Understudied factors contributing to variability in cognitive performance related to language learning

While much of the literature on bilingualism and cognition focuses on group comparisons (monolinguals vs bilinguals or language learners vs controls), here we examine the potential differential effects of intensive language learning on subjects with distinct language experiences and demographic profiles. Using an individual differences approach, we assessed attentional performance from 105 university-educated Gaelic learners aged 21–85. Participants were tested before and after beginner, elementary, and intermediate courses using tasks measuring i.) sustained attention, ii.) inhibition, and iii.) attention switching. We examined the relationship between attentional performance and Gaelic level, previous language experience, gender, and age. Gaelic level predicted attention switching performance: those in higher levels initially outperformed lower levels, however lower levels improved the most. Age also predicted performance: as age increased attention switching decreased. Nevertheless, age did not interact with session for any attentional measure, thus the impact of language learning on cognition was detectable across the lifespan

Lexically-specific syntactic restrictions in second-language speakers

In two structural priming experiments, we investigated the representations of lexically-specific syntactic restrictions of English verbs for highly proficient and immersed second language (L2) speakers of English. We considered the interplay of two possible mechanisms: generalization from the first language (L1) and statistical learning within the L2 (both of abstract structure and of lexically-specific information). In both experiments, L2 speakers with either Germanic or Romance languages as L1 were primed to produce dispreferred double-object structures involving non-alternating dative verbs. Priming occurred from ungrammatical double-object primes involving different non-alternating verbs (Experiment 1) and from grammatical primes involving alternating verbs (Experiment 2), supporting abstract statistical learning within the L2. However, we found no differences between L1-Germanic speakers (who have the double object structure in their L1) and L1-Romance speakers (who do not), inconsistent with the prediction for between-group differences of the L1-generalization account. Additionally, L2 speakers in Experiment 2 showed a lexical boost: There was stronger priming after (dispreferred) non-alternating same-verb double object primes than after (grammatical) alternating different-verb primes. Such lexically-driven persistence was also shown by L1 English speakers (Ivanova et al., 2012a) and may underlie statistical learning of lexically-dependent structural regularities. We conclude that lexically-specific syntactic restrictions in highly proficient and immersed L2 speakers are shaped by statistical learning (both abstract and lexically-specific) within the L2, but not by generalization from the L1

Reporting in Experimental Philosophy: Current Standards and Recommendations for Future Practice

Recent replication crises in psychology and other fields have led to intense reflection about the validity of common research practices. Much of this reflection has focussed on reporting standards, and how they may be related to the questionable research practices that could underlie a high proportion of irreproducible findings in the published record. As a developing field, it is particularly important for Experimental Philosophy to avoid some of the pitfalls that have beset other disciplines. To this end, here we provide a detailed, comprehensive assessment of current reporting practices in Experimental Philosophy. We focus on the quality of statistical reporting and the disclosure of information about study methodology. We assess all the articles using quantitative methods (n=134) that were published over the years 2013-2016 in 29 leading philosophy journals. We find that null hypothesis significance testing is the prevalent statistical practice in Experimental Philosophy, although relying solely on this approach has been criticised in the psychological literature, and augmented by other approaches that Experimental Philosophy has adopted only partially: 53% of the papers report an effect size, 28% confidence intervals, 1% examined prospective statistical power and 5% report observed statistical power. Importantly, we find no direct relation between an article’s reporting quality and its impact (numbers of citations). We conclude with recommendations for authors, reviewers and editors in Experimental Philosophy, to facilitate making research statistically-transparent and reproducible

Perspectiva universitaria Una visión multidisciplinaria sobre la ética y la realidad

La presente obra muestra a la población lectora, desde una perspectiva universitaria multidisciplinaria, un conjunto de siete investigaciones de corte teórico, que motivan la reflexión sobre las realidades sociales, donde las diferentes éticas analizadas aportan elementos teóricos y posibles estrategias para acompañar en la solución de los conflictos que encara la vida actual en el planeta.Ante los retos que enfrenta la humanidad, algunas veces consecuencia de comportamientos acumulados de baja prosocialidad y civilidad, donde el egoísmo, los abusos y la irresponsabilidad han cobrado protagonismo, son las instituciones educativas, y especialmente las universidades quienes tienen el compromiso de preparar y actualizar profesionistas cuyo perfil de egreso sea capaz de atender las necesidades apremiantes demandas por la colectividad, mismas que muchas veces no generan el reconocimiento público y, por lo tanto, no llegan a provocar una respuesta comprometida desde las políticas públicas, como puede ser el trato en los servicios a las personas más vulneradas, otras veces desde el abuso de la desinformación que termina por dar fuerza al rumor y con ello, desencadenar problemas de pánico, violencia, o incapacidad de atención, como ha sido el caso de la pandemia por el virus SARS CoV2, analizado ampliamente en este libro

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