Composite Kernel Optimization in Semi-Supervised Metric

Machine-learning solutions to classification, clustering and matching problems critically depend on the adopted metric, which in the past was selected heuristically. In the last decade, it has been demonstrated that an appropriate metric can be learnt from data, resulting in superior performance as compared with traditional metrics. This has recently stimulated a considerable interest in the topic of metric learning, especially using kernel functions, which map data to feature spaces with enhanced class separability, and implicitly define a new metric in the original feature space. The formulation of the problem of metric learning depends on the supervisory information available for the task. In this paper, we focus on semi-supervised kernel based distance metric learning where the training data set is unlabelled, with the exception of a small subset of pairs of points labelled as belonging to the same class (cluster) or different classes (clusters). The proposed method involves creating a pool of kernel functions. The corresponding kernels matrices are first clustered to remove redundancy in representation. A composite kernel constructed from the kernel clustering result is then expanded into an orthogonal set of basis functions. The mixing parameters of this expansion are then optimised using point similarity and dissimilarity information conveyed by the labels. The proposed method is evaluated on synthetic and real data sets. The results show the merit of using similarity and dissimilarity information jointly as compared to using just the similarity information, and the superiority of the proposed method over all the recently introduced metric learning approaches

Language experience impacts brain activation for spoken and signed language in infancy: Insights from unimodal and bimodal bilinguals

Recent neuroimaging studies suggest that monolingual infants activate a left lateralised fronto-temporal brain network in response to spoken language, which is similar to the network involved in processing spoken and signed language in adulthood. However, it is unclear how brain activation to language is influenced by early experience in infancy. To address this question, we present functional near infrared spectroscopy (fNIRS) data from 60 hearing infants (4-to-8 months): 19 monolingual infants exposed to English, 20 unimodal bilingual infants exposed to two spoken languages, and 21 bimodal bilingual infants exposed to English and British Sign Language (BSL). Across all infants, spoken language elicited activation in a bilateral brain network including the inferior frontal and posterior temporal areas, while sign language elicited activation in the right temporo-parietal area. A significant difference in brain lateralisation was observed between groups. Activation in the posterior temporal region was not lateralised in monolinguals and bimodal bilinguals, but right lateralised in response to both language modalities in unimodal bilinguals. This suggests that experience of two spoken languages influences brain activation for sign language when experienced for the first time. Multivariate pattern analyses (MVPA) could classify distributed patterns of activation within the left hemisphere for spoken and signed language in monolinguals (proportion correct = 0.68; p = 0.039) but not in unimodal or bimodal bilinguals. These results suggest that bilingual experience in infancy influences brain activation for language, and that unimodal bilingual experience has greater impact on early brain lateralisation than bimodal bilingual experience

Novelty, challenge, and practice:The impact of intensive language learning on attentional functions

We investigated the impact of a short intensive language course on attentional functions. We examined 33 participants of a one-week Scottish Gaelic course and compared them to 34 controls: 16 active controls who participated in courses of comparable duration and intensity but not involving foreign language learning and 18 passive controls who followed their usual routines. Participants completed auditory tests of attentional inhibition and switching. There was no difference between the groups in any measures at the beginning of the course. At the end of the course, a significant improvement in attention switching was observed in the language group (p < .001) but not the control group (p = .127), independent of the age of participants (18-78 years). Half of the language participants (n = 17) were retested nine months after their course. All those who practiced Gaelic 5 hours or more per week improved from their baseline performance. In contrast, those who practiced 4 hours or fewer showed an inconsistent pattern: some improved while others stayed the same or deteriorated. Our results suggest that even a short period of intensive language learning can modulate attentional functions and that all age groups can benefit from this effect. Moreover, these short-term effects can be maintained through continuous practice

Vowel reduction in word-final position by early and late Spanish-English bilinguals

Vowel reduction is a prominent feature of American English, as well as other stress-timed languages. As a phonological process, vowel reduction neutralizes multiple vowel quality contrasts in unstressed syllables. For bilinguals whose native language is not characterized by large spectral and durational differences between tonic and atonic vowels, systematically reducing unstressed vowels to the central vowel space can be problematic. Failure to maintain this pattern of stressed-unstressed syllables in American English is one key element that contributes to a ?foreign accent? in second language speakers. Reduced vowels, or ?schwas,? have also been identified as particularly vulnerable to the co-articulatory effects of adjacent consonants. The current study examined the effects of adjacent sounds on the spectral and temporal qualities of schwa in word-final position. Three groups of English-speaking adults were tested: Miami-based monolingual English speakers, early Spanish-English bilinguals, and late Spanish-English bilinguals. Subjects performed a reading task to examine their schwa productions in fluent speech when schwas were preceded by consonants from various points of articulation. Results indicated that monolingual English and late Spanish-English bilingual groups produced targeted vowel qualities for schwa, whereas early Spanish-English bilinguals lacked homogeneity in their vowel productions. This extends prior claims that schwa is targetless for F2 position for native speakers to highly-proficient bilingual speakers. Though spectral qualities lacked homogeneity for early Spanish-English bilinguals, early bilinguals produced schwas with near native-like vowel duration. In contrast, late bilinguals produced schwas with significantly longer durations than English monolinguals or early Spanish-English bilinguals. Our results suggest that the temporal properties of a language are better integrated into second language phonologies than spectral qualities. Finally, we examined the role of nonstructural variables (e.g. linguistic history measures) in predicting native-like vowel duration. These factors included: Age of L2 learning, amount of L1 use, and self-reported bilingual dominance. Our results suggested that different sociolinguistic factors predicted native-like reduced vowel duration than predicted native-like vowel qualities across multiple phonetic environments