Estimates of the Statistics of Randomly Varying Parameters of Linear Systems

Mathematical model used in estimating statistics of randomly varying parameters of linear system

Achieving Cultural Fit in Global Information Systems Implementation

Designers and engineers that plan and manufacture technological systems imprint their values and practices onto these systems, without fully realizing that inconsistencies in cultural dimensions between developers and users may result in poor implementation of the new system due to resistance to change, among other causes. Therefore, manager\u27s awareness of cultural differences is a necessary condition in formulating GIS policies for implementation in different organizational settings across countries. The paper offers detailed examples of cultural differences between countries and their relations to the different stages of technology implementation, which may serve as a guideline for engineers, vendors, consultants, and managers of GIS interventions in formulating mechanisms for global implementation. Implementation managers are advised to adapt GIS to their own set of beliefs through the establishment of joint global and local teams, which represents all parties in the process. In this manner, rather than a cultural conflict, GIS implementation becomes a cultural exchange that reduces resistance to change

Henri Temianka Correspondence; (brainin)

This collection contains material pertaining to the life, career, and activities of Henri Temianka, violin virtuoso, conductor, music teacher, and author. Materials include correspondence, concert programs and flyers, music scores, photographs, and books.https://digitalcommons.chapman.edu/temianka_correspondence/3716/thumbnail.jp

Examining the Neural Correlates of Vocabulary and Grammar Learning Using fNIRS

Adults struggle with learning language components involving categorical relations such as grammar while achieving higher proficiency in vocabulary. The cognitive and neural mechanisms modulating this learning difference remain unclear. The present thesis investigated behavioural and neural differences between vocabulary and grammar processing in adults using functional Near-Infrared Spectroscopy (fNIRS). Participants took part in an artificial language learning paradigm consisting of novel singular and plural words paired with images of common objects. Findings revealed higher accuracy scores and faster response times on semantic vocabulary judgement trials compared to grammar judgement trials. Singular vocabulary judgement was associated with neural activity in part of the pars triangularis of the right inferior frontal gyrus associated with semantic recall. On the other hand, bilateral portions of the dorsolateral prefrontal cortex were more active during grammar judgement tasks. The results are discussed with reference to the roles of memory mechanisms and interference effects in language learning

Enhanced explicit vocabulary learning compared to implicit grammar learning in adults

Compared to young children, the language learning process is much more difficult and less successful in adulthood. Little is known about how non-linguistic cognitive processes contribute to these age-dependent differences. We argue that language learning involves both explicit declarative memory processes to learn vocabulary and implicit procedural memory processes to learn grammatical patterns. In this preliminary study, we aimed to quantify the relative contribution of declarative versus procedural learning in adults via an artificial language learning task. Participants ages 18 to 29 heard novel singular and plural words associated with images of common objects. The grammar of the language consisted of two regular suffixes that marked plurality intermixed with irregular words containing irregular suffixes. After 30 minutes of training, participants were then tested on whether an auditorily-presented word correctly matched a corresponding object. Vocabulary was tested using regular singular and irregular plural words learned in the training sessions while grammar was tested by generalizing the grammatical plural suffixes to novel words and forms of words that did not appear in training. Results revealed that adults performed significantly better and quicker on vocabulary test items compared to grammar test items. This suggests that adults’ diminished engagement in procedural mechanisms may result in less effective grammar learning. Overall, the results shed light on how declarative and procedural memory differences result in adults’ specific difficulty with grammatical language learning in a domain-general manner. Ongoing research in our laboratory is examining the neural bases of this phenomenon using the present language learning paradigm

Management of CAD/CAM information: Key to improved manufacturing productivity

A key element to improved industry productivity is effective management of CAD/CAM information. To stimulate advancements in this area, a joint NASA/Navy/industry project designated Intergrated Programs for Aerospace-Vehicle Design (IPAD) is underway with the goal of raising aerospace industry productivity through advancement of technology to integrate and manage information involved in the design and manufacturing process. The project complements traditional NASA/DOD research to develop aerospace design technology and the Air Force's Integrated Computer-Aided Manufacturing (ICAM) program to advance CAM technology. IPAD research is guided by an Industry Technical Advisory Board (ITAB) composed of over 100 representatives from aerospace and computer companies

The Night Has a Thousand Eyes

Photo of couple seated on grass looking up with starry sky and moon behindhttps://scholarsjunction.msstate.edu/cht-sheet-music/3360/thumbnail.jp

Examining the Paradox of Adult Second Language Word and Grammar Learning

Background: Adults generally demonstrate advanced cognitive skills compared to children, with second language (L2) learning being a key exception, particularly within the grammar domain. As optimal vocabulary and grammar learning are believed to engage in distinct explicit and implicit learning mechanisms, respectively, the advanced neurocognitive mechanisms underpinning adults’ higher-order cognitive skills may particularly interfere with implicit grammar learning. The objective of this dissertation was to examine select neural and cognitive factors that may contribute to word and grammar learning differences. In Study 1, I investigated the neural correlates of artificial vocabulary and morphology learning using functional Near-Infrared Spectroscopy (fNIRS). Despite adults outperforming in explicit vocabulary outcomes compared to implicit grammar generalization, cortical differences between processing the two language components were minimal. On the other hand, significant changes in neural activity were observed in all four cortical lobes over the course of the initial language learning period, demonstrating the widespread cortical engagement inherent in the process of L2 learning. In Study 2, I examined the impact of effortful learning on implicit word and grammar learning outcomes using a modified statistical language learning paradigm with an underlying grammatical pattern. Performance on speeded syllable detection tasks using familiar and unfamiliar targets revealed that effortful and passive learning conditions resulted in comparable implicit learning outcomes related to word segmentation and grammar generalization. Thus, directing effort towards learning neither facilitated nor interfered with implicit L2 attainment. In Study 3, I investigated whether individual differences in statistical learning of words and/or grammatical patterns were related to domain-general cognitive abilities. The findings indicate that performance on tasks evaluating short-term memory, attention, strategic thinking, reasoning, and planning skills were not related to implicit word or grammar learning outcomes. Conclusion: Together, this dissertation presents empirical evidence that adults learn vocabulary more easily than grammatical patterns, but learning success is not related to domain-general cognitive mechanisms, at least concerning implicit representations of language. These findings are discussed in relation to existing literature and emerging theories of L2 learning. This research has important methodological implications and provides valuable insights to inform pedagogical practices for foreign language instruction

Chatterbox

Illustration of Kay Kyser in a cap and gown holding a megaphone that reads, That\u27s Right--You\u27re Wrong.https://scholarsjunction.msstate.edu/cht-sheet-music/2800/thumbnail.jp