Stop Release in Polish English — Implications for Prosodic Constituency

Although there is little consensus on the relevance of non-contrastive allophonic processes in L2 speech acquisition, EFL pronunciation textbooks cover the suppression of stop release in coda position. The tendency for held stops in English is in stark opposition to a number of other languages, including Polish, in which plosive release is obligatory. This paper presents phonetic data on the acquisition of English unreleased stops by Polish learners. Results show that in addition to showing a tendency for the target language pattern of unreleased plosives, advanced learners may acquire more native-like VC formant transitions. From the functional perspective, languages with unreleased stops may be expected to have robust formant patterns on the final portion of the preceding vowel, which allow listeners to identify the final consonant when it lacks an audible release burst (see e.g. Wright 2004). From the perspective of syllabic positions, it may be said that ‘coda’ stops are obligatorily released in Polish, yet may be unreleased in English. Thus, the traditional term ‘coda’ is insufficient to describe the prosodic properties of post-vocalic stops in Polish and English. These differences may be captured in the Onset Prominence framework (Schwartz 2013). In languages with unreleased stops, the mechanism of submersion places post-vocalic stops at the bottom of the representational hierarchy where they may be subject to weakening. Submersion produces larger prosodic constituents and thus has phonological consequences beyond ‘coda’ behavior

Peer learning beyond the curriculum in university statistics courses

Peer learning in statistics can occur in a variety of settings, including class collaborations and assessment in the form of group projects. Most reports indicate that it has positive effects on learning. However, peer learning can also be organised by students themselves outside course requirements, to similar positive effect. In this paper, we investigate this second form, sometimes referred to as ‘peer learning beyond the curriculum’. The parameters of the project were derived from a similar study in the discipline of music, conceived as an action research collaboration between students and academics. A series of focus group interviews was carried out with students in a range of university statistics classes, introductory and later-year, majoring in statistics or studying statistics as a component of another discipline. These were arranged and run by a group of statistics students participating as researchers and peer learners in a ‘vertical’ research team that also included more experienced academics from statistics and other disciplines. The team found that first-year students were well aware of the academic and social benefits of forming study groups to support each other’s statistics learning, and they gave clear advice to future students to do so. By contrast, peer learning in later-year classes played a more nuanced role that seemed to depend on the major discipline in which statistics was being studied – possibly due to the particular aspects of statistics that were in focus. Comparisons with peer learning in other disciplines shed more light on the various ways that peer learning in statistics can be utilised in different contexts, and suggest various implications for improving statistics pedagogy

Increasing Retention in STEM: Results from a STEM Talent Expansion Program at the University of Memphis

MemphiSTEP is a five-year STEM Talent Expansion Program at the University of Memphis sponsored by the National Science Foundation. The project focuses on retention and persistence to graduation to increase the number of STEM majors and graduates. The project includes a range of student retention programs, including a Summer Mathematics Bridge Bootcamp, Networking Program, Research Award Program, Travel Award program and STEM Learning Communities; Results from the first four years of the project suggest that MemphiSTEP is making a positive impact on student retention and performance in STEM fields. Our data indicate that even after controlling for gender, race, and prior performance, STEM students taking part in MemphiSTEP activities are retained at higher rates and perform better than University of Memphis STEM students who have not participated in MemphiSTEP activities

Intervening to alleviate word-finding difficulties in children: case series data and a computational modelling foundation

We evaluated a simple computational model of productive vocabulary acquisition, applied to simulating two case studies of 7-year-old children with developmental word-finding difficulties across four core behavioural tasks. Developmental models were created, which captured the deficits of each child. In order to predict the effects of intervention, we exposed the computational models to simulated behavioural interventions of two types, targeting the improvement of either phonological or semantic knowledge. The model was then evaluated by testing the predictions from the simulations against the actual results from an intervention study carried out with the two children. For one child it was predicted that the phonological intervention would be effective, and the semantic intervention would not. This was borne out in the behavioural study. For the second child, the predictions were less clear and depended on the nature of simulated damage to the model. The behavioural study found an effect of semantic but not phonological intervention. Through an explicit computational simulation, we therefore employed intervention data to evaluate our theoretical understanding of the processes underlying acquisition of lexical items for production and how they may vary in children with developmental language difficulties

Phonological Factors Affecting L1 Phonetic Realization of Proficient Polish Users of English

Acoustic phonetic studies examine the L1 of Polish speakers with professional level proficiency in English. The studies include two tasks, a production task carried out entirely in Polish and a phonetic code-switching task in which speakers insert target Polish words or phrases into an English carrier. Additionally, two phonetic parameters are studied: the oft-investigated VOT, as well as glottalization vs. sandhi linking of word-initial vowels. In monolingual Polish mode, L2 interference was observed for the VOT parameter, but not for sandhi linking. It is suggested that this discrepancy may be related to the differing phonological status of the two phonetic parameters. In the code-switching tasks, VOTs were on the whole more English-like than in monolingual mode, but this appeared to be a matter of individual performance. An increase in the rate of sandhi linking in the code-switches, except for the case of one speaker, appeared to be a function of accelerated production of L1 target items

The Rise and Fall of Galaxy Activity in Dark Matter Haloes

We use a SDSS galaxy group catalogue to study the dependence of galaxy activity on stellar mass, halo mass, and group hierarchy (centrals vs. satellites). We split our galaxy sample in star-forming galaxies, galaxies with optical AGN activity and radio sources. We find a smooth transition in halo mass as the activity of central galaxies changes from star formation to optical AGN activity to radio emission. Star-forming centrals preferentially reside in haloes with M<10^{12} Msun, central galaxies with optical-AGN activity typically inhabit haloes with M \sim 10^{13} Msun, and centrals emitting in the radio mainly reside in haloes more massive than 10^{14} Msun. Although this seems to suggest that the environment (halo mass) determines the type of activity of its central galaxy, we find a similar trend with stellar mass: central star formers typically have stellar masses below 10^{10} Msun, while optical-AGN hosts and central radio sources have characteristic stellar masses of 10^{10.8} Msun and 10^{11.6} Msun, respectively. Since more massive haloes typically host more massive centrals, it is unclear whether the activity of a central galaxy is causally connected to its stellar mass or to its halo mass. In general, satellite galaxies have their activity suppressed wrt central galaxies of the same stellar mass. At fixed stellar mass, we find that the activity of satellite galaxies depends only weakly on halo mass. In fact, for satellite galaxies the dependence of galaxy activity on halo mass is more than four times weaker than the dependence on stellar mass. As we discuss, all these results are consistent with a picture in which low mass haloes accrete cold gas, while massive haloes have coronae of hot gas that promote radio activity of their central galaxies. [Abridged]Comment: 17 pages, 13 figures. Submitted for publication in MNRA

A model for the cosmological evolution of low frequency radio sources

We present a new evolutionary model that describes the population properties of radio sources at frequencies <5 GHz, thus complementing the De Zotti et al. (2005) model, holding at higher frequencies. We find that simple analytic luminosity evolution is still sufficient to fit the wealth of available data on local luminosity functions, multi-frequency source counts, and redshift distributions. However, the fit requires a luminosity-dependent decline of source luminosities at high redshifts, at least for steep-spectrum sources, thus confirming earlier indications of a "downsizing" also for radio sources. The upturn of source counts at sub-mJy levels is accounted for by a straightforward extrapolation, using the empirical far-IR/radio correlation, of evolutionary models matching the far-IR counts and redshift distributions of star-forming galaxies. We also discuss the implications of the new model for the interpretation of data on large-scale clustering of radio sources and on the Integrated Sachs-Wolfe (ISW) effect, and for the investigation of the contribution of discrete sources to the extragalactic background. As for the ISW effect, a new analysis exploiting a very clean CMB map, yields at a substantially higher significance than reported before.Comment: 14 pages, 11 figures, accepted for publication on MNRA