Density and distinctiveness in early word learning:Evidence from neural network simulations

High phonological neighborhood density has been associated with both advantages and disadvantages in early word learning. High density may support the formation and fine-tuning of new word sound memories; a process termed lexical configuration (e.g. Storkel, 2004). However, new high-density words are also more likely to be misunderstood as instances of known words, and may therefore fail to trigger the learning process (e.g. Swingley & Aslin, 2007). To examine these apparently contradictory effects, we trained an autoencoder neural network on 587,954 word tokens (5497 types; including mono- and multi-syllabic words of all grammatical classes) spoken by 279 caregivers to English-speaking children aged 18 to 24 months. We then simulated a communicative development inventory administration and compared network performance to that of 2292 children aged 18 to 24 months. We argue that autoencoder performance illustrates concurrent density advantages and disadvantages, in contrast to prior behavioural and computational literature treating such effects independently. Low network error rates signal a configuration advantage for high-density words, while high network error rates signal a triggering advantage for low-density words. This interpretation is consistent with the application of autoencoders in academic research and industry, for simultaneous feature extraction (i.e. configuration) and anomaly detection (i.e. triggering). Autoencoder simulation therefore illustrates how apparently contradictory density and distinctiveness effects can emerge from a common learning mechanism

Detection of hydrogen cyanide from oral anaerobes by cavity ring down spectroscopy

Hydrogen cyanide (HCN) has been recognized as a potential biomarker for non-invasive diagnosis of Pseudomonas aeruginosa infection in the lung. However, the oral cavity is a dominant production site for exhaled HCN and this contribution can mask the HCN generated in the lung. It is thus important to understand the sources of HCN production in the oral cavity. By screening of oral anaerobes for HCN production, we observed that the genus of Porphyromonas, Prevotella and Fusobacterium generated low levels of HCN in vitro. This is the first study to show that oral anaerobes are capable of producing HCN in vitro. Further investigations were conducted on the species of P. gingivalis and we successfully detected HCN production (0.9-10.9 ppb) in the headspace of three P. gingivalis reference strains (ATCC 33277, W50 and OMG 434) and one clinical isolate. From P. gingivalis ATCC 33277 and W50, a strong correlation between HCN and CO2 concentrations (r(s) = 0.89, p <0.001) was observed, indicating that the HCN production of P. gingivalis might be connected with the bacterial metabolic activity. These results indicate that our setup could be widely applied to the screening of in vitro HCN production by both aerobic and anaerobic bacteria.Peer reviewe

Phonological development of Finnish speaking children at 3;6 and associations to previous and simultaneous lexical ability

Previous studies of Finnish children's phonological development focus mainly on children under 2;0. Earlier findings have suggested that phonological and lexical development are strongly associated at an early age. However, less is known about the longitudinal association. This study describes the phonological skills of Finnish-speaking children at 3;6 and compares them with early lexicon size at 2;0 and lexical ability at 3;6 (N = 67). The children's phonological development was measured using The Finnish Phonology Test. Lexical development was evaluated using the Finnish, long-form version of the Communicative Development Inventory at 2;0 and the Boston naming test at 3;6 At 3;6, all children mastered the vowels and diphthongs fully, and most of the children also mastered the consonants, with the exception of the phonemes/d/and/r/. Phonotactic skills had also been acquired well at this group level, although the word-medial and, especially, word-initial consonant clusters were still challenging. The percentage of phonemes correct was 95. Both paradigmatic and phonotactic skills at 3;6 were significantly associated with lexicon size at 2;0. In addition phonotactic skills correlated with naming ability at 3;6. Lexical development at 2;0 explained 21% of the variance in the phonological development at 3;6, whereas, the explaining value of simultaneous lexical skill was limited (9%). Present findings propose that associations between lexical and phonological skills weaken as phonological skills become more honed.Peer reviewe

Methods for Minimizing the Confounding Effects of Word Length in the Analysis of Phonotactic Probability and Neighborhood Density

This is the author's accepted manuscript. The original is available at http://jslhr.pubs.asha.org/article.aspx?articleid=1781521&resultClick=3Recent research suggests that phonotactic probability (the likelihood of occurrence of a sound sequence) and neighborhood density (the number of words phonologically similar to a given word) influence spoken language processing and acquisition across the lifespan in both normal and clinical populations. The majority of research in this area has tended to focus on controlled laboratory studies rather than naturalistic data such as spontaneous speech samples or elicited probes. One difficulty in applying current measures of phonotactic probability and neighborhood density to more naturalistic samples is the significant correlation between these variables and word length. This study examines several alternative transformations of phonotactic probability and neighborhood density as a means of reducing or eliminating this correlation with word length. Computational analyses of the words in a large database and reanalysis of archival data supported the use of z scores for the analysis of phonotactic probability as a continuous variable and the use of median transformation scores for the analysis of phonotactic probability as a dichotomous variable. Neighborhood density results were less clear with the conclusion that analysis of neighborhood density as a continuous variable warrants further investigation to differentiate the utility of z scores in comparison to median transformation scores. Furthermore, balanced dichotomous coding of neighborhood density was difficult to achieve, suggesting that analysis of neighborhood density as a dichotomous variable should be approached with caution. Recommendations for future application and analyses are discussed

Developmental changes in the role of different metalinguistic awareness skills in Chinese reading acquisition from preschool to third grade

Copyright @ 2014 Wei et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.The present study investigated the relationship between Chinese reading skills and metalinguistic awareness skills such as phonological, morphological, and orthographic awareness for 101 Preschool, 94 Grade-1, 98 Grade-2, and 98 Grade-3 children from two primary schools in Mainland China. The aim of the study was to examine how each of these metalinguistic awareness skills would exert their influence on the success of reading in Chinese with age. The results showed that all three metalinguistic awareness skills significantly predicted reading success. It further revealed that orthographic awareness played a dominant role in the early stages of reading acquisition, and its influence decreased with age, while the opposite was true for the contribution of morphological awareness. The results were in stark contrast with studies in English, where phonological awareness is typically shown as the single most potent metalinguistic awareness factor in literacy acquisition. In order to account for the current data, a three-stage model of reading acquisition in Chinese is discussed.National Natural Science Foundation of China and Knowledge Innovation Program of the Chinese Academy of Sciences

Dynamic relationships between phonological memory and reading: a five year longitudinal study from age 4 to 9

We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first five years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics-educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short-term memory (verbal STM; phonological tasks that loaded primarily on serial order memory), and nonword repetition. Using longitudinal structural equation models, we found that verbal STM directly predicted early word-level reading from age 4 to 6, reflecting the importance of serial-order memory for letter-by-letter decoding. In contrast, reading had no reciprocal influence on the development of verbal STM. The relationship between nonword repetition and reading was bidirectional across the five years of study: nonword repetition and reading predicted each other both directly and indirectly (via phoneme awareness). Indirect effects from nonword repetition (and verbal STM) to reading support the view that phonological memory stimulates phonemically-detailed representations through repeated encoding of complex verbal stimuli. Similarly, the indirect influence of reading on nonword repetition suggests that improved reading ability promotes the phoneme-level specificity of phonological representations. Finally, the direct influence from reading to nonword repetition suggests that better readers use orthographic cues to help them remember and repeat new words accurately

Encoding order and developmental dyslexia:a family of skills predicting different orthographic components

We investigated order encoding in developmental dyslexia using a task that presented nonalphanumeric visual characters either simultaneously or sequentially—to tap spatial and temporal order encoding, respectively—and asked participants to reproduce their order. Dyslexic participants performed poorly in the sequential condition, but normally in the simultaneous condition, except for positions most susceptible to interference. These results are novel in demonstrating a selective difficulty with temporal order encoding in a dyslexic group. We also tested the associations between our order reconstruction tasks and: (a) lexical learning and phonological tasks; and (b) different reading and spelling tasks. Correlations were extensive when the whole group of participants was considered together. When dyslexics and controls were considered separately, different patterns of association emerged between orthographic tasks on the one side and tasks tapping order encoding, phonological processing, and written learning on the other. These results indicate that different skills support different aspects of orthographic processing and are impaired to different degrees in individuals with dyslexia. Therefore, developmental dyslexia is not caused by a single impairment, but by a family of deficits loosely related to difficulties with order. Understanding the contribution of these different deficits will be crucial to deepen our understanding of this disorder