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In this study, age of onset (AoO) was investigated in five- and six-year-old bilingual Frisian-Dutch children. AoO to Dutch ranged between zero and four and had a positive effect on Dutch receptive vocabulary size, but hardly influenced the children's accurate use of Dutch inflection. The influence of AoO on vocabulary was more prominent than the influence of exposure. Regarding inflection, the reverse was found. Accuracy at using Frisian inflection emerged as a significant predictor; this transfer effect was modulated by lexical overlap between the two languages. This study shows that 'the sooner the better' does not necessarily hold for language development. In fact, for the correct use of inflection, it does not matter whether children start at age zero or four. For rapidly learning words in a new language it may be helpful to first build a substantial vocabulary in the first language before learning a new language

Uniform Diagonalization Theorem for Complexity Classes of Promise Problems including Randomized and Quantum Classes

Diagonalization in the spirit of Cantor's diagonal arguments is a widely used tool in theoretical computer sciences to obtain structural results about computational problems and complexity classes by indirect proofs. The Uniform Diagonalization Theorem allows the construction of problems outside complexity classes while still being reducible to a specific decision problem. This paper provides a generalization of the Uniform Diagonalization Theorem by extending it to promise problems and the complexity classes they form, e.g. randomized and quantum complexity classes. The theorem requires from the underlying computing model not only the decidability of its acceptance and rejection behaviour but also of its promise-contradicting indifferent behaviour - a property that we will introduce as "total decidability" of promise problems. Implications of the Uniform Diagonalization Theorem are mainly of two kinds: 1. Existence of intermediate problems (e.g. between BQP and QMA) - also known as Ladner's Theorem - and 2. Undecidability if a problem of a complexity class is contained in a subclass (e.g. membership of a QMA-problem in BQP). Like the original Uniform Diagonalization Theorem the extension applies besides BQP and QMA to a large variety of complexity class pairs, including combinations from deterministic, randomized and quantum classes.Comment: 15 page

Своє – чуже. Дике – культурне. Базові структури міфологічних когнітивних моделей (до проблеми інваріанта і трансформації в інформаційному просторі)

Відтворення логічних законів міфологічних когнітивних структур, необхідне для виокремлення інваріантів у трансформованому емпіричному етнографічному масиві, зумовлює пошук базових когнітивних структур міфологічної доби. Базові когнітивні структури елементарних суспільств – бінарні символічні класифікації, які починають розгортатися із просторово-часової дихотомії: освоєний – неосвоєний простір, час архетипів – час їхньої реалізації. У статті аналізуються системи спорідненості дуально-родового суспільства, які, на думку авторки, використовувалися як засіб формалізації ієрархічної класифікації понять міфологічної доби.The reconstruction of the logical laws of mythological cognitive structures which is necessary to single out the invariants in the trasforming ethnographic material leads us to the search of basic cognitive structures of the mythological epoch. The basic cognitive structures of elementary societies are the binaric symbolical classifications which begin to develop from the spatialtemporal opposition: assimilated space – space which is not assimilated, the time of the archetypes – the time of their realization. In the article there is an analysis of a system of consanguinity of dual-clan society which on author's mind was used as means of formalization of the hierarchial classification of the mythological epoch concepts

Effects of age on the acquisition of agreement inflection

Grammaticality judgement tasks show that second language learners who started during childhood are significantly more accurate on judging inflection than learners who started after puberty [Johnson, J., & Newport, E. (1989). Cognitive Psychology, 21, 60-99; Johnson, J., & Newport, E. (1991). Cognition, 39, 215-258; McDonald, J. (2000). Applied Psycholinguistics, 21, 395-423. Production data confirmthat inflection is a bottleneck in adult language acquisition, and that they differ from child learners in this respect [Lardiere, D. (1998). Second Language Research, 14, 359-375; Prévost, P. (2003). Studies in Second Language Acquisition, 25, 65-97; Pre vost, P., & White, L. (2000). Second Language Research, 16(2), 103-133]. Although the observations suggest that the acquisition of inflection is influenced by age, there is no study that focuses on this particular issue nor is there an articulated explanation available for the observed age-related difference. In this contribution, we compare child L2 learners of Dutch to child L1 and adult L2 learners of Dutch in order to investigate effects of age on the acquisition of verbal and adjectival inflection. We hypothesize that adult agreement paradigms differ from child agreement paradigms, the reason being that adult learners cannot rely on syntactic cues, whereas children make reliable use of syntax in building paradigms. By effect, adult learners end up with non-targetlike small paradigms that contain underspecified suffixes. We focus on the types of errors in the three learner groups (child L1, child L2 and adult L2). Our empirical basis consists of results obtained in a series of production experiments