Implicit structured sequence learning

A simple question: Do you know how you manage to speak your native language without making grammatical errors despite the fact that you probably do not know how to describe the grammatical rules you use? Sometimes such simple questions do not have simple answers. The amazing capacity to effectively communicate complex information and thoughts through the medium of language is the result of the way language, and more specifically, linguistic rules are learned: in an implicit manner. Learning is implicit when we acquire new information without intending to do so and without awareness that knowledge is acquired (Forkstam & Petersson, 2005). In this thesis, an implicit artificial grammar learning (AGL) paradigm (Stadler & Frensch, 1998) was investigated from two perspectives: as a model probing the acquisition of structural, or syntactic, aspects of natural language (Petersson, 2005; Petersson, Forkstam, & Ingvar, 2004) and as a model for implicit learning. Reber, in his seminal work on AGL (1967), proposed that successful task-performance of participants is due to their ability to learn new grammatical rules implicitly. This ability, he claimed, is comparable to the way humans acquire the syntax-rules of their native language without systematic explicit guidance or awareness of what is learned. The AGL paradigm used here is unique in combining implicit acquisition with core characteristics of the actual conditions for syntax learning: implicit learning from grammatical examples without performance feedback. Three studies employed the above paradigm in combination with functional magnetic resonance imaging (fMRI) to investigate structured sequence processing, while one study investigated a well-characterized natural language paradigm to investigate syntactic and semantic processing and their interaction. Consequently Reber’s statement (1967) concerning the comparability of the processes involved in artificial and natural language syntax could be investigated at the neurobiological level

Vegetation Transformations of Kujawy-Pomerania Region in the Last Twenty Years Period

This paper contents dynamic tendencies analysis results of Kujawy-Pomerania region (N Poland) for a 20-year time period. Acreage changes as well as structure and species composition transformations of forest and shrub vegetation (associations) and non-forest vegetation (alliances) were evaluated. Main factors influencing on regressive and progressive changes were set out. Analysis was relied on results of geobotanical research and observations of selected objects. Regressive changes were noted for i.a. thermophilous oak forests, dry and fresh coniferous forests, aquatic, halophytic, pasture vegetation, vegetation of Molinion and Cnidion meadows, heaths and xerothermic grasslands. Whereas progressive were observed in case of mixed coniferous forests, mesophytic shrubs, rush and tall herbs vegetation, fresh meadows and some ruderal communities

Eye-movements in implicit artificial grammar learning

Artificial grammar learning (AGL) has been probed with forced-choice behavioral tests (active tests). Recent attempts to probe the outcomes of learning (implicitly acquired knowledge) with eye-movement responses (passive tests) have shown null results. However, these latter studies have not tested for sensitivity effects, for example, increased eye movements on a printed violation. In this study, we tested for sensitivity effects in AGL tests with (Experiment 1) and without (Experiment 2) concurrent active tests (preference- and grammaticality classification) in an eye-tracking experiment. Eye movements discriminated between sequence types in passive tests and more so in active tests. The eye-movement profile did not differ between preference and grammaticality classification, and it resembled sensitivity effects commonly observed in natural syntax processing. Our findings show that the outcomes of implicit structured sequence learning can be characterized in eye tracking. More specifically, whole trial measures (dwell time, number of fixations) showed robust AGL effects, whereas first-pass measures (first-fixation duration) did not. Furthermore, our findings strengthen the link between artificial and natural syntax processing, and they shed light on the factors that determine performance differences in preference and grammaticality classification tests.Max Planck Institute for PsycholinguisticsDonders Institute for Brain, Cognition and BehaviorVetenskapsradetSwedish Dyslexia Foundatio

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A COMPARATIVE STUDY OF ELECTRICAL ENGINEERING STUDENTS’ REACTION WHEN EXPOSED TO A FLIPPED CLASSROOM PEDAGOGY

Di bawah model kelas terbalik, pembelajaran mandiri terjadi di luar kelas dan tugas belajar yang diberikan guru sebagai tambaham belajar dilakukan secara kolaboratif di ruang kelas. Studi ini bertujuan untuk membangun efek pedagogik pada pembelajaran model kelas terbalik dilihat dari kinerja akademik siswa teknik elektro, mengembangkan keterampilan berpikir tingkat tinggi, dan menetukan pilihan pedagogis siswa. Kedua, penelitian ini bertujuan untuk menetapkan efek gender dan literasi digital pada pilihan pedagogis siswa. Sebuah studi eksperimental semu dilakukan pada mata kuliah dasar teknik listrik. 64 siswa tahun pertama teknik elektro diambil sebagai sampel penelitian dari populasi sebanyak 156 siswa. Keduanya, pembelajaran kelas terbalik dan kelas tradisional terdiri dari 32 siswa. Pembelajaran diimplementasikan menggunakan model kelas tradisional dan model kelas terbalik. Kuis dan tes diberikan untuk kedua kelas. Survei evaluasi hanya diberikan pada kelas terbalik. Sebagian besar siswa teknik elektro lebih suka belajar menggunakan kedua kelas yaitu kelas terbalik dan kelas tradisional. Efek gender, literasi digital atau kombinasi keduanya tidak mempengaruhi peringkat kepuasan siswa dari model kelas terbalik. Pembelajaran kelas terbalik tidak memiliki dampak pada kinerja akademik siswa. Secara meyakinkan, model kelas terbalik memaksa siswa untuk mempersiapkan waktu dan kecepatan belajar secara mandiri, meningkatkan interaksi antar teman, mengoptimalkan keterlibatan instruktur, dan memastikan bahwa keterampilan berpikir tingkat tinggi dapat dikembangkan pada siswa. Under the flipped classroom model, self-directed learning occurs outside class and homework is collaboratively done in class. The study aimed at establishing the effect of a flipped pedagogy on electrical engineering students’ academic performance, development of higher order thinking skills and pedagogical choices. Secondly, it aimed at establishing the effect of gender and digital literacy on pedagogical choices. A quasi-experimental study was conducted on two classes studying fundamentals of electrical engineering course. 64 first year electrical engineering students were conveniently sampled from a population of 156. Both, the flipped and traditional class were equally composed of 32 students. The flipped class successively learnt using the traditional classroom and flipped classroom model. Quizzes and test were administered to both classes. An evaluation survey was solely administered on the flipped class. Most electrical engineering students preferred to learn using both the flipped classroom and the traditional classroom model. Gender, digital literacy or a combination of both does not influence students’ satisfaction ratings of the flipped classroom model. Exposing students to a flipped pedagogy does not have any effect on academic performance. Conclusively, the flipped classroom model compels students to prepare at own time and pace, enhances peer to peer interaction and students to instructor engagement, and ensures that higher order thinking skills are developed in students

Key Words Quality of life � Voice Handicap Index � Laryngeal

carcinoma � Partial laryngectomy Treatment of small carcinoma of the larynx may lead to voice handicap and restricted quality of life. The relationship between the two is revealed. Sixty-five patients aged 62.1 8 10.0 years rated their voice handicap and quality of life after treatment of T1 (n = 35) or T2 (n = 30) laryngeal carcinoma during regular out-patient examinations. For the self-assessment of the voice, the Voice Handicap Index (VHI) and the disease-independent Short Form-36 Health Survery (SF-36) questionnaires were used. Voice handicap (total score 38.9 8 26.0) did not differ in the two tested groups, T1 and T2, and the data of SF-36 (physical score 43.0 8 10.7; mental score 50.2 8 9.1) showed significant differences for the mental score. Patients rated their voice handicap worse than healthy persons did after treatment of laryngeal carcinoma. VHI and SF-36 data were strongly correlated. Voice handicap is significantly related to the quality of life, especially affecting the mental domain. Thus, the rehabilitation of voice disorders should have a beneficial impact on quality of life. Copyright © 2010 S. Karger AG, Basel Backgroun

Zoning System Policy Model in Accepting New Students in Indonesia

This study aims to see and describe the implementation of the Van Meter and Van Horn policy models. The results of this study are: 1) Implementation and communication activities between policy implementing organizations have been implemented, but the results have not been optimal, 2) The characters of Public Senior High School  2 Ciamis as implementers have understood the policy context well, are consistent with the goals and objectives and Policy objectives, implement prospective students firmly and strictly on policy rules, and supervise Zoning System policies following student recruitment technical guidelines and SOP, but the results are optimal, 3) The disposition as policy implementers has not seen what to do, can do these policies and have the commitment to implement student recruitment policies for optimal system zoning systems, 4) Social, economic and political conditions have influenced policy policies, 5) The zoning of system policy implementation has a positive impact on service policies and the quality of education services. This research concludes that Public Senior High School 2 Ciamis has implemented a zoning system policy, but it has yet to be optimal