アジアにおける淡水貝類の多様化のテンポと様式

要約のみTohoku University千葉聡課

The impact of input mode on second language spoken vocabulary learning (OASIS Summary)

Uchihara, T. et al. (2022). The impact of input mode on second language spoken vocabulary learning. OASIS Summary of Uchihara, T. et al. (2022) in The Modern Language Journal. https://oasis-database.org/concern/summaries/q811kk18d?locale=e

Does hearing a word one, three, or six times help learners pronounce second language words? (OASIS Summary)

Uchihara, T. et al. (2022). Does hearing a word one, three, or six times help learners pronounce second language words?. OASIS Summary of Uchihara, T. et al. (2023) in Language Learning. https://oasis-database.org/concern/summaries/xs55mc819?locale=e

Analysis of Website Access to the Hiroshima University Archives

I analyzed the website of the Hiroshima University Archives with Google Analytics covering a period from 2015 to 2014. The average annual number of page views was approximately 50,000. The number of page views was highest in October-January and April-September. These are the periods when classes are held in universities. When analyzed according to day of the week, there were fewer page views on Friday-Sunday compared with Monday-Thursday. With regard to types of page, there were many top pages and offered subject pages. There were many page views of the Morito Tatsuo documentary catalog and a corporation documentary catalog. Higashihiroshima city and Hiroshima city accounted for 50% of the sessions according to the area. New visitors made up 35% of the users, and 65% were repeaters. The commonly used search terms included words indicating Hiroshima University and Hiroshima University archives and words indicating the record school in Hiroshima University and related persons. Other commonly used ambiguous search terms included Hiroshima, peace, and documents. On the basis of these results, the main users of the Hiroshima University archives website are teachers and staff of Hiroshima University

Efficiently Probability and Topic-based Data Transmission Protocol

In the fog computing (FC) models, a fog node supports not only routing functions but also application processes. By the application processes, output data is calculated on input data from sensors and other fog nodes and sent to target fog nodes which can calculate on the output data. In this thesis, we consider the MPSFC (Mobile topic-based PS (publish/subscribe) FC) model where mobile fog nodes communicate with one another by publishing and subscribing messages of data in wireless networks. Subscription topics of a fog node denote input data on which the fog node can calculate. Publication topics of a message show data carried by the message. In the TBDT (Topic-Based Data Transmission) protocol proposed in our previous studies, a fog node only publishes a message of the output data to a target fog node in the communication range. Here, while a fewer number of messages are transmitted, the delivery ratio of messages is smaller than the epidemic routing protocol. In this thesis, we newly propose a PTBDT (Probability and TBDT) protocol in order to increase the delivery ratio. If another node is found in the communication range, a fog node forwards messages to the node. Even if the node is not a target node, the node receives the mesage with some probability. In the evaluation, we show the delivery ratio and exchanged messages in the PTBDT protocol

Frequency of Exposure Influences Accentedness and Comprehensibility in Learners’ Pronunciation of Second Language Words

The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A picture-naming test was administered before, immediately after, and approximately one week after the treatment. The elicited speech samples were evaluated for two aspects of spoken vocabulary knowledge: pronunciation (accentedness and comprehensibility) and form–meaning connection (spoken form recall). Results showed that (a) the number of exposures positively affected measures of form–meaning connection and pronunciation immediately after the treatment, and (b) cognateness moderated how strongly repetition impacted the pronunciation of L2 words. Moderate learning gains occurred for comprehensibility after six exposures to new words. However, with six exposures, only small effects of repetition were observed for accentedness

Hsp105 but not Hsp70 family proteins suppress the aggregation of heat-denatured protein in the presence of ADP

AbstractHsp105α and Hsp105β are mammalian members of the Hsp105/110 family, a diverged subgroup of the Hsp70 family. Here, we show that Hsp105α and Hsp105β bind non-native protein through the β-sheet domain and suppress the aggregation of heat-denatured protein in the presence of ADP rather than ATP. In contrast, Hsc70/Hsp40 suppressed the aggregation of heat-denatured protein in the presence of ATP rather than ADP. Furthermore, the overexpression of Hsp105α but not Hsp70 in COS-7 cells rescued the inactivation of luciferase caused by ATP depletion. Thus, Hsp105/110 family proteins are suggested to function as a substitute for Hsp70 family proteins to suppress the aggregation of denatured proteins in cells under severe stress, in which the cellular ATP level decreases markedly

Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?

This study examined how mode of input affects the learning of pronunciation and form–meaning connection of second language (L2) words. Seventy-five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low-frequency words while viewing their corresponding pictures, and completed a picture-naming test 3 times (before, immediately, and about 6 days after treatment). The elicited speech samples were assessed for form–meaning connection (spoken form recall) and pronunciation accuracy (accentedness, comprehensibility). Results showed that the reading-while-listening group recalled a significantly greater number of spoken word forms than did the listening-only group. Learners in the reading-while-listening and listening-only modes were judged to be less accented and more comprehensible compared to learners in the reading-only mode. However, only learners receiving spoken input without orthographic support retained more target-like (less accented) pronunciation compared to learners receiving only written input. Furthermore, sound–spelling consistency of words significantly moderated the degree to which different learning modes impacted pronunciation learning. Taken together, the findings suggest that simultaneous presentation of written and spoken forms is optimal for the development of form–meaning connection and comprehensibility of novel words but that provision of only spoken input may be beneficial for the attainment of target-like accent