"The Predication Semantics Model: The Role of Predicate: Class in Text Comprehension and Recall"

This paper presents and tests the predication semantics model, a computational model of text comprehension. It goes beyond previous case grammar approaches to text comprehension in employing a propositional rather than a rigid hierarchical tree notion, attempting to maintain a coherent set of propositions in working memory. The authors' assertion is that predicate class contains semantic information that readers use to make generally accurate predictions of a given proposition. Thus, the main purpose of the model-which works as a series of input and reduction cycles-is to explore the extent to which predicate categories play a role in reading comprehension and recall. In the reduction phase of the model, the propositions entered into the memory during the input phase are decreased while coherence is maintained among them. In an examination of the working memory at the end of each cycle, the computational model maintained coherence for 70% of cycles. The model appeared prone to serial dependence in errors: the coherence problem appears to occur because (unlike real readers) the simulation docs not reread when necessary. Overall, the experiment suggested that the predication semantics model is robust. The results suggested that the model emulates a primary process in text comprehension: predicate categories provide semantic information that helps to initiate and control automatic processes in reading, and allows people to grasp the gist of a text even when they have only minimal background knowledge. While needing refinement in several areas presenting minor problems-for example, the lack of a sufficiently complex memory to ensure that when the simulation of the model goes wrong it does not, as at present, stay wrong for successive intervals-the success of the model even at the current restrictive level of detail demonstrates the importance of the semantic information in predicate categories.

Writing product and process in children with English as an additional language

Children draw on limited cognitive resources to write and these resources are under more demand when writing in English as an additional language (EAL). This study investigated the relationship between writing process measures along with two language measures, phonological awareness and lexical retrieval, and measures of writing product. Thirty-nine EAL children took part in the study and their writing was digitised so that execution speed, burst length, and the pattern of pauses were available for analysis. The results found that lexical retrieval was significantly associated, indirectly through execution speed and burst length, with the number of words, lexical richness, and writing quality. The results are discussed in the context of common underlying proficiency theory and lexical retrieval as part of the translation process of writing

Probable vertical transmission of Alpha variant of concern (B.1.1.7) with evidence of SARS-CoV-2 infection in the syncytiotrophoblast, a case report

IntroductionDefinitive vertical transmission of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) infection has been rarely reported. We present a case of a third trimester pregnancy with fetal distress necessitating cesarean section that demonstrated maternal, placental, and infant infection with the SARS-CoV-2 Alpha variant/B.1.1.7.MethodsCDC's Influenza SARS-CoV-2 Multiplex RT-PCR Assay was used to test for SARS-CoV-2 in a maternal NP swab, maternal plasma, infant NP swab, and formalin-fixed paraffin-embedded (FFPE) placental tissue specimens. Whole genome sequencing (WGS) was performed on maternal plasma, infant, and placental specimens to determine the SARS-CoV-2 genotype. Histopathological evaluation, SARS-CoV-2 immunohistochemistry testing (IHC), and electron microscopy (EM) analysis were performed on placenta, umbilical cord, and membrane FFPE blocks.ResultsAll specimens tested positive for SARS-CoV-2 by RT-PCR. WGS further revealed identical SARS-CoV-2 sequences from clade 20I/501Y.V1 (lineage Alpha/B.1.1.7) in maternal plasma, infant, and placental specimens. Histopathologic evaluation of the placenta showed histiocytic and neutrophilic intervillositis with fibrin deposition and trophoblast necrosis with positive SARS-CoV-2 immunostaining in the syncytiotrophoblast and electron microscopy evidence of coronavirus.DiscussionThese findings suggest vertical transmission of SARS-CoV-2, supported by clinical course timing, identical SARS-CoV-2 genotypes from maternal, placental, and infant samples, and IHC and EM evidence of placental infection. However, determination of the timing or distinction between prepartum and peripartum SARS-CoV-2 transmission remains unclear

Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Spelling accuracy and time course was investigated in a sample of 100 Norwegian 6th grade students completing a standardized spelling-to-dictation task. Students responded by keyboard with accurate recordings of response-onset latency (RT) and inter-keypress interval (IKI). We determined effects of a number of child-level cognitive ability factors, and of word-level factors—particularly the location within the word of a spelling challenge (e.g., letter doubling), if present. Spelling accuracy was predicted by word reading (word split) performance, non-word spelling accuracy, keyboard key-finding speed and short-term memory span. Word reading performance predicted accuracy just for words with spelling challenges. For correctly spelled words, RT was predicted by non-word spelling response time and by speed on a key-finding task, and mean IKI by non-verbal cognitive ability, word reading, non-word spelling response time, and key-finding speed. Compared to words with no challenge, mean IKI was shorter for words with an initial challenge and longer for words with a mid-word challenge. These findings suggest that spelling is not fully planned when typing commences, a hypothesis that is confirmed by the fact that IKI immediately before within word challenges were reliably longer than elsewhere within the same word. Taken together our findings imply that routine classroom spelling tests better capture student competence if they focus not only on accuracy but also on production time course

Popular Branchings and Their Dual Certificates

Let G be a digraph where every node has preferences over its incoming edges. The preferences of a node extend naturally to preferences over branchings, i.e., directed forests; a branching B is popular if B does not lose a head-to-head election (where nodes cast votes) against any branching. Such popular branchings have a natural application in liquid democracy. The popular branching problem is to decide if G admits a popular branching or not. We give a characterization of popular branchings in terms of dual certificates and use this characterization to design an efficient combinatorial algorithm for the popular branching problem. When preferences are weak rankings, we use our characterization to formulate the popular branching polytope in the original space and also show that our algorithm can be modified to compute a branching with least unpopularity margin. When preferences are strict rankings, we show that “approximately popular” branchings always exist.TU Berlin, Open-Access-Mittel – 202