration; the connections of national epistemologies through media to processes like migration: how literary canon has excluded transnational fiction from the mainstream, thereby decreasing the ability of multi-ethnic and im/migrant writers to represent themselves successfully; and finally the literary shift into a more nuanced understanding of multiculturalism, diaspora, nations, and borders through persistent critiques and re-interpretations by minority writers