Comparing generalisation in children and adults learning an artificial language

Successful language acquisition involves generalization, but learners must balance this against the acquisition of lexical constraints. Examples occur throughout language. For example, English native speakers know that certain noun-adjective combinations are impermissible (e.g., strong winds, high winds, strong breezes, *high breezes). Another example is the restrictions imposed by verb sub-categorization (e.g., I gave/sent/threw the ball to him; I gave/sent/threw him the ball; I donated/carried/pushed the ball to him; * I donated/carried/pushed him the ball; Baker, 1979). A central debate has been the extent to which learning such patterns depends on semantic cues (Pinker, 1989) and/or distributional statistics (Braine et al., 1990). The current experiments extend previous work which used Artificial Language learning to demonstrate that adults (Wonnacott et al., 2008) and 6 year olds (Wonnacott, 2011) are able to learn lexically based restrictions on generalization using distributional statistics. Here we directly compare the two age groups learning the same artificial language, with a view to exploring maturational differences in language learning. In addition to manipulating frequency (across high and low frequency items) and quantity of exposure (across days), languages were constructed such that a word’s semantic class was helpful for learning the restrictions for some types of lexical items, but potentially misleading for others

Skewing the evidence : the effect of input structure on child and adult learning of lexically based patterns in an artificial language

Successful language acquisition requires both generalization and lexically based learning. Previous research suggests that this is achieved, at least in part, by tracking distributional statistics at and above the level of lexical items. We explored this learning using a semi- artificial language learning paradigm with 6-year-olds and adults, looking at learning of co- occurrence relationships between (meaningless) particles and English nouns. Both age groups showed stronger lexical learning (and less generalization) given “skewed” languages where a majority particle co-occurred with most nouns. In addition, adults, but not children, were affected by overall lexicality, showing weaker lexical learning (more generalization) when some input nouns were seen to alternate (i.e. occur with both particles). The results suggest that restricting generalization is affected by distributional statistics above the level of words/bigrams. Findings are discussed within the framework offered by models capturing generalization as rational inference, namely hierarchical-Bayesian and simplicity-based models

Whole family-based physical activity promotion intervention: the Families Reporting Every Step to Health pilot randomised controlled trial protocol

Introduction : Family-based physical activity (PA) interventions present a promising avenue to promote children’s activity, however, high-quality experimental research is lacking. This paper describes the protocol for the FRESH (Families Reporting Every Step to Health) pilot trial, a child-led family-based PA intervention delivered online.  Methods and analysis : FRESH is a three-armed, parallel-group, randomised controlled pilot trial using a 1:1:1 allocation ratio with follow-up assessments at 8- and 52-weeks post-baseline. Families will be eligible if a minimum of one child in school Years 3-6 (aged 7-11 years) and at least one adult responsible for that child are willing to participate. Family members can take part in the intervention irrespective of their participation in the accompanying evaluation and vice versa. Following baseline assessment, families will be randomly allocated to one of three arms: (1) FRESH, (2) pedometer-only, or (3) no-intervention control. All family members in the pedometer-only and FRESH arms receive pedometers and generic PA promotion information. FRESH families additionally receive access to the intervention website; allowing participants to select step challenges to ‘travel’ to target cities around the world, log steps, and track progress as they virtually globetrot. Control families will receive no treatment. All family members will be eligible to participate in the evaluation with two follow-ups (8 and 52 weeks). Physical (e.g., fitness, blood pressure), psychosocial (e.g., social support), and behavioural (e.g., objectively-measured family PA) measures will be collected each time point. At 8-week follow-up, a mixed-methods process evaluation will be conducted (questionnaires and family focus groups) assessing acceptability of the intervention and evaluation. FRESH families’ website engagement will also be explored.  Ethics and dissemination : This study received ethical approval from the Ethics Committee for the School of the Humanities and Social Sciences at the University of Cambridge. Findings will be disseminated via peer-reviewed publications, conferences, and to participating families

Local food environment interventions to improve healthy food choice in adults: a systematic review and realist synthesis protocol.

INTRODUCTION: Local food environments have been linked with dietary intake and obesity in adults. However, overall evidence remains mixed with calls for increased theoretical and conceptual clarity related to how availability of neighbourhood food outlets, and within-outlet food options, influence food purchasing and consumption. The purpose of this work is to develop a programme theory of food availability, supported by empirical evidence from a range of local food environment interventions. METHODS AND ANALYSIS: A systematic search of the literature will be followed by duplicate screening and quality assessment (using the Effective Public Health Practice Project tool). Realist synthesis will then be conducted according to the Realist And Meta-narrative Evidence Syntheses: Evolving Standards (RAMESES) publication standards, including transparent appraisal, synthesis and drawing conclusions via consensus. DISSEMINATION: The final synthesis will propose an evidence-based programme theory of food availability, including evidence mapping to demonstrate contextual factors, pathways of influence and potential mechanisms. With the paucity of empirically supported programme theories used in current local food environment interventions to improve food availability, this synthesis may be used to understand how and why interventions work, and thus inform the development of theory-driven, evidence-based interventions to improve healthy food choice and future empirical work. TRIAL REGISTRATION NUMBER: PROSPERO CRD42014009808.The work was undertaken by the Centre for Diet and Activity Research (CEDAR, MR/K023187/1), a UKCRC Public Health Research Centre of Excellence. Funding from the British Heart Foundation, Cancer Research UK, Economic and Social Research Council, Medical Research Council, the National Institute for Health Research, and the Wellcome Trust, under the auspices of the UK Clinical Research Collaboration, is gratefully acknowledged. Additionally, TLP's PhD studentship is generously supported by the Cambridge International Scholarship, a scheme funded by the Cambridge Commonwealth, European & International Trust.This is the final version of the article. It first appeared from the British Medical Journal via http://dx.doi.org/10.1136/bmjopen-2014-00716

Semantic cues in language learning: an artificial language study with adult and child learners

Grammatical regularities may correlate with semantics; e.g., grammatical gender is often partially predictable from the noun’s semantics. We explore whether learners generalise over semantic cues, and whether extent of exposure (1 versus 4 sessions) and number of exemplars for each semantic class (type-frequency) affect this. Six-year-olds and adults were exposed to semi-artificial languages where nouns co-occurred with novel particles, with particle usage fully or partially determined by the semantics of nouns. Both adults and children generalised to novel nouns when semantic cues were fully consistent. Adults (but not children) also generalised when cues were partially consistent. Generalisation increased with exposure, however there was no evidence that increasing type-frequency (i.e. more nouns per semantic class) increased generalisation. Post-experiment interviews also suggested that successful generalisation depended on explicit awareness. These results suggest that semantic cues are particularly difficult for children to exploit during the early stages of language acquisition

Prevention at Work: Homelessness Prevention Initiative (HPI) Interim Evaluation Report, January 2004 through September 2005

This interim report summarizes what has been learned about the processes and outcomes of interventions by HPI grantees in the first 21 months of the initiative, from January 2004 through September 2005. To ground our findings, Section One begins with a discussion of the housing, economic, and policy contexts in the U.S. and the state that impact low-income households. This section focuses on the public and nonprofit sectors these households rely upon for help when their housing circumstances are precarious.Section Two describes the households served by HPI grantees and their varied circumstances. Section Three offers detail on the prevention strategies used by grantee organizations and their collaborating partners. Section Four summarizes the results to date. Section Five highlights intervention strategies uniquely tailored for diverse populations. Section Six summarizes the key learnings to date; Section Seven concludes the report by posing issues for consideration as the final year of the initiative begins

Family-based interventions to increase physical activity in children: a meta-analysis and realist synthesis protocol.

INTRODUCTION: Despite the established relationship between physical activity and health, data suggest that many children are insufficiently active, and that levels decline into adolescence. Engaging the family in interventions may increase and maintain children's physical activity levels at the critical juncture before secondary school. Synthesis of existing evidence will inform future studies, but the heterogeneity in target populations recruited, behaviour change techniques and intervention strategies employed, and measurement conducted, may require a multifaceted review method. The primary objective of this work will therefore be to synthesis evidence from intervention studies that explicitly engage the family unit to increase children's physical activity using an innovative dual meta-analysis and realist approach. METHODS AND ANALYSIS: Peer-reviewed studies will be independently screened by two authors for inclusion based on (1) including 'healthy' participants aged 5-12 years; (2) having a substantive intervention aim of increasing physical activity, by engaging the family and (3) reporting on physical activity. Duplicate data extraction and quality assessment will be conducted using a specially designed proforma and the Effective Public Health Practice Project Quality Assessment Tool respectively. STATA software will be used to compute effect sizes for meta-analyses, with subgroup analyses conducted to identify moderating characteristics. Realist syntheses will be conducted according to RAMESES quality and publication guidelines, including development of a programme theory and evidence mapping. DISSEMINATION: This review will be the first to use the framework of a traditional review to conduct a dual meta-analysis and realist synthesis, examining interventions that engage the family to increase physical activity in children. The results will be disseminated through peer-reviewed publications, conferences, formal presentations to policy makers and practitioners and informal meetings. Evidence generated from this synthesis will also be used to inform the development of theory-driven, evidence-based interventions aimed at engaging the family to increase physical activity levels in children. PROTOCOL REGISTRATION: International Prospective Register for Systematic Reviews (PROSPERO): number CRD42013005780.This is the published version of the manuscript that is available online at: http://bmjopen.bmj.com/content/4/8/e005439.abstract. It is published by the BMJ Group in BMJ Open

GoActive: a protocol for the mixed methods process evaluation of a school-based physical activity promotion programme for 13-14year old adolescents.

BACKGROUND: Process evaluations are critical for interpreting and understanding outcome trial results. By understanding how interventions function across different settings, process evaluations have the capacity to inform future dissemination of interventions. The complexity of Get others Active (GoActive), a 12-week, school-based physical activity intervention implemented in eight schools, highlights the need to investigate how implementation is achieved across a variety of school settings. This paper describes the mixed methods GoActive process evaluation protocol that is embedded within the outcome evaluation. In this detailed process evaluation protocol, we describe the flexible and pragmatic methods that will be used for capturing the process evaluation data. METHODS: A mixed methods design will be used for the process evaluation, including quantitative data collected in both the control and intervention arms of the GoActive trial, and qualitative data collected in the intervention arm. Data collection methods will include purposively sampled, semi-structured interviews and focus group interviews, direct observation, and participant questionnaires (completed by students, teachers, older adolescent mentors, and local authority-funded facilitators). Data will be analysed thematically within and across datasets. Overall synthesis of findings will address the process of GoActive implementation, and through which this process affects outcomes, with careful attention to the context of the school environment. DISCUSSION: This process evaluation will explore the experience of participating in GoActive from the perspectives of key groups, providing a greater understanding of the acceptability and process of implementation of the intervention across the eight intervention schools. This will allow for appraisal of the intervention's conceptual base, inform potential dissemination, and help optimise post-trial sustainability. The process evaluation will also assist in contextualising the trial effectiveness results with respect to how the intervention may or may not have worked and, if it was found to be effective, what might be required for it to be sustained in the 'real world'. Furthermore, it will offer suggestions for the development and implementation of future initiatives to promote physical activity within schools. TRIAL REGISTRATION: ISRCTN, ISRCTN31583496 . Registered on 18 February 2014

The school policy, social, and physical environment and change in adolescent physical activity: An exploratory analysis using the LASSO.

PURPOSE: We examined the association between the school policy, social and physical environment and change in adolescent physical activity (PA) and explored how sex and socioeconomic status modified potential associations. METHODS: Data from the GoActive study were used for these analyses. Participants were adolescents (n = 1765, mean age±SD 13.2±0.4y) from the East of England, UK. Change in longitudinal accelerometer assessed moderate-to-vigorous physical activity (MVPA) was the outcome. School policy, social and physical environment features (n = 267) were exposures. The least absolute shrinkage and selection operator variable selection method (LASSO) was used to determine exposures most relevant to the outcome. Exposures selected by the LASSO were added to a multiple linear regression model with estimates of change in min/day of MVPA per 1-unit change in each exposure reported. Post-hoc analyses, exploring associations between change in variables selected by the LASSO and change in MVPA, were undertaken to further explain findings. FINDINGS: No school policy or physical environment features were selected by the LASSO as predictors of change in MVPA. The LASSO selected two school social environment variables (participants asking a friend to do physical activity; friend asking a participant to do physical activity) as potential predictors of change in MVPA but no significant associations were found in subsequent linear regression models for all participants (β [95%CI] -1.01 [-2.73;0.71] and 0.65 [-2.17;0.87] min/day respectively). In the post-hoc analyses, for every unit increase in change in participants asking a friend to do PA and change in a friend asking participants to do PA, an increase in MVPA of 2.78 (1.55;4.02) and 1.80 (0.48;3.11) min/day was predicted respectively. CONCLUSIONS: The school social environment is associated with PA during adolescence. Further exploration of how friendships during adolescence may be leveraged to support effective PA promotion in schools is warranted