High amplitude/high frequency acoustic field effects on coaxial inkection

International audienc

The role of repeated exposure to multimodal input in incidental acquisition of foreign language vocabulary

Prior research has reported incidental vocabulary acquisition with complete beginners in a foreign language (FL), within 8 exposures to auditory and written FL word forms presented with a picture depicting their meaning. However, important questions remain about whether acquisition occurs with fewer exposures to FL words in a multimodal situation and whether there is a repeated exposure effect. Here we report a study where the number of exposures to FL words in an incidental learning phase varied between 2, 4, 6, and 8 exposures. Following the incidental learning phase, participants completed an explicit learning task where they learned to recognize written translation equivalents of auditory FL word forms, half of which had occurred in the incidental learning phase. The results showed that participants performed better on the words they had previously been exposed to, and that this incidental learning effect occurred from as little as 2 exposures to the multimodal stimuli. In addition, repeated exposure to the stimuli was found to have a larger impact on learning during the first few exposures and decrease thereafter, suggesting that the effects of repeated exposure on vocabulary acquisition are not necessarily constant

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition

Les unités médico-psychiatriques : les soins partagés en santé mentale

Cet article décrit le fonctionnement d’une unité hospitalière originale, couplant approche somatique et psychiatrique sous rubrique générique d’une Unité Médico-Psycho-Sociale (UMPS) implantée au sein du CHU d’Angers depuis 1996. Nous proposons d’examiner l’intérêt de cette mixité, tout en interrogeant ses limites et ses difficultés de fonctionnement. L’intérêt de la structure est de proposer une approche pluridisciplinaire, somatique et psychiatrique dans un même lieu de soins. Cette double compétence de la part des personnels médicaux et paramédicaux est nécessaire lorsque les avis ponctuels de la consultation-liaison ne suffisent plus et lors de situations complexes, dans lesquelles le double savoir-faire est sollicité, en lien avec les ressources d’une réanimation et des services de spécialités médicales et chirurgicales. Ce type d’unité, fondée sur un fonctionnement mixte et à binôme confirmé est peu représenté, tant en France qu’à l’étranger. La fréquence de la co-morbidité somatique et organique conduit pourtant à les considérer comme une réponse innovante aux difficultés rencontrées dans ces prises en charge. Nous décrivons deux cas cliniques afin d’argumenter notre propos

A novel approach to Isoscaling: the role of the order parameter m = (N-Z)/A

Isoscaling is derived within a recently proposed modified Fisher model where the free energy near the critical point is described by the Landau O(m^6) theory. In this model m = (N-Z)/A is the order parameter, a consequence of (one of) the symmetries of the nuclear Hamiltonian. Within this framework we show that isoscaling depends mainly on this order parameter through the 'external (conjugate) field' H. The external field is just given by the difference in chemical potentials of the neutrons and protons of the two sources. To distinguish from previously employed isoscaling relationships, this approach is dubbed: m - scaling. We discuss the relationship between this framework and the standard isoscaling formalism and point out some substantial differences in interpretation of experimental results which might result. These should be investigated further both theoretically and experimentally.Comment: 14 pages, 5 figure

Limitation of energy deposition in classical N body dynamics

Energy transfers in collisions between classical clusters are studied with Classical N Body Dynamics calculations for different entrance channels. It is shown that the energy per particle transferred to thermalised classical clusters does not exceed the energy of the least bound particle in the cluster in its ``ground state''. This limitation is observed during the whole time of the collision, except for the heaviest system.Comment: 13 pages, 15 figures, 1 tabl

Mastery-Based Testing in Undergraduate Mathematics

Mastery-based testing is an assessment scheme that challenges students to provide complete solutions to problems derived from clear course concepts. Students are allowed multiple attempts to demonstrate mastery, which helps create a classroom environment where students value persistence toward thorough understanding. In this paper, we describe in detail the benefits and implementation of mastery-based testing in college mathematics courses. We also summarize student response data that show positive reactions to this testing method