Iconicity in English and Spanish and its relation to lexical category and age of acquisition

Signed languages exhibit iconicity (resemblance between form and meaning) across their vocabulary, and many non-Indo-European spoken languages feature sizable classes of iconic words known as ideophones. In comparison, Indo-European languages like English and Spanish are believed to be arbitrary outside of a small number of onomatopoeic words. In three experiments with English and two with Spanish, we asked native speakers to rate the iconicity of ~600 words from the English and Spanish MacArthur-Bates Communicative Developmental Inventories. We found that iconicity in the words of both languages varied in a theoretically meaningful way with lexical category. In both languages, adjectives were rated as more iconic than nouns and function words, and corresponding to typological differences between English and Spanish in verb semantics, English verbs were rated as relatively iconic compared to Spanish verbs. We also found that both languages exhibited a negative relationship between iconicity ratings and age of acquisition. Words learned earlier tended to be more iconic, suggesting that iconicity in early vocabulary may aid word learning. Altogether these findings show that iconicity is a graded quality that pervades vocabularies of even the most “arbitrary” spoken languages. The findings provide compelling evidence that iconicity is an important property of all languages, signed and spoken, including Indo-European languages

Learning what to remember: vocabulary knowledge and children’s memory for object names and features

Although young children can map a novel name to a novel object, it remains unclear what they actually remember about objects when they initially make such a name-object association. In the current study we investigated 1) what children remembered after they were initially introduced to name-object associations and 2) how their vocabulary size and vocabulary structure influenced what they remembered. As a group, children had difficulty remembering each of the features of the original novel objects. Further analyses revealed that differences in vocabulary structure predicted children’s ability to remember object features. Specifically, children who produced many names for categories organized by similarity in shape (e.g., ball, cup) had the best memory for newly-learned objects’ features—especially their shapes. In addition, the more features children remembered, the more likely they were to retain the newly-learned name-object associations. Vocabulary size, however, was not predictive of children’s feature memory or retention. Taken together, these findings demonstrate that children’s existing vocabulary structure, rather than simply vocabulary size, influences what they attend to when encountering a new object and subsequently their ability to remember new name-object associations

Reproducibility and a unifying explanation: Lessons from the shape bias

The goal of science is to advance our understanding of particular phenomena. However, in the field of development, the phenomena of interest are complex, multifaceted, and change over time. Here, we use three decades of research on the shape bias to argue that while replication is clearly an important part of the scientific process, integration across the findings of many studies that include variations in procedure is also critical to create a coherent understanding of the thoughts and behaviors of young children. The “shape bias,” or the tendency to generalize a novel label to novel objects of the same shape, is a reliable and robust behavioral finding and has been shown to predict future vocabulary growth and possible language disorders. Despite the robustness of the phenomenon, the way in which the shape bias is defined and tested has varied across studies and laboratories. The current review argues that differences in performance that come from even seemingly minor changes to the participants or task can offer critical insight to underlying mechanisms, and that working to incorporate data from multiple labs is an important way to reveal how task variation and a child’s individual pathway creates behavior—a key issue for understanding developmental phenomena

Consumers’ estimation of calorie content at fast food restaurants: cross sectional observational study

Objective: To investigate estimation of calorie (energy) content of meals from fast food restaurants in adults, adolescents, and school age children. Design: Cross sectional study of repeated visits to fast food restaurant chains. Setting: 89 fast food restaurants in four cities in New England, United States: McDonald’s, Burger King, Subway, Wendy’s, KFC, Dunkin’ Donuts. Participants: 1877 adults and 330 school age children visiting restaurants at dinnertime (evening meal) in 2010 and 2011; 1178 adolescents visiting restaurants after school or at lunchtime in 2010 and 2011. Main outcome measure Estimated calorie content of purchased meals. Results: Among adults, adolescents, and school age children, the mean actual calorie content of meals was 836 calories (SD 465), 756 calories (SD 455), and 733 calories (SD 359), respectively. A calorie is equivalent to 4.18 kJ. Compared with the actual figures, participants underestimated calorie content by means of 175 calories (95% confidence interval 145 to 205), 259 calories (227 to 291), and 175 calories (108 to 242), respectively. In multivariable linear regression models, underestimation of calorie content increased substantially as the actual meal calorie content increased. Adults and adolescents eating at Subway estimated 20% and 25% lower calorie content than McDonald’s diners (relative change 0.80, 95% confidence interval 0.66 to 0.96; 0.75, 0.57 to 0.99). Conclusions: People eating at fast food restaurants underestimate the calorie content of meals, especially large meals. Education of consumers through calorie menu labeling and other outreach efforts might reduce the large degree of underestimation

Near or far: the effect of spatial distance and vocabulary knowledge on word learning

The current study investigated the role of spatial distance in word learning. Two-year-old children saw three novel objects named while the objects were either in close proximity to each other or spatially separated. Children were then tested on their retention for the name-object associations. Keeping the objects spatially separated from each other during naming was associated with increased retention for children with larger vocabularies. Children with a lower vocabulary size demonstrated better retention if they saw objects in close proximity to each other during naming. This demonstrates that keeping a clear view of objects during naming improves word learning for children who have already learned many words, but keeping objects within close proximal range is better for children at earlier stages of vocabulary acquisition. The effect of distance is therefore not equal across varying vocabulary sizes. The influences of visual crowding, cognitive load, and vocabulary size on word learning are discussed

Decoupled CuO_2 and RuO_2 layers in superconducting and magnetically ordered RuSr_2GdCu_2O_8

Comprehensive measurements of dc and ac susceptibility, dc resistance, magnetoresistance, Hall resistivity, and microwave absorption and dispersion in fields up to 8 T have been carried out on RuSr_2GdCu_2O_8 with the aim to establish the properties of RuO_2 and CuO_2 planes. At ~130 K, where the magnetic order develops in the RuO_2 planes, one observes a change in the slope of dc resistance, change in the sign of magnetoresistance, and the appearance of an extraordinary Hall effect. These features indicate that the RuO_2 planes are conducting. A detailed analysis of the ac susceptibility and microwave data on both, ceramic and powder samples show that the penetration depth remains frequency dependent and larger than the London penetration depth even at low temperatures. We conclude that the conductivity in the RuO_2 planes remains normal even when superconducting order is developed in the CuO_2 planes below \~45 K. Thus, experimental evidence is provided in support of theoretical models which base the coexistence of superconductivity and magnetic order on decoupled CuO_2 and RuO_2 planes.Comment: 11 pages, 11 figures, submitted to PR

Evaluating the use of multilocus variable number tandem repeat analysis of Shiga toxin-producing Escherichia coli O157 as a routine public health tool in England

Multilocus variable number tandem repeat analysis (MLVA) provides microbiological support for investigations of clusters of cases of infection with Shiga toxin-producing E. coli (STEC) O157. All confirmed STEC O157 isolated in England and submitted to the Gastrointestinal Bacteria Reference Unit (GBRU) during a six month period were typed using MLVA, with the aim of assessing the impact of this approach on epidemiological investigations. Of 539 cases investigated, 341 (76%) had unique (>2 single locus variants) MLVA profiles, 12% of profiles occurred more than once due to known household transmission and 12% of profiles occurred as part of 41 clusters, 21 of which were previously identified through routine public health investigation of cases. The remaining 20 clusters were not previously detected and STEC enhanced surveillance data for associated cases were retrospectively reviewed for epidemiological links including shared exposures, geography and/or time. Additional evidence of a link between cases was found in twelve clusters. Compared to phage typing, the number of sporadic cases was reduced from 69% to 41% and the diversity index for MLVA was 0.996 versus 0.782 for phage typing. Using MLVA generates more data on the spatial and temporal dispersion of cases, better defining the epidemiology of STEC infection than phage typing. The increased detection of clusters through MLVA typing highlights the challenges to health protection practices, providing a forerunner to the advent of whole genome sequencing as a diagnostic tool

Different paths to the modern state in Europe: the interaction between domestic political economy and interstate competition

Theoretical work on state formation and capacity has focused mostly on early modern Europe and on the experience of western European states during this period. While a number of European states monopolized domestic tax collection and achieved gains in state capacity during the early modern era, for others revenues stagnated or even declined, and these variations motivated alternative hypotheses for determinants of fiscal and state capacity. In this study we test the basic hypotheses in the existing literature making use of the large date set we have compiled for all of the leading states across the continent. We find strong empirical support for two prevailing threads in the literature, arguing respectively that interstate wars and changes in economic structure towards an urbanized economy had positive fiscal impact. Regarding the main point of contention in the theoretical literature, whether it was representative or authoritarian political regimes that facilitated the gains in fiscal capacity, we do not find conclusive evidence that one performed better than the other. Instead, the empirical evidence we have gathered lends supports to the hypothesis that when under pressure of war, the fiscal performance of representative regimes was better in the more urbanized-commercial economies and the fiscal performance of authoritarian regimes was better in rural-agrarian economie