Does sentence structure boost early word learning?:An artifical language learning study

This paper examines the semantic consequences of the presence and absence of the verbal particle in Hungarian sentences containing a verb of creation. Since these verbs are Definiteness-Effect verbs, the aspectual interpretation does not depend merely on the verbal particle’s position – or even presence – in the sentence, as in other cases, but rather on the specific/non-specific interpretation of the object. The main claim of the paper is that the verbal particle’s role in such sentences can be defined in terms of collectivity and distributivity: the Definiteness-Effect constructions – the ones without verbal particle – can only refer to collective events, and the non-Definiteness-Effect-constructions – the ones containing a verbal particle – can refer to both collective and distributive events

Differential coding of perception in the world’s languages

Is there a universal hierarchy of the senses, such that some senses (e.g., vision) are more accessible to consciousness and linguistic description than others (e.g., smell)? The long-standing presumption in Western thought has been that vision and audition are more objective than the other senses, serving as the basis of knowledge and understanding, whereas touch, taste, and smell are crude and of little value. This predicts that humans ought to be better at communicating about sight and hearing than the other senses, and decades of work based on English and related languages certainly suggests this is true. However, how well does this reflect the diversity of languages and communities worldwide? To test whether there is a universal hierarchy of the senses, stimuli from the five basic senses were used to elicit descriptions in 20 diverse languages, including 3 unrelated sign languages. We found that languages differ fundamentally in which sensory domains they linguistically code systematically, and how they do so. The tendency for better coding in some domains can be explained in part by cultural preoccupations. Although languages seem free to elaborate specific sensory domains, some general tendencies emerge: for example, with some exceptions, smell is poorly coded. The surprise is that, despite the gradual phylogenetic accumulation of the senses, and the imbalances in the neural tissue dedicated to them, no single hierarchy of the senses imposes itself upon language

Eye-Tracking Piaget : Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action

The combination of two methodological resources-natural user interface and multimodal learning analytics-is creating opportunities for educational researchers to empirically evaluate theoretical models accounting for the emergence of concepts from situated sensorimotor activity. Seventy-six participants (9-14 years old) solved tablet-based presymbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of proportional equivalence. Data gathered in task-based semi-structured clinical interviews included action logging, eye-gaze tracking, and videography. Analysis of these data indicates that successful task performance coincided with spontaneous emergence of stable dynamical gaze path patterns soon followed by multimodal articulation of strategy. Significantly, gaze patterns included unmanipulated, non-salient screen locations. We present cumulative evidence that these gaze patterns served as "attentional anchors" mediating participants' problem solving. By way of further contextualizing our claim, we also present case studies from the various experimental conditions. We interpret the findings as enabling us to revisit, support, refine, and perhaps elaborate on seminal claims from Piaget's theory of genetic epistemology and in particular his insistence on the role of situated motor-action coordination in the process of reflective abstraction

Exposing Piaget's scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept

The combination of two methodological resources-natural-user interfaces (NUI) and multimodal learning analytics (MMLA)-is creating opportunities for educational researchers to empirically evaluate seminal models for the hypothetical emergence of concepts from situated sensorimotor activity. 76 participants (9-14 yo) solved tablet-based non-symbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of proportional equivalence. Data gathered in task-based semi-structured clinical interviews included action logging, eye-gaze tracking, and videography. Successful task performance coincided with spontaneous appearance of stable dynamical gaze-path patterns soon followed by multimodal articulation of strategy. Significantly, gaze patterns included uncued non-salient screen locations. We present cumulative results to argue that these 'attentional anchors' mediated participants' problem solving. We interpret the findings as enabling us to revisit, support, refine, and elaborate on central claims of Piaget's theory of genetic epistemology and in particular his insistence on the role of situated motor-action coordination in the process of reflective abstraction

Exposing Piaget's scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept

The combination of two methodological resources-natural-user interfaces (NUI) and multimodal learning analytics (MMLA)-is creating opportunities for educational researchers to empirically evaluate seminal models for the hypothetical emergence of concepts from situated sensorimotor activity. 76 participants (9-14 yo) solved tablet-based non-symbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of proportional equivalence. Data gathered in task-based semi-structured clinical interviews included action logging, eye-gaze tracking, and videography. Successful task performance coincided with spontaneous appearance of stable dynamical gaze-path patterns soon followed by multimodal articulation of strategy. Significantly, gaze patterns included uncued non-salient screen locations. We present cumulative results to argue that these 'attentional anchors' mediated participants' problem solving. We interpret the findings as enabling us to revisit, support, refine, and elaborate on central claims of Piaget's theory of genetic epistemology and in particular his insistence on the role of situated motor-action coordination in the process of reflective abstraction

Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition

Proportional reasoning is important and yet difficult for many students, who often use additive strategies, where multiplicative strategies are better suited. In our research we explore the potential of an interactive touchscreen tablet application to promote proportional reasoning by creating conditions that steer students toward multiplicative strategies. The design of this application (Mathematical Imagery Trainer) was inspired by arguments from embodied-cognition theory that mathematical understanding is grounded in sensorimotor schemes. This study draws on a corpus of previously treated data of 9-11 year-old students, who participated individually in semi-structured clinical interviews, in which they solved a manipulation task that required moving two vertical bars at a constant ratio of heights (1:2). Qualitative analyses revealed the frequent emergence of visual attention to the screen location halfway along the bar that was twice as high as the short bar. The hypothesis arose that students used so-called "attentional anchors" (AAs)-psychological constructions of new perceptual structures in the environment that people invent spontaneously as their heuristic means of guiding effective manual actions for managing an otherwise overwhelming task, in this case keeping vertical bars at the same proportion while moving them. We assumed that students' AAs on the mathematically relevant points were crucial in progressing from additive to multiplicative strategies. Here we seek farther to promote this line of research by reanalyzing data from 38 students (aged 9-11). We ask: (1) What quantitative evidence is there for the emergence of AAs?; and (2) How does the transition from additive to multiplicative reasoning take place when solving embodied proportions tasks in interaction with the touchscreen tablet app? We found that: (a) AAs appeared for all students; (b) the AA-types were few across the students; (c) the AAs were mathematically relevant (top of the bars and halfway along the tall bar); (d) interacting with the tablet was crucial for the AAs' emergence; and (e) the vast majority of students progressed from additive to multiplicative strategies (as corroborated with oral utterances). We conclude that touchscreen applications have the potential to create interaction conditions for coordinating action and perception into mathematical cognition

Evaluating Executive Functions in Patients with Juvenile Myoclonic Epilepsy Using Frontal Assessment Battery

Objective. In this study, we aimed to evaluate the executive profile of juvenile myoclonic epilepsy (JME) patients using the Frontal Assessment Battery (FAB) as a bedside screening tool and investigate its association with seizure proximity, family history of epilepsy, and polytherapy/monotherapy with antiepileptic drugs (AEDs). Background. JME patients have deficits in various aspects of executive functions. FAB has proved to be a useful tool for evaluating executive functions in clinical settings. Methods. Thirty-one JME patients and 110 healthy controls (HCs) were enrolled in this study. The participants were assessed using six subsets of FAB, including conceptualization, mental flexibility, motor programming, sensitivity to interference, inhibitory control, and environmental autonomy. Results. Compared to HCs, JME patients showed lower scores in conceptualization, mental flexibility, programming, sensitivity to interference, and total FAB. The number of AEDs (polytherapy versus monotherapy) and duration of time since the last seizure had no significant effect on FAB scores in JME patients. We found significant associations between disease duration and conceptualization, mental flexibility, inhibitory control, and total FAB score only in JME patients with recent seizure. Finally, receiver operating characteristic (ROC) analysis showed area under the curve (AUC) of 0.971 (95% confidence interval (CI): 0.947–0.994) for FAB total score, 0.933 for conceptualization (95% CI: 0.973-894), and 0.836 for mental flexibility (95% CI: 0.921-751). Conclusions. In summary, JME patients had deficits in different aspects of executive functions. FAB is a useful clinical tool for evaluation of executive functions in JME patients