How the inductive method application develops the speaking skills in the 8th grade students in Pedro Orozco School, Terrabona, in the afternoon shift, during the first semester, 2016

The objective of our research is to present one methodological alternative with the purpose to find out how the inductive method application can improve speaking skill in the classroom in order to get a better acquisition of the second language. This work was developed during five months with two groups of students, 8th grade A, and 8th grade B; one group is controlled (8B) and the other one is experimental (8A). They belong to Pedro Orozco School, Terrabona, Montana Grande, in the afternoon shift, during the first semester 2016. In our project, we used one general objective and five specific objectives. We agree these objectives have been met and are demonstrated in our research. In the group 8th A (experimental), the teacher does not apply the inductive method. For this reason we executed two practice classes with the topisc: describing people and national food. To have this classes we used the inductive method which permitted the students to participate actively in the class. The results were positive to us. The students were expected to improve speaking and felt encouraged to speaking because they are the main part of learning. In addition, the teachers, who are the main responsible of students´ learning, improved the quality of education. That is the way students should acquire a meaningful learning through their teachers´ knowledge. In the group B (controlled), we had the opportunity to observe the process and development of the content: parts of the body. The teacher who used the inductive method during the experiment (experimental group) had better students’ interaction that the teacher who applied the deductive method (controlled group) when he was developing the activitie

Implicit learning of recursive context-free grammars

Context-free grammars are fundamental for the description of linguistic syntax. However, most artificial grammar learning experiments have explored learning of simpler finite-state grammars, while studies exploring context-free grammars have not assessed awareness and implicitness. This paper explores the implicit learning of context-free grammars employing features of hierarchical organization, recursive embedding and long-distance dependencies. The grammars also featured the distinction between left- and right-branching structures, as well as between centre- and tail-embedding, both distinctions found in natural languages. People acquired unconscious knowledge of relations between grammatical classes even for dependencies over long distances, in ways that went beyond learning simpler relations (e.g. n-grams) between individual words. The structural distinctions drawn from linguistics also proved important as performance was greater for tail-embedding than centre-embedding structures. The results suggest the plausibility of implicit learning of complex context-free structures, which model some features of natural languages. They support the relevance of artificial grammar learning for probing mechanisms of language learning and challenge existing theories and computational models of implicit learning

Reverse production effect: Children recognize novel words better when they are heard rather than produced

This is the peer reviewed version of the following article: Tania S. Zamuner, Stephanie Strahm, Elizabeth Morin-Lessard, and Michael P. A. Page, 'Reverse production effect: children recognize novel words better when they are heard rather than produced', Developmental Science, which has been published in final form at DOI 10.1111/desc.12636. Under embargo until 15 November 2018. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.This research investigates the effect of production on 4.5- to 6-year-old children’s recognition of newly learned words. In Experiment 1, children were taught four novel words in a produced or heard training condition during a brief training phase. In Experiment 2, children were taught eight novel words, and this time training condition was in a blocked design. Immediately after training, children were tested on their recognition of the trained novel words using a preferential looking paradigm. In both experiments, children recognized novel words that were produced and heard during training, but demonstrated better recognition for items that were heard. These findings are opposite to previous results reported in the literature with adults and children. Our results show that benefits of speech production for word learning are dependent on factors such as task complexity and the developmental stage of the learner.Peer reviewedFinal Accepted Versio

Inflexibility of experts – Reality or myth? Quantifying the Einstellung effect in chess masters

How does the knowledge of experts affect their behaviour in situations that require unusual methods of dealing? One possibility, loosely originating in research on creativity and skill acquisition, is that an increase in expertise can lead to inflexibility of thought due to automation of procedures. Yet another possibility, based on expertise research, is that experts’ knowledge leads to flexibility of thought. We tested these two possibilities in a series of experiments using the Einstellung (set) effect paradigm. Chess players tried to solve problems that had both a familiar but non-optimal solution and a better but less familiar one. The more familiar solution induced the Einstellung (set) effect even in experts, preventing them from finding the optimal solution. The presence of the non-optimal solution reduced experts' problem solving ability was reduced to about that of players three standard deviations lower in skill level by the presence of the non-optimal solution. Inflexibility of thought induced by prior knowledge (i.e., the blocking effect of the familiar solution) was shown by experts but the more expert they were, the less prone they were to the effect. Inflexibility of experts is both reality and myth. But the greater the level of expertise, the more of a myth it becomes

Eye-movements in implicit artificial grammar learning

Artificial grammar learning (AGL) has been probed with forced-choice behavioral tests (active tests). Recent attempts to probe the outcomes of learning (implicitly acquired knowledge) with eye-movement responses (passive tests) have shown null results. However, these latter studies have not tested for sensitivity effects, for example, increased eye movements on a printed violation. In this study, we tested for sensitivity effects in AGL tests with (Experiment 1) and without (Experiment 2) concurrent active tests (preference- and grammaticality classification) in an eye-tracking experiment. Eye movements discriminated between sequence types in passive tests and more so in active tests. The eye-movement profile did not differ between preference and grammaticality classification, and it resembled sensitivity effects commonly observed in natural syntax processing. Our findings show that the outcomes of implicit structured sequence learning can be characterized in eye tracking. More specifically, whole trial measures (dwell time, number of fixations) showed robust AGL effects, whereas first-pass measures (first-fixation duration) did not. Furthermore, our findings strengthen the link between artificial and natural syntax processing, and they shed light on the factors that determine performance differences in preference and grammaticality classification tests.Max Planck Institute for PsycholinguisticsDonders Institute for Brain, Cognition and BehaviorVetenskapsradetSwedish Dyslexia Foundatio

Engineering of an Extreme Rainfall Detection System using Grid Computing

This paper describes a new approach for intensive rainfall data analysis. ITHACA's Extreme Rainfall Detection System (ERDS) is conceived to provide near real-time alerts related to potential exceptional rainfalls worldwide, which can be used by WFP or other humanitarian assistance organizations to evaluate the event and understand the potentially floodable areas where their assistance is needed. This system is based on precipitation analysis and it uses rainfall data from satellite at worldwide extent. This project uses the Tropical Rainfall Measuring Mission Multisatellite Precipitation Analysis dataset, a NASA-delivered near real-time product for current rainfall condition monitoring over the world. Considering the great deal of data to process, this paper presents an architectural solution based on Grid Computing techniques. Our focus is on the advantages of using a distributed architecture in terms of performances for this specific purpos

Variability of worked examples and transfer of geometrical problem-solving skills : a cognitive-load approach

Four computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming were studied with regard to their effects on training performance, transfer performance, and cognitive load. A low- and a high-variability conventional condition, in which conventional practice problems had to be solved (followed by worked examples), were compared with a low- and a high-variability worked condition, in which worked examples had to be studied. Results showed that students who studied worked examples gained most from high-variability examples, invested less time and mental effort in practice, and attained better and less effort-demanding transfer performance than students who first attempted to solve conventional problems and then studied work examples

Gait learning for soft microrobots controlled by light fields

Soft microrobots based on photoresponsive materials and controlled by light fields can generate a variety of different gaits. This inherent flexibility can be exploited to maximize their locomotion performance in a given environment and used to adapt them to changing conditions. Albeit, because of the lack of accurate locomotion models, and given the intrinsic variability among microrobots, analytical control design is not possible. Common data-driven approaches, on the other hand, require running prohibitive numbers of experiments and lead to very sample-specific results. Here we propose a probabilistic learning approach for light-controlled soft microrobots based on Bayesian Optimization (BO) and Gaussian Processes (GPs). The proposed approach results in a learning scheme that is data-efficient, enabling gait optimization with a limited experimental budget, and robust against differences among microrobot samples. These features are obtained by designing the learning scheme through the comparison of different GP priors and BO settings on a semi-synthetic data set. The developed learning scheme is validated in microrobot experiments, resulting in a 115% improvement in a microrobot's locomotion performance with an experimental budget of only 20 tests. These encouraging results lead the way toward self-adaptive microrobotic systems based on light-controlled soft microrobots and probabilistic learning control.Comment: 8 pages, 7 figures, to appear in the proceedings of the IEEE/RSJ International Conference on Intelligent Robots and Systems 201

A Unified Checklist for Observational and Experimental Research in Software Engineering (Version 1)

Current checklists for empirical software engineering cover either experimental research or case study research but ignore the many commonalities that exist across all kinds of empirical research. Identifying these commonalities, and explaining why they exist, would enhance our understanding of empirical research in general and of the differences between experimental and case study research in particular. In this report we design a unified checklist for empirical research, and identify commonalities and differences between experimental and case study research. We design the unified checklist as a specialization of the general engineering cycle, which itself is a special case of the rational choice cycle. We then compare the resulting empirical research cycle with two checklists for experimental research, and with one checklist for case study research. The resulting checklist identifies important questions to be answered in experimental and case study research design and reports. The checklist provides insights in two different types of empirical research design and their relationships. Its limitations are that it ignores other research methods such as meta-research or surveys. It has been tested so far only in our own research designs and in teaching empirical methods. Future work includes expanding the comparison with other methods and application in more cases, by others than ourselves