Separating Dependency from Constituency in a Tree Rewriting System

In this paper we present a new tree-rewriting formalism called Link-Sharing Tree Adjoining Grammar (LSTAG) which is a variant of synchronous TAGs. Using LSTAG we define an approach towards coordination where linguistic dependency is distinguished from the notion of constituency. Such an approach towards coordination that explicitly distinguishes dependencies from constituency gives a better formal understanding of its representation when compared to previous approaches that use tree-rewriting systems which conflate the two issues.Comment: 7 pages, 6 Postscript figures, uses fullname.st

Disentangling sequential from hierarchical learning in Artificial Grammar Learning: Evidence from a modified Simon Task

In this paper we probe the interaction between sequential and hierarchical learning by investigating implicit learning in a group of school-aged children. We administered a serial reaction time task, in the form of a modified Simon Task in which the stimuli were organised following the rules of two distinct artificial grammars, specifically Lindenmayer systems: the Fibonacci grammar (Fib) and the Skip grammar (a modification of the former). The choice of grammars is determined by the goal of this study, which is to investigate how sensitivity to structure emerges in the course of exposure to an input whose surface transitional properties (by hypothesis) bootstrap structure. The studies conducted to date have been mainly designed to investigate low-level superficial regularities, learnable in purely statistical terms, whereas hierarchical learning has not been effectively investigated yet. The possibility to directly pinpoint the interplay between sequential and hierarchical learning is instead at the core of our study: we presented children with two grammars, Fib and Skip, which share the same transitional regularities, thus providing identical opportunities for sequential learning, while crucially differing in their hierarchical structure. More particularly, there are specific points in the sequence (k-points), which, despite giving rise to the same transitional regularities in the two grammars, support hierarchical reconstruction in Fib but not in Skip. In our protocol, children were simply asked to perform a traditional Simon Task, and they were completely unaware of the real purposes of the task. Results indicate that sequential learning occurred in both grammars, as shown by the decrease in reaction times throughout the task, while differences were found in the sensitivity to k-points: these, we contend, play a role in hierarchical reconstruction in Fib, whereas they are devoid of structural significance in Skip. More particularly, we found that children were faster in correspondence to k-points in sequences produced by Fib, thus providing an entirely new kind of evidence for the hypothesis that implicit learning involves an early activation of strategies of hierarchical reconstruction, based on a straightforward interplay with the statistically-based computation of transitional regularities on the sequences of symbols

Language production and implicit statistical learning in typical development and children with acquired language disorders: an exploratory study

Statistical properties of language provide important cues for language learning and may be processed by domain-general cognitive systems. We investigated the relationship between implicit statistical learning (the unconscious detection of statistical regularities in input) and language production. Twenty typically developing (TD) children and nine children with acquired language disorders (ALD) (aged 6–18 years) took part in a Boston Cookie Theft picture description task. Using a computerized analysis, we investigated statistical properties, such as usage frequency of words and collocation strength of word combinations. Participants also completed a non-linguistic serial reaction time (SRT) task, which tested non-verbal, implicit statistical learning in the visual-motor modality. We determined age effects, and compared language production and SRT performance between both groups. Older TD children produced more connected language, more words, less frequent function words, more rare or novel combinations, and showed better statistical learning. Children with ALD produced less connected language, more weakly collocated combinations, displayed less lexical diversity and showed poorer statistical learning. Post-hoc analyses found correlations between statistical learning and statistical properties of spoken language. Given the rarity and heterogeneity of children with ALD, group size was small and the study should be considered exploratory. However, we note that results are compatible with the view that language production draws on statistical learning and that impairment of statistical learning can be related to language disorders

Subjective risk assessment for planning conservation projects

Conservation projects occur under many types of uncertainty. Where this uncertainty can affect achievement of a project\u27s objectives, there is risk. Understanding risks to project success should influence a range of strategic and tactical decisions in conservation, and yet, formal risk assessment rarely features in the guidance or practice of conservation planning. We describe how subjective risk analysis tools can be framed to facilitate the rapid identification and assessment of risks to conservation projects, and how this information should influence conservation planning. Our approach is illustrated with an assessment of risks to conservation success as part of a conservation plan for the work of The Nature Conservancy in northern Australia. Risks can be both internal and external to a project, and occur across environmental, social, economic and political systems. Based on the relative importance of a risk and the level of certainty in its assessment we propose a series of appropriate, project level responses including research, monitoring, and active amelioration. Explicit identification, prioritization, and where possible, management of risks are important elements of using conservation resources in an informed and accountable manne

Consequences of inconsistently classifying woodland birds

There is a longstanding debate regarding the need for ecology to develop consistent terminology. On one hand, consistent terminology would aid in synthesizing results between studies and ease communication of results. On the other hand, there is no proof that standardizing terminology is necessary and it could limit the scope of research in certain fields. This article is the first to provide evidence that terminology can influence results of ecological studies. We find that researchers are classifying "woodland birds" inconsistently because of their research aims and linguistic uncertainty. Importantly, we show that these inconsistencies introduce a systematic bias to results. We argue that using inconsistent terms can bias the results of studies, thereby harming the field of ecology, because scientific progress relies on the ability to synthesize information from multiple studies

A practitioner's perspective

UIDB/04647/2020 UIDP/04647/2020The failure to meet global biodiversity targets clearly indicates the need for biodiversity management and conservation efforts to be more effective, and this in turn requires better understanding of the current barriers to success. Islands are known as biodiversity hotspots but nowhere has biodiversity loss been so acute as in island ecosystems. To identify the barriers to effective island ecosystem conservation, we conducted 32 semistructured interviews with conservation and management practitioners from island nations in the Western Indian Ocean region. Practitioners described 33 barriers to meeting their objectives under 12 overarching topics and suggested 14 solutions to these. Most barriers described by interviewees existed at organization level (55%), followed by national (24%) and site/project level (21%). Of the 33 barriers described by practitioners, the most commonly associated cause was limited capacity (23.5%), followed by lack of government coordination and limited resources (both 21.6%), lack of incentives (11.8%), poor leadership (11.7%), and finally interpersonal issues interfering with progress (9.8%). Most solutions centered around bridging capacity gaps. By defining these barriers, we can bring them forward for discussion and allocate resources and efforts to bridging them. Only by doing so can we increase the effectiveness of our management efforts and maximize our chances of achieving global biodiversity targets.publishersversionpublishe

Quantifying shifts in topic popularity over 44 years of austral ecology

The Ecological Society of Australia was founded in 1959, and the society’s journal was first published in 1976. To examine how research published in the society’s journal has changed over this time, we used text mining to quantify themes and trends in the body of work published by the Australian Journal of Ecology and Austral Ecology from 1976 to 2019. We used topic models to identify 30 ‘topics’ within 2778 full-text articles in 246 issues of the journal, followed by mixed modelling to identify topics with above-average or below-average popularity in terms of the number of publications or citations that they contain. We found high inter-decadal turnover in research topics, with an early emphasis on highly specific ecosystems or processes giving way to a modern emphasis on community, spatial and fire ecology, invasive species and statistical modelling. Despite an early focus on Australian research, papers discussing South American ecosystems are now among the fastest-growing and most frequently cited topics in the journal. Topics that were growing fastest in publication rates were not always the same as those with high citation rates. Our results provide a systematic breakdown of the topics that Austral Ecology authors and editors have chosen to research, publish and cite through time, providing a valuable window into the historical and emerging foci of the journal. © 2020 Ecological Society of Australi

Authority, responsibility and process in Australian biodiversity policy

Despite a raft of policies targeting biodiversity, Australia has yet to stem biodiversity decline. This study analyses biodiversity conservation policies in two contrasting Australian landscapes, with a specific emphasis on how authority and responsibility are determined and allocated, using a novel linguistic tool (the Institutional Grammar Tool) and interviews with policymakers. Analysis revealed concerns around the narrowness of authority and the dominance of normative statements rather than rules. Unclear roles and responsibilities further diluted the clarity and allocation of authority. Political and economic factors drive policy implementation and constrain authority in both of the studied regions. A heavy focus on procedures rather than outcomes was also evident. Implications for policy design and the associated authority include broadening the definition of biodiversity, ensuring policy language more clearly allocates responsibilities, paying increased attention to the distributive as well as procedural elements of biodiversity policy, and developing buffering mechanisms to better cope with political and economic drivers

Global plant characterisation and distribution with evolution and climate

Since Arrhenius published seminal work in 1921, research interest in the description of plant traits and grouped characteristics of plant species has grown, underpinning diversity in trophic levels. Geographic exploration and diversity studies prior to and after 1921 culminated in biological, chemical and computer-simulated approaches describing rudiments of growth patterns within dynamic conditions of Earth. This thesis has two parts:- classical theory and multidisciplinary fusion to give mathematical strength to characterising plant species in space and time.Individual plant species occurrences are used to obtain a Species-Area Relationship. The use of both Boolean and logic-based mathematics is then integrated to describe classical methods and propose fuzzy logic control to predict species ordination. Having demonstrated a lack of significance between species and area for data modelled in this thesis a logic based approach is taken. Mamdani and T-S-K fuzzy system stability is verified by application to individual plant occurrences, validated by a multiple interfaced data portal. Quantitative mathematical models are differentiated with a genetic programming approach, enabling visualisation of multi-objective dispersal of plant strategies, plant metabolism and life-forms within the water-energy dynamic of a fixed time-scale scenario. The distributions of plant characteristics are functionally enriched through the use of Gaussian process models. A generic framework of a Geographic Information System is used to visualise distributions and it is noted that such systems can be used to assist in design and implementation of policies. The study has made use of field based data and the application of mathematic methods is shown to be appropriate and generative in the description of characteristics of plant species, with the aim of application of plant strategies, life-forms and photosynthetic types to a global framework. Novel application of fuzzy logic and related mathematic method to plant distribution and characteristics has been shown on a global scale. Quantification of the uncertainty gives novel insight through consequent trophic levels of biological systems, with great relevance to mathematic and geographic subject development. Informative value of Z matrices of plant distribution is increased substantiating sustainability and conservation policy value to ecosystems and human populations dependent upon them for their needs.Key words: sustainability, conservation policy, Boolean and logic-based, fuzzy logic, genetic programming, multi-objective dispersal, strategies, metabolism, life-forms

Report on design of new teaching methods and remediation tools for dyslexia

The aim of this work is to provide a review of the remediation therapies that can be used in the rehabilitation of developmental dyslexia; a special emphasis is put on morphological instruction as a promising strategy for compensating the phonological deficits exhibited by dyslexic children, both monolinguals and bilinguals, and enhancing their literacy skills. We will begin our discussion by presenting an overview of developmental dyslexia, discussing its manifestations and its relationships with other developmental disorders, and in particular with Specific Language Impairment. We will then present the results of the studies that we carried out within the European Project AThEME, which confirm the presence of a morphological deficit in dyslexic children, but also point to an advantage in morphological tasks of bilingual children, both dyslexics and typically developing, over their monolingual peers. On the basis of these results, we propose that morphological training could be a viable and effective strategy for the treatment of reading difficulties in both monolingual and bilingual children. We will back this proposal up by presenting the results of three meta- analyses, for a total of 46 studies reviewed, confirming that morphological treatment can lead to enhancements in reading, spelling and literacy-related skills, including phonological and morphological competence, vocabulary development and reading comprehension