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The Effects of Word Form Rehearsal and Language Experience on Fast Mapping in Young Bilingual Adults
The purpose of this study was to analyze the effects of both word-form rehearsal and language experience on fast mapping production and comprehension skills. This experiment studied thirty Spanish-English bilingual young adults. The experimental portion of the study contained four main parts: (1) word-form rehearsal, (2) presentation (3) production, and (4) comprehension. Each participant was randomly assigned to one of three word-form rehearsal conditions. Each participant began the experiment by repeating a set of sixteen novel nonwords either fifteen times each, five times each, or zero times (control group). Next, the participants were presented a visual and auditory nonword stimulus simultaneously. Next, each participant was aurally asked to verbally produce the nonword when presented with a visual stimulus. Finally, each participant was asked to identify a specific visual stimulus that corresponds with an aurally resented nonword. The participants completed these four tasks in two phonologically similar anguages (English and Spanish) and one phonologically unfamiliar language (Cantonese). Results demonstrated that the more speech training a participant undergoes, the better the performance on production fast mapping tasks. Results also showed a significant language effect, with participants performing better on fast mapping tasks in the familiar languages (English and Spanish)
What Do You Expect? Linguistic Reflections on Empathy in Science Communication
This linguistics article, which draws additionally on interdisciplinary insights, discusses whether and to what extent more empathy could facilitate and promote the exchange of knowledge between science and society. The existence of the Internet as a knowledge resource has made it necessary, especially in online communication, to renegotiate (scientific) expertise and roles such as âexpertâ and âlayperson.â A discourse linguistics case study of a science blog shows that these negotiations quickly take on the character of an emotionally charged relationship between writer and respondent and are by no means limited to the level of fact or disinterested scholarly debate. The reason for thisâso this article arguesâis that reciprocal expectations and expectations of expectations play an essential role in science communication, as in any social communication. This hypothesis is supported by an analysis of interviews with scientists about their expectations of the publicâs understanding of science. Against this background, empathy seems to be a suitable means to better meet the expectations of oneâs interlocuter (or at least to avoid disappointed expectations) and to move from a more emotional level back to a more rational one. Empathy and its role in science communication should therefore be investigated more closelyâon an interdisciplinary basis
Exploring the physical limits of saturation contrast in Magnetic Resonance Imagign
Magnetic Resonance Imaging has become nowadays an indispensable tool with
applications ranging from medicine to material science. However, so far the
physical limits of the maximum achievable experimental contrast were unknown.
We introduce an approach based on principles of optimal control theory to
explore these physical limits, providing a benchmark for numerically optimized
robust pulse sequences which can take into account experimental imperfections.
This approach is demonstrated experimentally using a model system of two
spatially separated liquids corresponding to blood in its oxygenated and
deoxygenated forms.Comment: 11 pages, 4 figures. This paper is in open access, Nature-Scientific
Report
Safety of Xenotransplantation: Development of screening methods and testing for porcine viruses
Xenotransplantation using pig cells, tissues or organs might be a promising solution to overcome the shortage for organs suitable for allotransplantation. Because of several reasons, the pig is currently the favoured donor species. However, the use of porcine xenotransplants is associated with the risk of transmitting porcine viruses to the human xenotransplant recipient. Among them porcine endogenous retroviruses (PERVs), porcine cytomegalovirus (PCMV), porcine lymphotropic herpesviruses (PLHVs), porcine circovirus 2 (PCV2) and hepatitis E virus (HEV) play a role. Some of them cause immunosuppression and a zoonotic potential of others has been supposed. Therefore the possibility of direct transmission of those viruses between pigs and humans might be possible. Strategies to avoid the transmission of those pathogens are currently of main importance to increase lifetime of the transplant and therefore to save many lives of people standing on the transplant waiting list. To select virus-free animals as putative donor pigs and to recognise transmission of pathogens to transplant recipients, sensitive detection methods are needed.
In this study the prevalence and expression of these selected viruses should be investigated and assessed in order to obtain safe and healthy donor pigs for xenotransplantation studies. Therefore highly sensitive PCR-based methods, real-time PCR and real-time RT-PCR specific for all the viruses listed above, as well as immunological methods measuring virus-specific antibodies by Western blot analysis or ELISA were developed. Recombinant viral proteins were cloned, expressed and chromatographically purified as well as purified virus particles were expanded to be used as antigens.
The methods were developed and optimized to screen (i) Göttingen minipigs, a well characterized pig breed which is kept in a specific-pathogen free facility, (ii) Aachen minipigs, a pig breed existing since 2013, (iii) slaughterhouse pigs from a butchery in the north of Berlin and (iv) multiply genetically modified pigs produced especially for xenotransplantation.
Human-tropic PERV-A and PERV-B were found in all pigs and pig-tropic PERV-C and recombinant PERV-A/C were found in many pigs. HEV, PCMV, PLHVs and PCV2 were found in a few animals. No transmission of the porcine viruses listed above was observed during the transplantation of genetically modified islet cells into four marmosets. However, when transgenic pig hearts were transplanted into baboons, then PCMV and HEV were found transmitted, despite the fact that the donor pigs were negative when testing blood and antibody response. To avoid future transmissions of porcine viruses, more sensitive detection methods, different time points of testing, and different source materials, including oral and anal swabs, should be used.
In the study sensitive and reliable methods for the detection of porcine viruses were developed and those viruses were detected in all tested pig herds. Furthermore, potentially zoonotic viruses like HEV and viruses causing immunosuppression like PCMV, PLHVs and PCV2 are present in pigs for slaughter. Although the expression of these viruses were low, the meat-producing and -processing industry should be aware of the improvement of hygienic standards.
The newly developed detection methods are a prerequisite for the selection of virus-free pigs for transplantation trials as well as elimination programs based on treatment, vaccination, Caesarean delivery, early weaning and embryo transfer
The impact of alkyl chain purity on lipid based nucleic acid delivery systems â is the utilization of lipid components with technical grade justified?
The physicochemical properties and transfection efficacies of two samples of a cationic lipid have been investigated and compared in 2D (monolayers at the air/liquid interface) and 3D (aqueous bulk dispersions) model systems using different techniques. The samples differ only in their chain composition due to the purity of the oleylamine (chain precursor). Lipid 8 (using the oleylamine of technical grade for cost-efficient synthesis) shows lateral phase separation in the Langmuir layers. However, the amount of attached DNA, determined by IRRAS, is for both samples the same. In 3D systems, lipid 8âp forms cubic phases, which disappear after addition of DNA. At physiological temperatures, both lipids (alone and in mixture with cholesterol) assemble to lamellar aggregates and exhibit comparable DNA delivery efficiency. This study demonstrates that non-lamellar structures are not compulsory for high transfection rates. The results legitimate the utilization of oleyl chains of technical grade in the synthesis of cationic transfection lipid
Do L2 French or L2 English learners write better L3 German texts? The in-fluence of prior foreign language study on L3 German writing skills: the GaE/F Project
Many learners of German as a foreign language (L3) are learning English or French as L2 before commencing their
study of German, especially students from countries where English or French is, among other languages, the second official
language or a common language in the educational system. For example: Among the approximately 219.000 non-German students who, in 2014, studied at German universities 38.000 were from China or India (L2 English) and 11.000 were from Cameroon or Morocco (L2 French) (DAAD 2015: 14-15). University-level German instructors at the Technische UniversitÀt Darmstadt have reported a higher level of competence in producing German texts by students who have learned French as L2 before
German than those who have learned English as L2.
Multilingualism researchers have investigated the impact of prior foreign language study on the learning of other languages.
These influences include the learnerâs personal experiences while learning a foreign language, the development of individual
learning strategies and the ability to self-motivate. Just as important, however, are the structural and cultural aspects that affect
the learning of additional foreign languages, namely the structural differences between the languages to be studied compared to
already mastered languages, the teaching and learning culture and, last but not least, the intercultural differences in the norms
governing the production of text types (cf. e.g. Herdina & Jessner 2002; Hufeisen 2002, 2010; Jessner 2006; MiĂler 2000).
On this basis, the project âGerman as a foreign language after English or Frenchâ (GaE/F) [Deutsch als Fremdsprache nach
Englisch oder Französisch (DaFnE/F)] was initiated to investigate how the learning of L2 English or L2 French may affect the
learning of L3 German, and, in particular, how it influences the production of appropriate German language texts as assessed by
native speakers. It will investigate which linguistic features can be found in such written language and how their occurrence can
be explained. Finally the aim is to examine the issue whether the prior learning of French or English, respectively, is more useful
for developing German writing skills.
For several years the Division of Linguistics and Multilingualism at the Technische UniversitÀt Darmstadt and preparatory course
instructors have been collecting a corpus of authentic university-level written texts that, at present, consists of approximately 160
samples. Because the project is currently at its very beginning, a pilot study has to be carried out to identify possibly significant
features for the comparison of written texts (i.e. connectors, parataxis/hypotaxis, word formation, sentence structure etc.) and to
develop research tools for future investigations
Do L2 French or L2 English learners write better L3 German texts? The in-fluence of prior foreign language study on L3 German writing skills: the GaE/F Project
Many learners of German as a foreign language (L3) are learning English or French as L2 before commencing their study of German, especially students from countries where English or French is, among other languages, the second official language or a common language in the educational system. For example: Among the approximately 219.000 non-German students who, in 2014, studied at German universities 38.000 were from China or India (L2 English) and 11.000 were from Cameroon or Morocco (L2 French) (DAAD 2015: 14-15). University-level German instructors at the Technische UniversitĂ€t Darmstadt have reported a higher level of competence in producing German texts by students who have learned French as L2 before German than those who have learned English as L2.Multilingualism researchers have investigated the impact of prior foreign language study on the learning of other languages. These influences include the learnerâs personal experiences while learning a foreign language, the development of individual learning strategies and the ability to self-motivate. Just as important, however, are the structural and cultural aspects that affect the learning of additional foreign languages, namely the structural differences between the languages to be studied compared to already mastered languages, the teaching and learning culture and, last but not least, the intercultural differences in the norms governing the production of text types (cf. e.g. Herdina & Jessner 2002; Hufeisen 2002, 2010; Jessner 2006; MiĂler 2000).On this basis, the project âGerman as a foreign language after English or Frenchâ (GaE/F) [Deutsch als Fremdsprache nach Englisch oder Französisch (DaFnE/F)] was initiated to investigate how the learning of L2 English or L2 French may affect the learning of L3 German, and, in particular, how it influences the production of appropriate German language texts as assessed by native speakers. It will investigate which linguistic features can be found in such written language and how their occurrence can be explained. Finally the aim is to examine the issue whether the prior learning of French or English, respectively, is more useful for developing German writing skills.For several years the Division of Linguistics and Multilingualism at the Technische UniversitĂ€t Darmstadt and preparatory course instructors have been collecting a corpus of authentic university-level written texts that, at present, consists of approximately 160 samples. Because the project is currently at its very beginning, a pilot study has to be carried out to identify possibly significant features for the comparison of written texts (i.e. connectors, parataxis/hypotaxis, word formation, sentence structure etc.) and to develop research tools for future investigations. Viele Menschen, die Deutsch als Zweit- oder Fremdsprache lernen, haben bereits Englisch oder Französisch als Vorfremdsprache erlernt. Dies gilt insbesondere fĂŒr Studierende aus LĂ€ndern, in denen neben anderen Sprachen Englisch oder Französisch Amtssprachen bzw. Unterrichtssprachen sind. So kamen z.B. 2014 von den rund 219.000 nichtdeutschen Studierenden an deutschen Hochschulen rund 38.000 aus China oder Indien (L2 Englisch) und 11.000 aus Kamerun oder Marokko (L2 Französisch) (vgl. DAAD 2015: 14-15). DaF/DaZ-LehrkrĂ€fte der Technischen UniversitĂ€t Darmstadt berichten von ihrer Erfahrung, dass Studierende mit Französisch als Vorfremdsprache vor Deutsch bessere deutschsprachige Texte schreiben als ihre Kommiliton/innen mit Englisch vor Deutsch.Die Mehrsprachigkeitsforschung hat den Einfluss vorher erlernter Fremdsprachen auf das Erlernen weiterer Sprachen in vielerlei Hinsicht erforscht. Hier spielen einerseits Aspekte auf individueller Ebene eine Rolle: das Sammeln von Erfahrungen, die Entwicklung individueller Lernstrategien und die Entstehung persönlicher Motivation. Andererseits beeinflussen Aspekte auf sprachlich-struktureller bzw. sprachlich-kultureller Ebene das Lernen weiterer Sprachen: die strukturelle NĂ€he der zu lernenden Sprache mit bereits bekannten Sprachen, die Sprachvermittlungskultur und auch die unterschiedlichen Text(sorten)normen in verschiedenen Sprachen.Die eingangs beschriebenen Beobachtungen der LehrkrĂ€fte nĂ€her zu untersuchen, ist das Ziel des Projektes DaFnE/F (Deutsch als Fremdsprache nach Englisch oder Französisch). Es soll ermitteln, wie sich das vorherige Erlernen konkret der englischen bzw. französischen Sprache auf das Erlernen der Fremdsprache Deutsch auswirkt â und hier insbesondere auf die Produktion von nach MaĂstĂ€ben deutscher Rezipient/innen als gut erscheinenden Texten. Neben der Frage, in welchen sprachlich-schriftlichen Bereichen hier PhĂ€nomene feststellbar sind, ist die Frage von Bedeutung, womit sie zusammenhĂ€ngen (z.B. Struktur der Sprachen Englisch oder Französisch, unterschiedliche Lernpraktiken bzw. Lern-Traditionen im Unterricht Französisch als Fremdsprache bzw. Englisch als Fremdsprache usw.).Seit einigen Jahren wird am Fachgebiet Mehrsprachigkeit der TU Darmstadt und am Studienkolleg ein Textkorpus aus momentan rund 160 authentischen universitĂ€ren Texten zusammengestellt, anhand dessen eine Pilotierungsuntersuchung fĂŒr mögliche weitere Untersuchungen durchgefĂŒhrt werden soll
Die Sprache der Politik Politik mit Sprache
Im Rahmen des Forschungsverbunds haben sich sowohl die Arbeitsgruppe âZivilgesellschaftâ wie auch diejenige, die ĂŒber Nationale IdentitĂ€t(en) arbeitet, naturgemÀà immer auch mit der Rolle von Sprache befasst. Einzelne Projekte dieser Untergruppen des Gesamtverbunds und auch die gemeinsamen Fragestellungen haben die Relevanz von Sprache gleichermaĂen als BrĂŒcke und Grenze diskutiert und herausgearbeitet. Dies gilt sowohl innerhalb wie auch zwischen Nationen. Dem Thema kommt deshalb eine sehr vielschichtige und komplexe Bedeutung zu. Gleichzeitig fand es in der InterdisziplinaritĂ€t der Verbundarbeit, die ja ebenfalls terminologische Grenzen zu ĂŒberwinden hat, auf spannende Weise eine interne Entsprechung. Sprache verdeutlicht die kulturelle Vielfalt Europas. Sprachen schaffen KommunikationsrĂ€ume, bedingen aber auch Kommunikationsgrenzen. EuropĂ€ische Einigung ist untrennbar mit einem wechselseitigen und Nations ĂŒbergreifenden VerstĂ€ndigungsprozess verbunden. In einem solchen treten Sprecher, die ihre Gemeinwesen, ihre Gesellschaft und deren IdentitĂ€t reprĂ€sentieren, miteinander in Kontakt. Es wird von ihrer Sprache abhĂ€ngen â welche sie auch immer wĂ€hlen â ob sie sich verstehen und eine gemeinsame, eine europĂ€ische Politik machen. Die ungemein brisanten Wechselbeziehungen von Politik und Sprache sind fĂŒr die Forschung noch ein weites Feld. Ein wenig davon zu bestellen, ja aufzuarbeiten, war das Ziel der forost-FrĂŒhjahrstagung 2004 in Regensburg. Die hier versammelten BeitrĂ€ge zeigen, dass dies konzeptionell und interdisziplinĂ€r in sehr eindrucksvoller Weise gelungen ist
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