Developmental differences in explicit and implicit conceptual memory tests : a processing view account

International audienceThe present study addressed contradictory results in childhood literature about conceptual priming. Based on the processing view, two forms of conceptual priming were investigated across two experiments in children aged from 7 to 16: associative priming (using the free-association test) and relational (categorical) priming (using the categorical exemplar generation test) as well as their explicit memory measure counterparts (the associative-cued recall and the category-cued recall). Experiment 1 compared age differences in associative and relational (categorical) priming. Experiment 2 focused on relational (categorical) priming with manipulations of blocked/unblocked words per category. The results showed that (a) associative priming was unchanged in children aged from 7 to 16, whereas relational (categorical) priming improved from 7–9 to 13–16 years old, and (b) age differences in relational (categorical) priming still occurred under unblocked conditions and blocked condition, while age differences in explicit measures were reduced under blocked conditions

Automatic evaluation of the pronunciation with callslt, a conversation partner exclusively based on speech recognition

At a time when markets are globalizing, second language acquisition is increasingly important in current society. More than a way to stand out, multilingualism has become a necessity, especially in multilingual countries such as Switzerland. Like many aspects of the day to day life, language learning is being revolutionized by technological progress. Today, CALL (Computer-assisted language learning) software allows users to acquire a new language at their own pace, without any constraints of time and place. Thanks to the great evolution of speech recognition technology, it is now possible to interact orally with computers. On this basis, the Faculty of Translation and Interpreting of Geneva University developed its own software called CALL-SLT, a conversation partner exclusively based on speech recognition. Since its usefulness as a learning coach has already been proven, we propose a new experiment aiming to discover if CALL-SLT can also play the role of an automatic evaluator of the L2 pronunciation. 17 French speakers were given access to the tool and took a test specially developed for this purpose. In this paper, we will present the method we used and summarize the results. While these are not perfect, they are very encouraging and suggest that an evaluation of pronunciation with speech recognition is indeed possible

The use of virtual reality for episodic memory assessment: effects of active navigation.

International audienceEpisodic memory was assessed using Virtual Reality (VR). Forty-four (44) subjects visualized a target virtual apartment containing specific objects in each room. Then they visualized a second virtual apartment comprised of specific objects and objects shared by the two apartments. Subjects navigated in the virtual apartments in one of the following two conditions: active and passive. Four main episodic memory components were scored from the VR exposures: (1) learning effect; (2) active forgetting effect; (3) strategies at encoding and at retrieval; and (4) false recognitions (FRs). The effect of navigation mode (active vs. passive) on each memory component was examined. Active subjects had better learning and retrieval (recognition hits) performances compared to passive subjects. A beneficial effect of active navigation was also observed on the source-based FR rates. Active subjects made fewer source-based FRs compared to passive subjects. These overall results for the effect of active navigation are discussed in terms of the distinction between item-specific and relational processing

Participant’s scores on the neuropsychological assessments and the ANOVA (Group x Exploration) results.

<p>Participant’s scores on the neuropsychological assessments and the ANOVA (Group x Exploration) results.</p

Correlations between the wayfinding z scores and age (the p values are in parentheses) for the active and passive conditions, followed by the same correlations partialled out for each one of the neurocognitive z scores (VS-M z, VS-F z and EFz).

<p>The Z values are calculated for correlation comparisons.</p

Characteristics of the participants.

<p>Characteristics of the participants.</p

Representation of the district area and of the route used for the experiment.

<p>Representation of the district area and of the route used for the experiment.</p

Age-related wayfinding differences in real large-scale environments: detrimental motor control effects during spatial learning are mediated by executive decline?

The aim of this study was to evaluate motor control activity (active vs. passive condition) with regards to wayfinding and spatial learning difficulties in large-scale spaces for older adults. We compared virtual reality (VR)-based wayfinding and spatial memory (survey and route knowledge) performances between 30 younger and 30 older adults. A significant effect of age was obtained on the wayfinding performances but not on the spatial memory performances. Specifically, the active condition deteriorated the survey measure in all of the participants and increased the age-related differences in the wayfinding performances. Importantly, the age-related differences in the wayfinding performances, after an active condition, were further mediated by the executive measures. All of the results relative to a detrimental effect of motor activity are discussed in terms of a dual task effect as well as executive decline associated with aging